This document discusses the integration of CALL (Computer-Assisted Language Learning) and distance learning. It describes how CALL programs incorporated into distance learning systems can provide students with a wide range of multimedia learning materials. The document also examines blended learning, which combines distance learning and online elements with traditional face-to-face learning. Some key advantages of blended learning for language courses include improved course management, delivery of up-to-date content, and opportunities for collaborative work and target language communication. The document also evaluates factors that contribute to interactivity in distance learning courses.
Net4voice: new technologies for voice-converting in barrier-free learning env...eLearning Papers
Authors:Elena Luppi, Raffaella Primiani, Carla Raffaelli, Daniela Tibaldi, Ivan Traina, Anna Violi.
The Net4Voice project aims to increase the quality of learning opportunities promoting the adoption of barrier-free learning environments and the development of innovative methodologies which use speech recognition (SR) technologies.
The document discusses the increasing use of information and communication technologies (ICT) in distance learning. It notes that ICT has replaced direct teacher-student interaction and allows various strategies to actively engage students. The paper focuses on the role of ICT in open and distance education, and explores technology-based media which is important for distance learners. It provides examples of technologies used like audio/video media, computers, and the internet. Factors to consider in technology selection include learning objectives, subject matter, learner characteristics, and available resources. Effective use of ICT enhances the quality of distance learning.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
Net4voice: new technologies for voice-converting in barrier-free learning env...eLearning Papers
Authors:Elena Luppi, Raffaella Primiani, Carla Raffaelli, Daniela Tibaldi, Ivan Traina, Anna Violi.
The Net4Voice project aims to increase the quality of learning opportunities promoting the adoption of barrier-free learning environments and the development of innovative methodologies which use speech recognition (SR) technologies.
The document discusses the increasing use of information and communication technologies (ICT) in distance learning. It notes that ICT has replaced direct teacher-student interaction and allows various strategies to actively engage students. The paper focuses on the role of ICT in open and distance education, and explores technology-based media which is important for distance learners. It provides examples of technologies used like audio/video media, computers, and the internet. Factors to consider in technology selection include learning objectives, subject matter, learner characteristics, and available resources. Effective use of ICT enhances the quality of distance learning.
The use of computer technology in efl classroom pros and cons (1) (1)ouissaless
* Teaching English as a foreign language field has encountered a great development in the past couple of years. Having the ability and tools to integrate computer technology devices inside the classroom had affected and deeply influenced learners' SLA. Learners could benefit from the technological tools to facilitate their second language acquisition through video games, videos, online learning platforms and websites that are dedicated to providing learners with a joyful and fruitful experience of second language acquisition.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
The document discusses the use of information and communication technologies (ICTs) in language pedagogy. It begins by defining ICTs and the conditions needed to integrate them into language teaching. The review of literature examines previous studies that found technologies like multimedia, the internet, and chat tools can improve English skills. The study aims to identify the technologies used by English teachers in India and how they develop language skills. A survey found that most teachers use projectors, presentations, and word processing, primarily to develop listening, speaking and vocabulary. The conclusion states that while teachers are increasingly using technology, more can be done to help students learn English through blended and virtual learning approaches.
This document discusses using polling and chat tools in the foreign language classroom to promote student participation. The author conducted a pedagogical experiment using Adobe Connect Pro in an advanced English grammar and translation course. Polling and chat allowed for widespread student involvement and feedback. Both students and teachers found the tools engaging and efficient. Challenges included blending oral and written communication, managing large chat texts, and limitations of computer labs for discussion. Overall, polling and chat can create an interactive learning environment that accommodates different styles while improving understanding between students and teachers.
1) The document discusses the evolution of distance learning and e-learning from traditional media like correspondence courses to modern networked and community-based approaches using Web 2.0 tools.
2) It describes a study conducted at Eszterházy Károly College where students took an online course using blogs, bookmarks, documents, wikis and video annotations to collaborate.
3) A survey found students were highly motivated by these new tools and their technology skills improved, showing the value of integrating modern networks and media in education.
Emerging Trends in Foreign Language Teaching with ICTssorden
The document discusses emerging trends in foreign language teaching with information and communication technologies, including changing learner expectations towards more personalized and interactive learning, and the potential of mobile apps, blended learning, and crowdsourcing to transform language instruction over the near and long term. New technologies like visual-syntactic text formatting also aim to improve reading comprehension and learning outcomes.
The document discusses the impact of new technologies on literature teaching and learning. It describes how hypertexts and e-books have changed reading and writing by allowing for nonlinear navigation through links. This creates opportunities for new multimedia-based teaching methods compared to traditional textbooks. Using multimedia has benefits like developing language and viewing skills through interactive activities. It encourages collaborative and student-centered learning by allowing students to experience texts through different media. While technology opens possibilities, teachers must ensure it enhances educational goals rather than replacing them.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
Technology and second language acquisitionMilton Gomez
The document discusses technology and its role in second language acquisition. It defines technology as the application of knowledge and skills to develop tools that solve problems. The document then outlines some advantages and disadvantages of using technology for second language learning. Key advantages include increased exposure to the target language, opportunities for practice, and greater motivation. Disadvantages include lack of access for some students and imperfect software.
This document discusses the use of technology in foreign language education. It provides three examples of how schools have successfully incorporated technology:
1) A New Jersey school created a collaborative project with a school in India for students to learn Hindi using video chat and an online forum.
2) A French teacher enhances lessons with tools like wikis and video chat to connect with classes worldwide.
3) An elementary school in Connecticut teaches all students Japanese for 75 minutes per week using immersive techniques with technology like interactive whiteboards and language apps on iPods.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Tugasan 4 pembacaan dan penilaian kendiriHidayu Jamali
This document contains a student's self-assessment of Chapter 7 in their course on electronic and web-based learning. It includes answers to 3 questions about distance learning technologies. The questions cover the definition of distance learning, how audio and television systems facilitate it, and characteristics of local area networks (LANs), wide area networks (WANs), intranets, and wireless networks.
