This document provides a study guide for the course CBMN4104 Multimedia Networking. It begins with an introduction to the course, outlining its synopsis, aims, intended learning outcomes, workload estimate, and requirements. It then provides a week-by-week breakdown of the course content to be covered in each of the 10 tutorial sessions. Resources recommended for the course include a set textbook, reference materials, and online readings accessible through the OUM digital library. Assessment consists of continuous assignments, a final exam with short questions and essays, and participation activities. The study guide concludes with an appendix and copyright information.
The document introduces HRD Korea's e-learning system, which includes distance vocational training, tele-vocational training using video conferencing, cyber-training online courses, and vocational broadcasting on television and the internet. The system aims to provide high-quality and accessible vocational training across Korea using various media and overcome limitations of time and location.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
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.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
This document provides an overview of Massive Open Online Courses (MOOCs) and the Coursera platform. It discusses that Coursera was founded in 2012 by computer science professors from Stanford University to offer online courses from top institutions for free worldwide. It provides details on Coursera's mission to provide universal access to education, philosophy of online learning, the hundreds of courses offered across many fields, learner supports, use of technologies like Scala programming, quality assurance protocols, and management systems to develop and deliver online courses at scale.
The document introduces HRD Korea's e-learning system, which includes distance vocational training, tele-vocational training using video conferencing, cyber-training online courses, and vocational broadcasting on television and the internet. The system aims to provide high-quality and accessible vocational training across Korea using various media and overcome limitations of time and location.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
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.
The document discusses a presentation for a project to implement e-learning in Jamaican schools. It provides an overview of the project's genesis, purpose, scope, components and achievements to date. The project aims to improve education quality using technology. It has provided instructional materials, infrastructure, teacher training and remedial support to 180 institutions and over 260,000 students across 11 subjects since 2006. Challenges and strategies to complete the project by 2009 are also discussed.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
This document provides an overview of Massive Open Online Courses (MOOCs) and the Coursera platform. It discusses that Coursera was founded in 2012 by computer science professors from Stanford University to offer online courses from top institutions for free worldwide. It provides details on Coursera's mission to provide universal access to education, philosophy of online learning, the hundreds of courses offered across many fields, learner supports, use of technologies like Scala programming, quality assurance protocols, and management systems to develop and deliver online courses at scale.
Technologies, The Internet, and Distance EducationElboni Todd
This document discusses various technologies that can be used for distance education. It begins by explaining that communication is key in distance education, with technologies promoting interaction between learners and instructors. Different media types are described for encoding and transmitting instructional content, including correspondence study, prerecorded media, audio conferencing, video broadcasting, and desktop video conferencing. The document concludes by stressing the importance of selecting technologies appropriately based on learning outcomes and preparing experiences for online delivery, rather than focusing solely on the technologies themselves.
Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a range of study options, from studying full-time with local support, to studying by distance learning, so you can combine work with your studies.
The document discusses media and technology for open and distance education. It begins by outlining the session objectives which are to discuss the role of media in distance education, differentiate the role of various media, and choose appropriate media based on context. It then provides an overview of different media types including textual, audio-based, video-based, and computer-based media. Key attributes for choosing media are also outlined. The document concludes by proposing an activity for participants to plan media integration for a topic or course.
This document discusses open education and the role of information and communication technologies (ICT). It covers open educational resources, open and flexible learning practices, and open learning environments. Key points include the evolution of learning objects and repositories to facilitate reuse of digital content, the growth of open online courses and informal learning through communities of practice, and the transition from closed learning management systems to more open personal and social learning environments.
M10 Telematic Procedures - facilitating access to e-servicesTELECENTRE EUROPE
This document describes a learning module on telematic procedures to facilitate access to e-services. The module contains 4 units that aim to teach students how to identify the skills needed for telematics, understand legal frameworks and security, create directories of procedures, and learn dissemination techniques. The module is designed for students with basic technology skills who work as facilitators at telecenters. Upon completion, students will gain knowledge of key concepts in telematics and skills to help community members access online government services. The module uses readings, videos, tasks, and forums for interactive learning moderated by a tutor through an online platform.
This document discusses computer-assisted language learning (CALL) and web-based learning. It defines CAL and CALL, and outlines some underlying considerations of CALL like flexibility and encouraging individualized learning. The document also discusses advantages of CALL like easier access to topics and flexibility, and disadvantages like costs. It then discusses the concept of web-based learning and its applications. The history of its development from computer-based instruction to use of the internet is covered. Current applications and advantages like accessibility and tracking are outlined, as well as disadvantages like technical limitations. Finally, the document discusses ICT tools used in language learning and their benefits.