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Mobile learning story board week 8 & 9Jan Cutforth
Mobile learning allows students to learn anywhere at any time through their smartphones. Research shows mobile learning has positive impacts on education by making it more personalized and technology-focused. As smartphones became more advanced after 2010, their use in education increased. For mobile learning to be widely adopted, it must be implemented gradually starting with innovators and early adopters before reaching critical mass. Change agents like teachers and administrators can encourage adoption by demonstrating mobile learning's benefits.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
Emerging uses of technology in language teaching and learningCanpılipha Koşar
This document discusses two main ways that technology can be used for language learning: as a source of teaching resources and to enhance learning experiences. It provides examples of how technologies like the internet, blogs, CALL software, and wikis can be used for language instruction and learning. Some key principles outlined are that technology allows for social interaction, authentic language use, individualization, and student autonomy. The role of the teacher is to plan technology-based activities and guide students, while students are actively involved in using the language. The document emphasizes reading, writing, and potentially speaking and listening skills depending on the technology used.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
This document discusses using teleconferencing to teach English to Francophone faculty and staff in Benin. It describes a study where staff from Ecole Polytechnique d’Abomey-Calavi took English courses via teleconferencing at Ghana Technology University College for 5 months. The study found that teleconferencing was effective for teaching listening, speaking and reading skills, though students struggled more with writing. The document argues that technology-enhanced language learning is key to development in Africa by allowing people to communicate across language barriers.
Content Strategy – Integrating Content in User Experience Design by Neha Sing...STC India UX SIG
Here are some key ways a content strategist contributes to user experience research:
- Conducting content audits and inventories to understand existing content and identify gaps
- Running user interviews and surveys to understand user needs, pain points, and preferences regarding content
- Analyzing user behavior data like clickstreams to see what content is most used and useful
- Synthesizing research findings to document content requirements and inform design and development
By understanding users and involving them early, the content strategist helps ensure the experience is centered around real needs and delivers the most value. This research provides a foundation for all subsequent strategy, design and content work.
1) The document discusses the evolution of distance learning and e-learning from traditional media like correspondence courses to modern networked and community-based approaches using Web 2.0 tools.
2) It describes a study conducted at Eszterházy Károly College where students took an online course using blogs, bookmarks, documents, wikis and video annotations to collaborate.
3) A survey found students were highly motivated by these new tools and their technology skills improved, showing the value of integrating modern networks and media in education.
Emerging Trends in Foreign Language Teaching with ICTssorden
The document discusses emerging trends in foreign language teaching with information and communication technologies, including changing learner expectations towards more personalized and interactive learning, and the potential of mobile apps, blended learning, and crowdsourcing to transform language instruction over the near and long term. New technologies like visual-syntactic text formatting also aim to improve reading comprehension and learning outcomes.
The document discusses the impact of new technologies on literature teaching and learning. It describes how hypertexts and e-books have changed reading and writing by allowing for nonlinear navigation through links. This creates opportunities for new multimedia-based teaching methods compared to traditional textbooks. Using multimedia has benefits like developing language and viewing skills through interactive activities. It encourages collaborative and student-centered learning by allowing students to experience texts through different media. While technology opens possibilities, teachers must ensure it enhances educational goals rather than replacing them.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
Technology and second language acquisitionMilton Gomez
The document discusses technology and its role in second language acquisition. It defines technology as the application of knowledge and skills to develop tools that solve problems. The document then outlines some advantages and disadvantages of using technology for second language learning. Key advantages include increased exposure to the target language, opportunities for practice, and greater motivation. Disadvantages include lack of access for some students and imperfect software.
This document discusses the use of technology in foreign language education. It provides three examples of how schools have successfully incorporated technology:
1) A New Jersey school created a collaborative project with a school in India for students to learn Hindi using video chat and an online forum.
2) A French teacher enhances lessons with tools like wikis and video chat to connect with classes worldwide.
3) An elementary school in Connecticut teaches all students Japanese for 75 minutes per week using immersive techniques with technology like interactive whiteboards and language apps on iPods.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Tugasan 4 pembacaan dan penilaian kendiriHidayu Jamali
This document contains a student's self-assessment of Chapter 7 in their course on electronic and web-based learning. It includes answers to 3 questions about distance learning technologies. The questions cover the definition of distance learning, how audio and television systems facilitate it, and characteristics of local area networks (LANs), wide area networks (WANs), intranets, and wireless networks.
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
Personalising English language teaching in secondary schools through technologyCITE
4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Mobile learning story board week 8 & 9Jan Cutforth
Mobile learning allows students to learn anywhere at any time through their smartphones. Research shows mobile learning has positive impacts on education by making it more personalized and technology-focused. As smartphones became more advanced after 2010, their use in education increased. For mobile learning to be widely adopted, it must be implemented gradually starting with innovators and early adopters before reaching critical mass. Change agents like teachers and administrators can encourage adoption by demonstrating mobile learning's benefits.
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
Emerging uses of technology in language teaching and learningCanpılipha Koşar
This document discusses two main ways that technology can be used for language learning: as a source of teaching resources and to enhance learning experiences. It provides examples of how technologies like the internet, blogs, CALL software, and wikis can be used for language instruction and learning. Some key principles outlined are that technology allows for social interaction, authentic language use, individualization, and student autonomy. The role of the teacher is to plan technology-based activities and guide students, while students are actively involved in using the language. The document emphasizes reading, writing, and potentially speaking and listening skills depending on the technology used.
Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive ProjectCem Balçıkanlı
This document discusses integrating technology into pre-service language teacher education programs. It notes that modern students are "digital natives" and teachers need to develop competencies to effectively integrate technologies like Web 2.0 tools into language teaching. The Gazi University teacher training program in Turkey incorporates activities using technologies to enhance learning, motivate students, and connect them with other language speakers. Student teachers reflected that technologies make teaching easier and more enjoyable, attracting students, but must be used appropriately to benefit learning.