This document discusses technologies used for distance education. It begins by introducing the cone of experience taxonomy for classifying how well different media can convey information. It then outlines various distance education technologies including correspondence study, prerecorded media, audio, and video technologies. It also discusses selecting technologies based on learning outcomes and experiences. The document also briefly discusses the internet architecture and how it enables distance education. It notes that while MOOCs and some online courses still use a teacher-centered model, distributed learning implements a more learner-centered approach. In the end, it discusses advantages like flexibility and accessibility of online learning but also limitations like lack of access to technology.
The document provides an overview of distance learning, including its history, technologies used for delivery, types of distance education courses, top distance learning universities in India, and pros and cons. It discusses how distance learning began in the 1700s as correspondence education and expanded with new technologies. Key delivery methods include synchronous technologies like videoconferencing and asynchronous technologies like email. The best distance learning is suitable for self-motivated students who can learn independently.
Technologies used for distance education can be categorized as either telecommunications technologies that connect instructors and distant learners or classroom technologies that record and display instructional information. Examples include correspondence study using mail, prerecorded audio/video, telephone-based audio, video conferencing, and internet-based tools like webcasts, blogs, and virtual worlds. Proper selection and use of the technology requires matching the learning objectives and experiences to the most appropriate available option.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Large scale delivery of cisco networking academy program by blended distance ...ronan messi
[IEEE 2010 Sixth International Conference on Networking and Services (ICNS) - Cancun, Mexico (2010.03.7-2010.03.13)] 2010 Sixth International Conference on Networking and Services
The document discusses internet-based distance education. It begins by explaining what the internet is and its architecture consisting of four tiers from backbone networks to organizational networks. It then discusses the foundations of internet-based distance education being student-centered learning. It contrasts instructor-centered vs learner-centered models and defines distance learning vs distributed learning. It outlines technologies used like course management systems and web 2.0. It discusses pedagogies and adoption cycles of e-learning. It concludes by outlining five standards for e-learning.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document summarizes the evolution and offerings of the Frontier Learning Network (FLN), a consortium that provides distance learning opportunities for rural students. It discusses how FLN started by addressing needs in three Oregon counties and expanded its telecommunications infrastructure and multi-platform course delivery over time. FLN now offers a range of core, career-focused, dual-credit, and technology courses through synchronous and asynchronous methods, using tools like video conferencing, online programs, and immersive virtual environments. Strong FLN partnerships are characterized by dedicated teachers, collaborative technology, adventurous students, and visionary leadership.
- The document describes research analyzing learner video viewing behaviors in online educational videos using metrics and cluster analysis.
- Learners and videos were clustered based on engagement metrics and popularity metrics. For learners, three clusters preferred linear videos while one cluster engaged equally with linear and interactive videos.
- Two video clusters differentiated high and low interest videos. Viewing patterns were also clustered, with the largest being sequential viewing and another allowing non-sequential viewing using stop/resume and backward jumps.
- Future work includes interviewing learners from each cluster and deploying open source tools to provide more meaningful visualizations and aggregate diverse online content.
Presentation at the Central University, Hyderabad on 19 December 2012 during the National Seminar cum workshop on ICT based Learning in Higher education
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
This document discusses e-learning, including definitions, advantages, disadvantages, and instructional design considerations. Some key points:
- E-learning refers to using networked technology for teaching and learning, and includes terms like online learning, web-based learning, and virtual learning.
- Advantages of e-learning include quick updates to materials, location/time independence, lower costs at scale, and rich multimedia. Disadvantages include low internet access globally, bandwidth and cost issues, need for digital skills training, and lack of quality standards.
- A typical e-learning solution provides easy access to content, engaging experiences, assessment tools, collaboration features, and scalability. Instructional design should consider learner needs
The document summarizes the use of technology to support learning at the National University of Singapore (NUS). It describes how NUS utilizes its Integrated Virtual Learning Environment (IVLE) platform, interactive e-modules, webcast lectures, and other technologies to enable distance education and mobile learning. It also provides an overview of NUS' campus IT infrastructure and its unified communication platform to facilitate technology-enhanced instruction.
Technologies, The Internet, and Distance EducationElboni Todd
This document discusses various technologies that can be used for distance education. It begins by explaining that communication is key in distance education, with technologies promoting interaction between learners and instructors. Different media types are described for encoding and transmitting instructional content, including correspondence study, prerecorded media, audio conferencing, video broadcasting, and desktop video conferencing. The document concludes by stressing the importance of selecting technologies appropriately based on learning outcomes and preparing experiences for online delivery, rather than focusing solely on the technologies themselves.
Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a range of study options, from studying full-time with local support, to studying by distance learning, so you can combine work with your studies.
The document discusses media and technology for open and distance education. It begins by outlining the session objectives which are to discuss the role of media in distance education, differentiate the role of various media, and choose appropriate media based on context. It then provides an overview of different media types including textual, audio-based, video-based, and computer-based media. Key attributes for choosing media are also outlined. The document concludes by proposing an activity for participants to plan media integration for a topic or course.
This document discusses open education and the role of information and communication technologies (ICT). It covers open educational resources, open and flexible learning practices, and open learning environments. Key points include the evolution of learning objects and repositories to facilitate reuse of digital content, the growth of open online courses and informal learning through communities of practice, and the transition from closed learning management systems to more open personal and social learning environments.
M10 Telematic Procedures - facilitating access to e-servicesTELECENTRE EUROPE
This document describes a learning module on telematic procedures to facilitate access to e-services. The module contains 4 units that aim to teach students how to identify the skills needed for telematics, understand legal frameworks and security, create directories of procedures, and learn dissemination techniques. The module is designed for students with basic technology skills who work as facilitators at telecenters. Upon completion, students will gain knowledge of key concepts in telematics and skills to help community members access online government services. The module uses readings, videos, tasks, and forums for interactive learning moderated by a tutor through an online platform.
This document discusses computer-assisted language learning (CALL) and web-based learning. It defines CAL and CALL, and outlines some underlying considerations of CALL like flexibility and encouraging individualized learning. The document also discusses advantages of CALL like easier access to topics and flexibility, and disadvantages like costs. It then discusses the concept of web-based learning and its applications. The history of its development from computer-based instruction to use of the internet is covered. Current applications and advantages like accessibility and tracking are outlined, as well as disadvantages like technical limitations. Finally, the document discusses ICT tools used in language learning and their benefits.
This document discusses technologies used for distance education. It begins by introducing the cone of experience taxonomy for classifying how well different media can convey information. It then outlines various distance education technologies including correspondence study, prerecorded media, audio, and video technologies. It also discusses selecting technologies based on learning outcomes and experiences. The document also briefly discusses the internet architecture and how it enables distance education. It notes that while MOOCs and some online courses still use a teacher-centered model, distributed learning implements a more learner-centered approach. In the end, it discusses advantages like flexibility and accessibility of online learning but also limitations like lack of access to technology.
The document provides an overview of distance learning, including its history, technologies used for delivery, types of distance education courses, top distance learning universities in India, and pros and cons. It discusses how distance learning began in the 1700s as correspondence education and expanded with new technologies. Key delivery methods include synchronous technologies like videoconferencing and asynchronous technologies like email. The best distance learning is suitable for self-motivated students who can learn independently.
Technologies used for distance education can be categorized as either telecommunications technologies that connect instructors and distant learners or classroom technologies that record and display instructional information. Examples include correspondence study using mail, prerecorded audio/video, telephone-based audio, video conferencing, and internet-based tools like webcasts, blogs, and virtual worlds. Proper selection and use of the technology requires matching the learning objectives and experiences to the most appropriate available option.
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Large scale delivery of cisco networking academy program by blended distance ...ronan messi
[IEEE 2010 Sixth International Conference on Networking and Services (ICNS) - Cancun, Mexico (2010.03.7-2010.03.13)] 2010 Sixth International Conference on Networking and Services
The document discusses internet-based distance education. It begins by explaining what the internet is and its architecture consisting of four tiers from backbone networks to organizational networks. It then discusses the foundations of internet-based distance education being student-centered learning. It contrasts instructor-centered vs learner-centered models and defines distance learning vs distributed learning. It outlines technologies used like course management systems and web 2.0. It discusses pedagogies and adoption cycles of e-learning. It concludes by outlining five standards for e-learning.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document summarizes the evolution and offerings of the Frontier Learning Network (FLN), a consortium that provides distance learning opportunities for rural students. It discusses how FLN started by addressing needs in three Oregon counties and expanded its telecommunications infrastructure and multi-platform course delivery over time. FLN now offers a range of core, career-focused, dual-credit, and technology courses through synchronous and asynchronous methods, using tools like video conferencing, online programs, and immersive virtual environments. Strong FLN partnerships are characterized by dedicated teachers, collaborative technology, adventurous students, and visionary leadership.
- The document describes research analyzing learner video viewing behaviors in online educational videos using metrics and cluster analysis.
- Learners and videos were clustered based on engagement metrics and popularity metrics. For learners, three clusters preferred linear videos while one cluster engaged equally with linear and interactive videos.
- Two video clusters differentiated high and low interest videos. Viewing patterns were also clustered, with the largest being sequential viewing and another allowing non-sequential viewing using stop/resume and backward jumps.
- Future work includes interviewing learners from each cluster and deploying open source tools to provide more meaningful visualizations and aggregate diverse online content.
Presentation at the Central University, Hyderabad on 19 December 2012 during the National Seminar cum workshop on ICT based Learning in Higher education
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
This document discusses e-learning, including definitions, advantages, disadvantages, and instructional design considerations. Some key points:
- E-learning refers to using networked technology for teaching and learning, and includes terms like online learning, web-based learning, and virtual learning.
- Advantages of e-learning include quick updates to materials, location/time independence, lower costs at scale, and rich multimedia. Disadvantages include low internet access globally, bandwidth and cost issues, need for digital skills training, and lack of quality standards.
- A typical e-learning solution provides easy access to content, engaging experiences, assessment tools, collaboration features, and scalability. Instructional design should consider learner needs
The document summarizes the use of technology to support learning at the National University of Singapore (NUS). It describes how NUS utilizes its Integrated Virtual Learning Environment (IVLE) platform, interactive e-modules, webcast lectures, and other technologies to enable distance education and mobile learning. It also provides an overview of NUS' campus IT infrastructure and its unified communication platform to facilitate technology-enhanced instruction.
The document discusses how the Internet is increasingly being used to deliver distance education. It allows students to learn at their own pace, access materials conveniently, and provides education for remote students. The Internet provides educational opportunities that would not otherwise be possible. It discusses how different tiers of the Internet infrastructure support distance education and how online courses can provide varied learning experiences for students. However, the document also notes some challenges in developing and participating in online courses.
The document discusses how the Internet is increasingly being used to deliver distance education. It allows students to learn at their own pace, access materials conveniently, and provides education for remote students. The Internet provides educational opportunities that would not otherwise be possible. It also discusses challenges like copyright, bandwidth limitations, and students taking responsibility for their own learning.
Internet-based distance education allows students to learn at their own pace using online resources. It relies on the internet structure of backbone networks, regional networks, and internet service providers to deliver educational content. Some advantages are flexible scheduling, cost savings, and skill development for online learning. However, online courses require more self-motivation from students and developing high-quality online content takes significant time and resources from instructors. New technologies like blogs, wikis and podcasts can enhance online learning.
A low-cost MOOC production workflow for distributed teamsBrian Mulligan
This document describes a project to develop low-cost MOOCs for teaching coding skills to young people. The project is led by IT Sligo and involves partners developing four MOOCs on topics like web development, robotics, and game design. The goals are to leverage open resources, simplify processes, and have developers located outside of IT Sligo to reduce costs from typical MOOC production. The document outlines the planned MOOCs, pilot tests, goals to evaluate student and instructor experiences, and costs. It also provides recommendations for keeping MOOC development lean like standardized templates, minimal training, and peer assessment.
This document discusses e-learning, which refers to the use of electronic media and technologies in education. E-learning can occur inside or outside the classroom and can be self-paced or instructor-led. It has several advantages such as flexibility, reduced travel costs, and the ability to accommodate different learning styles. However, e-learning also has disadvantages like the potential for isolation, technical issues, and the difficulty of hands-on learning. The document outlines characteristics of effective e-learning courses, including being engaging yet not distracting, useful and simple, relevant and meaningful, polished, easy to access, and easy to use.
Video conferencing systems allow for real-time audio and video communication between multiple locations. They have several components including cameras, displays, microphones, and speakers. They can be used in distance education to provide high quality teaching, enable collaboration, and give students access to expertise not available locally. Benefits include resembling traditional classes and cost effectiveness. Limitations include high initial costs and equipment requirements, potential student disengagement, and dependence on network infrastructure. Types of systems include desktop conferencing over the internet, ISDN conferencing using digital phone lines, and ATM conferencing over dedicated networks. Research shows people may rely more on superficial cues like likability when communicating via videoconference compared to in-person due to increased cognitive demands
The document discusses various digital initiatives of the Ministry of Human Resource Development (MHRD) in India, including the National Mission on Education Through Information and Communication Technology (NMEICT). Some of the major ongoing initiatives under NMEICT aimed at improving access to quality education include SWAYAM, SWAYAM Prabha, National Digital Library, e-Yantra, FOSSE, Spoken Tutorials, and Virtual Labs. These initiatives are being implemented by various higher educational institutions in India to infuse digital education solutions and improve learning outcomes. The document also provides links to additional resources on the digital initiatives of MHRD and the Government of India's flagship 'Digital India' program.