This document discusses using teleconferencing to teach English to Francophone faculty and staff in Benin. It describes a study where staff from Ecole Polytechnique d’Abomey-Calavi took English courses via teleconferencing at Ghana Technology University College for 5 months. The study found that teleconferencing was effective for teaching listening, speaking and reading skills, though students struggled more with writing. The document argues that technology-enhanced language learning is key to development in Africa by allowing people to communicate across language barriers.
Content Strategy – Integrating Content in User Experience Design by Neha Sing...STC India UX SIG
Here are some key ways a content strategist contributes to user experience research:
- Conducting content audits and inventories to understand existing content and identify gaps
- Running user interviews and surveys to understand user needs, pain points, and preferences regarding content
- Analyzing user behavior data like clickstreams to see what content is most used and useful
- Synthesizing research findings to document content requirements and inform design and development
By understanding users and involving them early, the content strategist helps ensure the experience is centered around real needs and delivers the most value. This research provides a foundation for all subsequent strategy, design and content work.
Giveaway the pearl girls - mommy & me pearls | celebrity baby scoopThe Pearl Girls
The document provides details about a giveaway contest being run by The Pearl Girls for a mommy and daughter pearl necklace and earring set. Entrants can enter by signing up for the newsletter or by leaving a comment on the post. The contest ends on June 24th, 2011 at 7pm EST and the winner will be chosen randomly. The post also provides a 25% discount code for readers to use on ThePearlGirls.com website.
Sweco held a Capital Markets Meeting on 21 September 2011 and Mats Wäppling, President and CEO, together with employees, provided an in-depth picture of the Group’s operations and highlight the trends that affect Sweco.
We thought about titling this session, "Stop Giving Them The Answer: Let Them Figure It Out Themselves!", but thought that sounded a little too edgy. Join us for a strategy-building session on how to foster student-owned learning in the classroom (and live!). Don't expect 1 size fits all answers - just questions, strategies, possibilities, examples, and maybe a few awkward silences...
Dada las condiciones del cultivo y la buena perspectiva de rendimiento que se observa, se recomienda aplicar un
fungicida para controlar y prevenir el avance de Tizón del maíz. El fitosanitario para esta situación sería una mezcla
de Triazol + Estrobirulina (Opera, Amistar Xtra, Sphere Max), que le brinda poder curativo y residual. El momento de aplicación es ideal, por lo que se recomienda realizar cuanto antes. Continuar monitoreando por posible avance de la enfermedad. No preocuparse por apariciones de Isoca de la espiga, ya que la tecnología VT3Pro permite suprimir sus ataques.
Webinar Deck: Market Vista: Global Services Developments in Q1 2013Everest Group
On May 23, 2013, Everest Group hosted a Market Vista webinar to discuss the Global Services Developments in Q1 2013, including: outsourcing trends in Q1-2013, GIC trends and developments, change in locations in Eastern Europe between 2012 and 2013, and overview of the 20 leading service providers
CPM Systems Pvt. Ltd. is a manufacturer of modern furniture dedicated to producing high quality products to meet customer needs. Its mission is to achieve growth through continuous improvement and communication. Its vision is to develop quality partnerships and set excellence standards to fulfill its goals. The company values accountability, balance, commitment, consistency, diversity, efficiency, leadership, and ownership. It produces a wide range of furniture including workstations, toilet cubicles, drawers, and chairs.
How to use CommonJS and AMD Modules now and in the browser!Samuel Breed
The document discusses CommonJS and AMD specifications for loading JavaScript modules asynchronously in browsers. It acknowledges that there are many specifications but provides examples of libraries like Require.js, Dojo, jQuery, Backbone and Underscore that allow using CommonJS and AMD patterns now in browsers. It urges organizations supporting different patterns to work together and notes that browsers will soon natively support asynchronous module definitions.
The document announces an upcoming art exhibition by Moroccan artist Younes Baba-Ali titled "Desencuentro(s)" or "Uncounters" at the Sabrina Amrani Art Gallery in Madrid, Spain from January 11th to February 18th. The exhibition uses various media like audio, video, and installations to reflect on the migrant experience and process of migration. Baba-Ali's pieces are meant to transport visitors to the sensations of returning home as an immigrant or hearing the call to prayer. The exhibition aims to show both sides of migration through pieces that contrast the dreams of migrating to Europe with the reality faced by immigrants.
NicheTech is a fastest growing IT company working on .Net Projects for offshore clients across the globe for over 18 countries.
We have expertise in MVC and SQL server based complex business projects.
C# developers are the best assets for us.
ASP.net development in india is the best option and NicheTech is the best available option for you.
Website : http://www.nichetechsolutions.com/ASP.net-MVC-Developers
Facebook: https://www.facebook.com/NicheTech
Twitter : https://twitter.com/nichetechsol
Employee Engagement Through Motivational LeadershipJJ White
This document discusses employee engagement through motivational leadership. It notes that less than 50% of directors and vice presidents are engaged at work. Twice as many people planned to leave their jobs in 2010 compared to 2008, and 39% of global workers said they may leave within a year. Replacing employees can cost 1-2 times their salary. The document advocates for inspirational leadership to improve engagement, noting that most managers want inspirational leaders but only 11% described their current leader that way. It promotes taking action through leadership training.
The document outlines a presentation about video promotion and tracking. It discusses optimizing videos for search engines through techniques like basic SEO, captions, video sitemaps and annotations. It then covers promoting videos using paid advertising and by encouraging sharing. Finally, it addresses tracking video performance using analytics and AdWords metrics. The presentation aims to provide strategies for optimizing, promoting and measuring the success of online videos.
The document provides tips on online lead generation through market research, paid search advertising, search engine optimization, and social media advertising. It discusses conducting keyword research to understand customer search queries and segment keywords into topic niches. It also covers optimizing websites, writing paid search ads, getting backlinks, and using tools like Facebook ads to drive traffic and generate leads.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
1. The document discusses the evolution of distance learning and e-learning in Hungary from the 1990s to present day. It traces how distance learning progressed from correspondence-based methods to utilizing various media like radio, television, and early internet technologies.
2. It describes how e-learning began as a supplement to traditional education but has increasingly become a popular approach on its own. Blended learning models now combine online and offline elements.
3. The emergence of Web 2.0 allowed for more interactive, user-centered e-learning environments where learners can both consume and produce content. Connectivism is discussed as the learning theory underlying these new digital approaches.
IT PROJECT 2015 Distance learning system 373684Pranveet Kaur
The document discusses the development of a distance learning system that utilizes both synchronous and asynchronous technologies like print, audio, video and computer-based tools to provide education to students who are separated geographically from instructors. It outlines the objectives of designing an affordable and interactive web-based system with tools for communication, instruction and assessment between students and instructors. The system is intended to help address issues with traditional education delivery and expand access to basic education.
Distance education involves teaching students who are separated from the instructor. It uses technology like audio, video, and print to bridge the gap. Research shows distance education can be as effective as traditional instruction when the methods and technologies are appropriate, there is interaction between students and teachers, and timely feedback is provided. Distance education delivers instruction using tools like voice, video, data, and print. An effective distance education program carefully plans instruction based on student needs and uses a mix of media. Key players include students, faculty, facilitators, support staff, and administrators. Benefits of distance education include convenience, flexibility, effectiveness, affordability, being multi-sensory, allowing for interactivity, and promoting equity.
This document discusses e-content development and m-learning. It begins by defining e-content as the academic content and knowledge delivered to learners through electronic means such as text, audio, video, etc. It then discusses how e-content development has become a lucrative field with many companies creating online courses. It also discusses how subject matter experts help create stimulating content. The document then discusses m-learning (mobile learning) which allows learning through mobile devices anywhere. It lists the benefits of m-learning such as accessibility and portability. Finally, it provides tips for effective content development and language style.
E-learning refers to the use of electronic media and information and communication technologies to support learning. It can occur in or out of the classroom, synchronously or asynchronously. E-learning encompasses various terms that emphasize different components, such as computer-based training, online education, and virtual learning. It makes use of technologies like online courses, educational videos, learning platforms, and virtual classrooms to deliver educational content and facilitate student-teacher and student-student interaction. E-learning is widely used in preschool, K-12, and higher education, and provides flexibility for students to learn at their own pace from any internet-connected location.
Distance education involves teaching students who are separated from the instructor. It uses technology like audio, video, and print to bridge the gap. Research shows distance education can be as effective as traditional instruction when the methods and technologies are appropriate, there is interaction between students and teachers, and timely feedback is provided. Distance education delivers instruction using tools like voice, video, data, and print. An effective distance education program carefully plans instruction based on student needs and uses a mix of media. Key players include students, faculty, facilitators, support staff, and administrators. Benefits of distance education include convenience, flexibility, effectiveness, affordability, being multi-sensory, interactivity, and promoting equity.
This document discusses various forms of distance education including open learning, electronic learning, computer-assisted language learning, educational technology, learning management systems, mobile learning, social networks, virtual schools, and web conferencing. It also covers technologies used for synchronous and asynchronous delivery as well as types of distance education courses like correspondence, internet-based, and telecourses.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
CALL stands for Computer-Assisted Language Learning and refers to using computers to facilitate language learning. CALL materials are student-centered and promote self-paced, accelerated learning. TELL is derived from CALL and refers to Technology Enhanced Language Learning. E-learning uses electronic media and networks to support learning and teaching with a focus on individual experiences. M-learning refers to learning that occurs using mobile technologies like phones and mp3 players. Blended learning combines face-to-face instruction with online learning using technologies like computers, phones and videoconferencing. A VLE or Virtual Learning Environment provides online tools to support teaching and learning. A PLE or Personal Learning Environment allows learners to manage their own learning
Distance education provides educational opportunities without increased budgets by using technology to bridge the gap between teachers and physically distant students. It takes various forms including online courses, videoconferencing, and correspondence courses. Research shows distance education can be as effective as traditional instruction when appropriate methods and technologies are used to enable student-student and teacher-student interaction and feedback. Effective distance education programs require careful planning and selecting the right mix of media like video, audio, and print to meet student needs.
This document discusses blended learning and its advantages and disadvantages in language education. It defines blended learning as combining face-to-face classroom instruction with online learning, allowing students some control over the time, place, path, or pace of their studies. The document outlines several advantages of blended learning, including improved learning outcomes, personalized instruction, and lower costs. It also notes some potential disadvantages, such as technical issues, lack of student IT literacy, and more time required for feedback.
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
This document discusses distance learning and individualized learning. It defines distance learning and discusses the educational relationship between teachers and students in distance learning compared to traditional learning. The document also covers types of distance learning including open schedule, blended, computer-based, and fixed-time e-learning. It discusses synchronous and asynchronous technologies and media used in distance learning.
This document discusses research on distance education technologies for instruction. It defines distance education as instruction where the teacher and students are separated by distance but can communicate interactively using technologies like print, audio and video. It examines different technologies for distance learning like websites, print materials, online discussions and video conferencing. It concludes that creating effective distance education requires facilitating online communities and activities tailored for individual learning, and outlines resources to guide planning, developing, teaching and assessing successful distance learning courses.
This document discusses research on distance education technologies for instruction. It defines distance education as instruction where the teacher and students are separated by distance but can communicate interactively using technologies like print, audio and video. It examines different technologies for delivering course content in distance education like websites, print materials, images, audio, video and online discussions. It concludes that creating successful distance education requires facilitating online communities and activities tailored for individual learning, and provides resources on designing, developing and teaching distance courses.