The document discusses the need for a national e-learning infrastructure in Norway called eCampus Norge. It proposes building a shared infrastructure to facilitate ubiquitous access to education, collaboration between institutions, and the reuse of educational resources. This would help standardize technology, lower costs, and make student and faculty life easier. The eCampus Norge initiative would focus on developing communities for sharing, supporting digital skills, providing an operational technical infrastructure, and coordinating e-learning efforts across Norway through 2014.
This document summarizes an accessibility analysis of the UNED COMA and UAb iMOOC MOOC platforms. The analysis evaluated the platforms using several methods: automatic accessibility tools, disability simulators, testing tools, usability criteria, and an analysis of educational content. Both platforms scored averages of 5-6 out of 10, indicating serious accessibility issues. Specific problems identified included lack of subtitles, sign language interpretation, and alternative text for images on both platforms. The analysis concludes the platforms have significant room for improvement to be accessible for students with disabilities. Future work is proposed to measure success of vulnerable students and provide more accessibility indicators.
The document discusses Walsh University's online learning management system called ECN. ECN is built on the open-source Sakai platform and provides students and faculty with tools for online courses like syllabi, modules, tests, assignments, and discussion forums. The document evaluates ECN based on surveys of professors, students, and the IT department, finding it is generally effective but could be improved with enhanced technology and a more user-friendly interface, especially for mobile use. Areas identified for growth include the wiki system, interactive tutoring, and streamlining the grading and assignment submission processes.
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
COURSE
OUTLINE
FALL
2014
A
ACTIVITIES/ASSIGNMENTS
POINTS
DUE
DATE
All
assignments
are
due
at
11:59pm
on
dates
shown
Module
1:
INTRODUCTION
TO
INFORMATION
TECHNOLOGY:
Your
Digital
World
(08/21
–
8/24)
View
the
lectures
and
complete
assigned
readings
N/A
8/24
Discussion:
Personal
Introduction
5
8/24
Discussion:
Convergence,
Portability,
Personalization,
and
Collaboration
20
8/24
Module
2:
THE
INTERNET
AND
THE
WORLD
WIDE
WEB:
Exploring
Cyberspace
(8/25
–
8/31)
View
the
lectures
and
complete
assigned
readings
N/A
8/31
Personal
research
of
deep
web
assignment
25
8/31
Quiz
1
(Chapter
1)
50
8/31
Module
3:
SOFTWARE
TOOLS
FOR
PRODUCTIVITY
AND
CREATIVITY
&
HARDWARE:
THE
CPU
AND
STORAGE
(9/1
–
9/7)
View
the
lectures
and
complete
assigned
readings
N/A
9/7
Discussion:
Technical
Report
Topic
Selection
5*
9/7
Quiz
2
(Chapters
2
and
3)
50
9/7
Module
4:
HARDWARE:
INPUT
AND
OUTPUT
AND
COMMUNICATION,
NETWORKS
AND
SAFEGUARDS
(9/8
–
9/14)
View
the
lectures
and
complete
assigned
readings
N/A
9/14
Cost
Estimate
of
Personal
Computer
50
9/14
Quiz
3
(Chapters
4
and
5)
50
9/14
Module
5:
PERSONAL
TECHNOLOGY
(9/15
–
9/21)
View
the
lectures
and
complete
assigned
readings
N/A
9/21
Technical
Report
continue
working
N/A
9/21
Midterm
(Chapters
6
and
7
and
comprehensive
questions)
50
9/21
Module
6:
DATABASES
AND
INFORMATION
SYSTEMS
(9/22
–
9/28)
View
the
lectures
and
complete
assigned
readings
N/A
9/28
Discussion:
Databases
20
9/28
Module
7:
THE
CHALLENGES
OF
THE
DIGITAL
AGE
(9/29
–
10/5)
View
the
lectures
and
complete
assigned
readings
N/A
10/5
Complete
and
submit
the
Technical
Report
100
10/5
Module
8:
REVIEW
&
FINAL
EXAM
(10/6
–
10/10)
Review
the
lectures
and
assigned
readings
N/A
10/10
Final
Exam
(Chapters
8
and
9
and
comprehensive
questions)
50
10/10
• *
Denotes
extra
credit
• Final
exam
is
due
by
11:59
p.m.
on
10/10,
the
LAST
day
of
the
class.
No
late
work
will
be
accepted
past
10/10
at
11:59
p.m.
Fall 2.
Similar to Cbmn4104 multimedia networking dec10 edit-mac15 (20)
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9
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