Computer Assisted Language Learning and TeachingMaqsood Ahmad
Computer Assisted Language Teaching (CALT) offers ESL teachers a wide range of tools to enhance language instruction. CALT can increase student motivation through interactive games and multimedia. It empowers students to take control of their own learning by allowing flexible pacing and repetitive practice. CALT also facilitates mixed-ability classrooms by enabling differentiation of instruction based on student needs and learning styles.
This document proposes integrating online technology into competitive team-based language learning through the establishment of a center. The center would consist of four sectors - control, teaching, evaluation, and logistics - each with defined roles. The control sector would design curriculum and materials, the teaching sector would facilitate online classes utilizing tools like blogs and videos, the evaluation sector would focus on online assessment, and the logistics sector would administer courses. Benefits of this approach include providing equal opportunities for learning, highly motivating students, and facilitating collaboration. Challenges include ensuring students have necessary digital skills and that online environments are well-designed to encourage engagement and accountability.
This document summarizes an article about emerging technologies that enable autonomous language learning. It discusses how developments in mobile technology, social media, and online resources have increased opportunities for self-directed language learning. It provides examples of technologies that help develop learner autonomy, such as language learning diaries, e-portfolios, questionnaires, and personalized learning environments. It also emphasizes that autonomous learning works best when combined with teacher guidance and opportunities for peer interaction, such as through computer-mediated communication.
This document discusses the use of information and communication technologies (ICT) in language education. It covers:
- ICT can be built on four components: computing, communications, content, and human capacity.
- ICT refers to the convergence of audio-visual, telephone, and computer networks through a single cable system, with economic incentives to merge these systems.
- ICT can promote universal access to education, equity, quality learning and teaching, teacher development, and more efficient education management and administration according to UNESCO.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. CALL (Computer-Assisted Language Learning) and Distance Learning
S. Seljan, M. Banek, S. Špiranec, J. Lasić-Lazić
E-mail: sseljan@ffzg.hr, mbanek@ffzg.hr, sspiran@ffzg.hr, jlazic@ffzg.hr
Department of Information Sciences, Faculty of Philosophy, University of Zagreb
Ivana Lučića 3, 10 000 Zagreb, Croatia, Fax: +385 1 600 24 31
Computer-Assisted Language Learning
(CALL), grown at crossroads of technology and
language learning, respond to human needs,
industrial and educational development, cultural
demands, entertainment and business. CALL
programs, incorporated into distance-learning
systems, offer students wide range of texts,
multimedia materials, pre-structured exercises,
tests, etc. In the paper, interconnection between e-
learning Omega system and CALL course is given.
As the course represents combination of theory,
evaluation, development of individual practical skills
and students’ teamwork, advantages of the e-
learning system will be presented.
Use of new technologies in language
learning offers unlimited possibilities, but also
recognizes the irreplaceable role of teacher whose
organizing and communication capabilities enforce
interactive communication. Demanding higher level
of linguistic knowledge and computer skills, use of e-
learning system in CALL course would be more
suitable for advanced learners as a supplement
material to classical teaching.
Key words: CALL, distance learning, blended
learning, ICT
I. INTRODUCTION
In the era of life-long learning and multi-
lingual communication, need for distance
education has become obvious, not only in
educational environment, but also in home-study
setting. Use of ICT technology in language
learning could bring different advantages, but also
demand certain skills, organization capabilities
and additional time in order to provide new
learning experience. Blended learning, combining
distance learning, online tutorials with face-to face
learning, could offer improvement on existing
methodologies.
CALL (Computer-Assisted Language
Learning), i.e. TELL (Technology Enhanced
Language Learning) has gained considerable
attention in academic and research institutions,
focusing on interactive communicative support for
enhancing user's skills of listening, speaking,
reading, and writing. CALL/TELL has entered the
integrative phase1
where computer is not only
used as a media for delivering instructions as in
behaviouristic phase or as a tool in communicative
phase, but integrates multimedia packages, CD-
ROMs and Internet supporting skill-based
activities, interactive learning and self-access as
an approach in teaching and learning.
Possibilities of creating rich multimedia
environment, additional activities for individual
research and practice, course management
administration, interactive learning, self-access,
unlimited time and personalization are probably
some of the key factors for blended learning.
Integrating CALL/TELL into traditional learning
environment with suitable methodological and
pedagogical approach, some new skills could be
developed, as well as multicultural
communication.
II. DISTANCE LEARNING/ BLENDED
LEARNING/ E-LEARNING
While e-learning is sometimes perceived
as a synonym with online learning or distance
learning on the Internet, according the UK
government the "e" stands for electronic, which
embraces all aspects of ICT from using a word-
processor for producing printed handouts to a full-
blown online course wrapped up in a Virtual
Learning Environment (VLE).”
A VLE is a Web-based package designed
to help teachers to create online courses, together
with facilities for teacher-learner communication
and peer-to-peer communication and can be used
to deliver learning materials within an institution
or within a local education authority. One of such
systems is Moodle, the open source software,
which the user is free to download, use, modify
and even distribute. Such systems are also referred
to as a Course Management System (CMS), a
Learning Management System (LMS), and a
Learning Support System (LSS).
The term2
distance learning is taken to
mean, principally, individual learners working by
themselves, at a convenient time and place as well
as, to some extent, their own pace. It encompasses
some aspects of open learning i.e. certain level of
openness in terms of place, time, pace and content
of learning, as well as aspects of resource-based
learning i.e. usage of resources presented in
different media, crucial for developing and
practicing in reading and listening skills.
Furthermore, the term blended learning
in CALL tends to describe a blend of distance
learning online with face to face tutorials. Being
2. connected from a distance to a centre, students
can access and use organized courseware
materials or the free online language learning
materials.
Such courses take a multiple-media approach,
where education materials consist out of learning
packages containing text books, audio and video
materials, together with animated pictures,
tutorials and tests, sometimes offered only in
electronic environment and in some cases as a
supplement to the published materials.
When discussing language learning, it is
necessary to discuss the blended learning which
combines the traditional face-to face learning and
certain aspects of distance learning like usage of
supplement materials in the form of online
tutorials, tests, assignments and various resources
which can be accessed in classroom or from
home. The major advantages of implementing
blended or distant learning into language course
are: course management and administration
(grading assignments, students attendance,
communication between student and teacher, etc.);
delivery of content (up-to-date content students
can access, multimedia materials in targeted
language); target language communication
(opportunities to interact in the target language with
other students, tutor and native speakers);
collaborative work (ICT4LT Module 4.1).
Implementation of blended or distant
learning is possible both in school and
universities, as well as in adult education and life-
long learning, with the prerequisite of possessing
basic computer skills. Having possibility to work
independently with available materials and online
resources, without time limitations, completely at
one’s own pace (discovering new topics,
practicing, etc.) these could be motivators for self-
access learning. On the other side, social contact,
regular obligations, problems with
hardware/software could be disadvantages to
overcome.
III. CALL AND DISTANCE LEARNING
Although it was developed on the ICT
basic, apart from distance learning, CALL could
be incorporated into blended learning approach,
an thus offered as part of distance education
programs. Having in mind that the interconnection
between CALL and distance learning is still in
development phase, at least in Croatia, it refers
mainly to three types of computer applications in
the home-study environment 3
:
1.Computer-Managed Instruction focuses on
the computer as a management tool which
facilitates administration of the learning process.
It enables communication with students, on-line
registration, tracking of student's work within
particular course, exam generation, testing in
groups with random option, test correction, etc.
Computer-Managed Instruction could be used to
evaluate skills in listening, reading, writing and
even speaking.
Testing could happen as the pre-test for
particular course, i.e. as diagnostic test in order to
determine level of knowledge and to determine
the prerequisite skills on which the course may be
based. This way computer-assisted testing could
serve as primary, but it doesn't have to be the sole
way of evaluation. In determining the student's
level of practical prerequisite skills on which a
course may be built, additional multimedia
components could be used, such as animations,
audio and video recorded materials, which could
be used for listening, reading, writing, speaking,
understanding, etc.
The ICT4LT Module 4.1 makes difference
between formative and summative assessments,
indicating that the formative assessment is mainly
used in tests for diagnostic the students' progress
in specific areas or for self-assessment, because of
immediate feedback while the summative
assessment is mainly used at the end of the course
measuring often the acquired skills. According to
D. Abrioux, summative evaluation within a course
could primarily test to determine how much of the
material and how many of the concepts presented
in a course have been understood and mastered by
a student and according to prior knowledge the
teacher could give student certain credit.
2. Computer-Aided Learning (CAL) /
Computer-Assisted Language Learning
(CALL) consists of software applications and
materials realized thought different media (that
usually serve as supplement material), which fall
under various categorization principles:
− According D.A.M.X. Abrioux, CALL software
could be divided into two main categories:
tutorials and simulations.
− The others tend to classify them as text tools and
presentation software and software applications,
or as content-free and content specific software
application.
− Hardisty and Windeatt4
distinguish between school
programs (exercises involving gap-filling,
multiple choice, sequencing, matching, text
reconstruction), office programs (word-
processing, database, DTP, communications,
spreadsheets), library programs (concordances)
and home programs (adventures and simulations).
− Another authors distinguish among authoring
programs, grammar, vocabulary, reading skills,
writing and word processing, oral skills, listening
3. skills, information sources, discover and
exploration.
− Bax5
offers three new categories: restricted CALL
(allowing only to refer to a theory or rule), open
(in terms of feedback given to students and role of
the teacher) and integrated (technological
innovation embedded in everyday practice)
indicating that we are using the open CALL, and
that our aim should be the state in which
technology would be invisibly integrated into
everyday life.
Regarding integration of CALL material
into distance learning, it is often pointed out that
only human can adjust to changes, develop new
knowledge and use it in infinite ways using proper
methodological approach and work on human
interaction. The author D.A.M.X. Abrioux
indicates that problems of accessibility, bigger
memory demands and on-line access which
contribute to institutional costs, could be partially
handled by regional. In order to teach language at
distance, new developments related to language
teaching have made CALL valuable resource for
aiding the language learner at distance.
When talking about CALL applications
there are strong discussions regarding evaluation
and usefulness of software, pointing out different
approaches in language learning. While some
theorists and researchers believe that the «value of
the computer as a learning aid in language
acquisition lies in the use of creative
communicative software (games and simulations)
rather than in the use of "wrong-try-again" drills»,
others would argue that drill and practice type of
exercises have valuable function, since it permits
teachers to focus on developing other
communicative skills during class time. The main
importance of using CALL software lies in the
possibility to enforce communication, skill-
practicing, self-access and critical approach in the
target language. CALL supposes interactive
communication where exercises are immediately
corrected enabling the student to proceed with
other activities, or if the answer is incorrect, the
student should be given the appropriate feedback
in the form of rule, example, new trial or right
answer and error explanation.
CALL applications integrated into distance
learning would mean possibility for home-study
exercises and activities, although the answers for
exercises are generally checked through specific
option or sent to the tutor who corrects them and
sends back the corrected exercises. Exercises
should be adapted to the certain level (beginner,
medium, advanced, expert). In that way CALL
software could serve as optional, complementary
component of the distance delivered language
course.
In CALL applications particular interest is
shown for listening skills and comprehension used
in distance education setting. This way students
could listen to the pre-recorded material and work
on it as needed: replay, answer, slow down, break
into sentences, work on vocabulary, write down,
etc. The same components could be used for
another learning activity – dictation, where two
skills can be developed: listening and writing. In
order to enhance communication activities, special
attention is given to programs that motivate for
conversation in the distance education
environment (e.g. programs that support
conversation in a restricted domain, as in the
supermarket, hotel reservation, conversation with
psychiatrist, etc.). Although computers can
recognize only the foreseen sentences, the real-life
situations could be discussed.
3. Computer Conferencing meaning
electronic network which enables individuals to
communicate via computers in delayed
asynchronic time as a group, between individuals,
or with database. In its simplest form it is e-mail,
enabling communication between students
assigned to the course and between students and
tutor, or between tutor and system manager.
Computer conferencing is often referred as
integral teaching component, i.e. communication
tool for a distance education course. As the basic
goal of language acquisition is communication in
target language, video conferencing could be also
well-used for the purpose of language learning in
CALL and in distance education environment.
According to BBC report, distance learners make
use of additional material, links, exercises, etc.
Although oral communication is preferred, the
network communication (e-mail, computer
conferencing, remote tutorials, tests, etc.)
represent kind of improvement relating to pure
classic written communication
Advantages that ICT could bring to
language learning courses are offered in ICT4LT
Module 1.4:
• Course management and instruction in the sense of
using course management and administration,
saving on staff time and the costs of mailing,
including also e-mail communication.
• Delivery of content through distance learning
system including all type of multimedia pre-
recorded material, as well as tasks of managing,
updating, security and accessibility of online
material.
• Target language communication in the sense that
ICT technology could improve lack of possibility
of alive communication. Using different types of
course components (formal and informal) it is
possible to improve communication in the target
language.
4. • E-mail between learners or between tutor and
learner could be used for communication in a
team work or for discussing a particular topic in
advance of an assignment
• Discussion lists suitable for large groups of student
in order to argument the opinion. It is desirable to
have moderator who could use it for correction of
mistakes, language analysis, etc.
• Chat rooms that could be used for informal
contacts with native speakers
• MUD and MOOs (MUD - standing Multi User
Domain or Multi User Dungeon- type of real-time
Internet conference enabling users to send email
or to manipulate objects in an imaginary world;
MOO - standing for Multi-User-Domain Object
Oriented, i.e. these are essentially "virtual
worlds", some of which are specifically designed
for language learning).
• Tandem learning indicating form of learning
between two users of different native languages,
working in pairs, with purpose to improve their
language skills and to learn more about another
culture.
• Online oral interaction is probably the most
exciting way of using ICT technology in language
learning. It is possible to join existing groups, or
to create "private" rooms for the duration of the
session when they are created. Special way of
communication is video conferencing connecting
computers that are equipped with video facilities
• Community building in the sense that online
communication brings affective component,
raising motivation and creating kind of
community.
• Computer Aided Assessment (CAA) is of special
importance covering a range of assessment
procedures and use of computer technology in
order to take part in the assessment process.
Special attention is given to types of skills that
could be accessed: listening, speaking, reading
and writing using adequate software, possibility to
record the students' answers and evaluate them.
IV. MEASURING INTERACTIVITY
According to Robyler & Ekhaml6
one of
the key factors is student's perception of the
degree of interaction, which seems to have impact
on student achievement and satisfaction. Trying to
determine degree of interactivity in distance
learning courses, the authors distinguished four
elements that contribute to a course's level of
interaction and interactivity:
− Social rapport building among class members and
between class members and instructor – activities
created by the instructor
− Instructional goals of interaction to encourage
reflection and discussion on course topics,
focusing on instructional designs to increase this
kind of participation and feedback; created by the
instructor
− Types and uses of technologies that facilitate
interaction, such as videoconferencing and web-
based resources. Besides technology, it includes
techniques, design and methods.
− Impact on interactive qualities of learners,
reflected in learners increased of decreased
willingness to use various technology resources,
to collaborate and to participate in class activities.
V. BLENDED LEARNING AT THE
DEPARTMENT OF INFORMATION
SCIENCES IN ZAGREB
The ambition to implement educational
reforms in line with educational policy statements
in Croatia and the challenge to master the first
step towards a new 21st
century educational
paradigm, the first ICT supported classes where
organized at the Department of information
science, Faculty of Philosophy in Zagreb in the
academic year 2000/2001.
As the Faculty of Philosophy at the
University of Zagreb functions almost as an huge
university constituted out of 23 Departments, 33
undergraduate programmes and around 6100
students of whom the majority studies at two
departments i.e. has two majors, a constant
problem of time and space for lectures and
tutorials is present. Besides organizational and
infrastructural constraints, need for the creation of
new and robust teaching and learning
environments using ICT was perceived as a
prerequisite for the achievement of future
educational reforms.
During the summer semester of academic
year 20002001. A pilot e-learning course on
school libraries at the Department of information
science was implemented. This was an elective
course, so students were offered an experimental
e-learning course (for up to 15 students) which
was to show weather this new style of teaching
could be implemented. The only prerequisite was
that students were computer literate and had
access to Internet. Course was based on
synchronous and asynchronous communication
(e-mail, forum and chat), web-based learning as
well as on students team work, research and
projects. After two years of successfully
conducting this course and positive students’
attitude towards this way of teaching, and the
demand for expanding this on several more
courses we decided implement a open source
courseware tool in order to create a virtual
learning environment. The goal was to create
blended learning environment where the ICT was
to help in dealing with the problem of overloaded
schedule (lack of time and space) as well as in
enabling easier course administration, content
5. delivery, communication between students and
professors, and collaboration.
In September 2002, a three year project
Organization of Information and Knowledge in
the Electronic Learning Environment
(Organizacija informacija i znanja u
elektroničkom obrazovnom okruženju -
http://infoz.ffzg.hr/oizeoo) has started. The
project, funded by the Croatian Ministry of
Science, explored issues within the electronic
learning environment. One of the project tasks
was to investigate, test and evaluate open source
(Learnloop, ZOPE, MOODLE…) and commercial
solutions (WebCT, Blackboard…) and decide
upon the best solution for the needs of the
teaching staff of the Department of Information
Sciences and in future the Faculty of Philosophy.
The decision felt on the free, open-source
course management system (CMS) MOODLE1
which was translated, customized and
implemented for the academic year 2004./2005
under the name OMEGA. The fact that MOODLE
is a free, easy-to-use system (i.e. everyone with
basic computer literacy can easily use it) with
simple and understandable interface was the main
reason for implementing it. Furthermore, its large
variety of modules and the ability of
implementing new modules; SCORM compliance;
autentification via LDAP or IMAP (e-mail) user
accounts at the Faculty; were a major plus in
deciding upon which system to choose and
implement in a large heterogeneous institution as
ours, baring in mind that the large number of staff
is not enthusiastic about the idea of using ICT in
their teaching.
Figure 1. Omega e-learning system
After spanning the majority of the
Department of information science courses and
several courses of the other faculty departments it
has overgrown its departmental character and
became a faculty-wide e-learning system.
Currently (January 2006), there are 18
Departments offering their courses on OMEGA
1
The word Moodle was originally an acronym for
Modular Object-Oriented Dynamic Learning
Environment
with total number of 116 courses (104 visible and
12 invisible courses), more than 150 professors
and assistants working on their courses and more
than 6 GB of produced learning and teaching
materials. With the star of the new academic year
we have more than 1900 students enrolled in the
courses offered on OMEGA. The number of
courses, data, professors and students is increasing
on monthly basis and during this academic year
(2005/2006.) we expect it to grow.
Bearing in mind that within the
humanities and social sciences the benefits of e-
learning applications show lower rates of
acceptance, which is mainly caused by prevailing
traditions of teaching the respective subject, and
the considerable pressure from within the
university, particularly from part of the staff, to
preserve the status quo, the popularity of
OMEGA/MOODLE on a faculty-wide bases
seems surprising. The reason for the positive
attitudes could be explained through the
phenomenon of blended learning, which does not
require a complete break-up with traditional
learning but the complementary application of the
traditional and technological paradigm. On the
other hand, the new educational reform and the
implementation of the ECTS is also a major
driving force for the teaching staff to shift and use
new teaching and learning environment.
5.1Using audio-video materials
Under the project OIZEOO several
lectures from international and national experts
and academics have been recorded. The main goal
was to record lectures for students that were
unable to attend them. The taped lectures were
edited and offered as an .html file, accesses online
or in classes via the OMEGA system.. Recordings
are organized as a two simultaneously connected
windows of whom one is the video of the lecture
and the other is PowerPoint presentation. If
necessary the third window, containing the
internet resource shown during the lecture (e.g.
searching catalogues, showing web resources….),
was added and synchronized with the rest of the
materials.
Figure 2. Examples of the recorded lecture
For video editing developing education
materials we used a Microsoft programme MS
Producer which is an add-on tool for users of the
6. MS Office PowerPoint 2003. The programme
enables to synchronize audio, video, HTML files
and still images with the MS PowerPoint slides in
order to create dynamic and rich-media
presentation. This could be also applied for the
language learning for recordings of the native
speakers, for students to learn and recognize
different dialects. But more importantly students
could learn and practice simultaneous translation
5.2 CALL course
The CALL course taught at the
Department of Information Sciences, for students
studying mainly information sciences and another,
mainly, philological group, represents
combination of theory, evaluation of existing
materials involving critical thinking, practical
implementation using suitable methodological
approach and teamwork research on the specific
task which is presented during class time. The
course is skill-based (developing technical,
critical, linguistic and cultural skills) and
knowledge-based, pointing out necessity of proper
pedagogical and methodological approach in
CALL environment, i.e. in blended learning. The
course is held via OMEGA distance learning
system which enables online activities,
communication with students and usage of various
activities like tests, authoring tools, language
resources, tutorials, games, etc.
VI. TRANSLATION WORKSHOP
Another interesting use of Omega system
is for the translation workshop of the English
language students. Due to a large number of
students attending this course, the material to be
translated is uploaded on Omega as a task to be
done by the set deadline. Uploaded translations
are then corrected, some advices and proposals
given, and then again uploaded anonymously for
all students to see most common mistakes,
corrections, solutions and advices. Using
“Choice” options, students then validate
usefulness of tutor’s feedback. Another interesting
use is creation of glossary terms out of translated
texts (politics, economy, law) which are then used
during translation. Students also send useful links
related to the domains of text to be translated, or
use pictured or video clips of some event, give
their opinions and create type of “community”.
Although work with distance learning
system takes additional time to prepare, organize
and test, according the tutor’s opinion, Omega has
enabled better and more effective type of work,
because of large number of students. Another
advantage is the possibility to prepare materials
and put them online, immediate feedback in the
sense of homework corrections and uploading,
student-centeredness, etc. Furthermore, the usage
of the Forum enables better communication
between students and professors. The main
disadvantages are slow connections or even lack
of Internet connections, when outside of the
faculty, and sometimes lack of computers.
VII. CONCLUSION
The acquisition of new skills (technical,
critical, linguistic and cultural) and knowledge,
collaborative procedures, student-centeredness,
new teaching techniques integrating language with
technology and suitable methodology are some
key factors for building intercultural, educated,
organized, cooperative and flexible user, capable
to work and enjoy in new educational
environment. Aware of its demands regarding
time and equipment, but incorporating certain
segment of ICT technology according to learners'
computer skills and language level, the teacher
will try to develop methodology that will best
develop the user's skills and knowledge. Besides
importance of having digital content for not
widely spoken languages, ICT enables creation of
rich environment with all types of multimedia
documents for use at a distance, i.e. outside
classroom. Those changes can happen at
secondary level and higher education, but also in
adult education and life-long learning.
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