The document discusses different learning theories and connectivism. It describes conductivism as being based on repetition and measurement of results. Cognitivism emphasizes internal mental processes of receiving, processing, and storing information. Constructivism views learning as problem-solving and having the student create their own learning path. Connectivism believes that knowledge can reside outside of humans in artifacts and networks, and that learning occurs through connections within networks. The document also discusses objectives, trends, and challenges of instructional design.
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
Compare and Contrast the ADDIE Model to Dick and Carey Model. What is fundamentally the same with each model and likewise, what is different? Identify at least one advantage and one challenge that each ID model presents when compared to each other
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
A summary of e-Learning by Design, William Horton, Chapter 1
Presented at e-Learning Study Group 2018, Takemura Lab, Graduate School of Information Science and Technology, Osaka University, Japan
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
User-Centered Design and the LIS Curriculum: Reflections on the UX Program at...craigmmacdonald
With its emphasis on users and their experiences with technology, User Experience (UX) is an emerging area of interest for many fields. It is especially relevant to the Library and Information Sciences (LIS) communities, as libraries, museums, archives and other information organizations become increasingly dependent on the web and digital technologies. This presentation describes Pratt Institute's innovative, multi-faceted educational program aimed at preparing students for careers as UX professionals, either outside or within LIS-focused organizations, through blending traditional classroom learning with extracurricular opportunities that provide students with a mix of theoretical knowledge and practical application.
Presented at 2014 Annual Conference of the Association for Library and Information Science Education (ALISE 2014).
Presentation prepared for internal training event for LIS 17.12.09, intended to define digital literacy and discuss how we can support academic staff to embed digital literacy in our courses.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like.
Designing for Openness: Values Based Organisations Place in the Digital Lands...Ronald Macintyre
Digitisation, open and online, digital innovation, digital participation, all press on and ask questions of values based organisations. Based on work with a range of Third Sector partners over a number of years this paper explores how values based organisation understand and find their place in messy landscape. Suggesting it is not always appropriate for values based organisations to adopt practices from private sector digital disruptors, as these start with different assumptions and values, but instead develop their own approaches based on their organisational values and the needs of the people they support. Using work with a range of partners in different sector, from Health and Social Care to Trade Unions the paper looks at how values based organisations have approached this tension. Sharing what has been learnt from working in partnership, and how this has informed a mutual understanding of how to design and produce digital artefacts and critically the social and situated nature of how they are used.
Slides for start-up meeting of the HEA projects funded under 'Digital Literacy in the Disciplines' programme, largely reporting on findings from the Jisc Developing Digital Literacies programme.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
CCK08: Instructional Design
1. CCK08: Connectivism and Connective Knowledge INSTRUCTIONAL DESIGN AND THEORIES OF LEARNING by Dolors Capdet October 2008
2. CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONDUCTISM: - It is based on a method of repetition of the conduct and measurement of results. - The designer determines the learning objectives and assessment criteria. - There are progressive knowledge. - It conducted the first tests of Computer Aided Instruction (CAI).
3. CCK08: Connectivism and Connective Knowledge by Dolors Capdet COGNITIVISM: - Emphasize the internal mental processes of person: how information is received, how as it is processed and stored. - The designer determines the learning objectives and assessment criteria. - Trust the predisposition of the learner to learn. - There is the possibility of creating artificial intelligence.
4. CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONSTRUCTIVISM: - Each person builds his own perspective of the world through their own experiences and their mental schemas. - The learning is based on problem-solving. - The designer produces strategies, resources and teaching materials. Is the student who creates his own training itinerary. The assessment is more on qualitative than quantitative. - Emerge NICT and born the e-learning.
5. CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONNECTIVISM : - It is based on learning through knowledge networks, formed by specialized nodes, which feed. - Believes that knowledge can also reside in non-human artifacts. - It advocates diversity versus equality, autonomy versus control, freedom versus boundaries, networks versus groups. - The Instructional Design is based on the combined use of various tools to access web countless sources (nodes) and power to create knowledge.
6. CCK08: Connectivism and Connective Knowledge by Dolors Capdet The e-learning, asynchronous virtual environment without visual, connection requires a strict instructional design and expert knowledge on the part of a professional team. The instructional designer does not know: - The potential student - Your learning style - His past experience - Their personal goals - Their level of prior knowledge
7. CCK08: Connectivism and Connective Knowledge by Dolors Capdet We must take into account certain immutable elements outside the Theories of Learning: - Goals that make up the course - Track Course - Hearing potential - Available resources (human and technical) - Context (consistent with the philosophy of the institution or the corporation and with the environment)
8. CCK08: Connectivism and Connective Knowledge by Dolors Capdet OBJECTIVES OF INSTRUCTIONAL DESING From a pedagogical point of view: - That the teaching materials are useful - That facilitate obtaining the contents, of goals and objectives. From the technical point of view and usability: - Specificity and clarity in the methods and media - Go quickly and easily to the application that must be friendly and stable. - Duration (depending on the school period and / or objectives of the corporation)
9. CCK08: Connectivism and Connective Knowledge by Dolors Capdet CURRENT TRENDS IN INSTRUCTIONAL DESING - It is geared towards participation, from an elitist position to provide information for to encourage active learning. Harvey and Knight (1996). - The industrial psychology and busines teaches us to pay attention to the motives of the person. - If they are involved in the process is achieved more than we think can give (Gardner, 1984; Iñigo Babot, Expocampus 2008, BussineWeeck, May 2008).
10. CCK08: Connectivism and Connective Knowledge by Dolors Capdet WEB 2.0 - Adds a new concept: Prosumers. The user / student is the producer and consumer of content at the same time. Use multiple tools simultaneously. - Blogs and wikis are used by many teachers to motivate their students. Social networks are used to acquire and share content. - By contrast, companies do not use blogs, wikis, or collaborative open environments in training their employees.
11. CCK08: Connectivism and Connective Knowledge by Dolors Capdet VIRTUAL WORLDS - 3D environments, still under development, provide referrals from that context have no other means: movement of avatar (gestures and attitudes), synchrony (written and voice chat), panels and interactive digital whiteboard. - The simulations allow learn individually and collaboratively, in a realistic way, with the method of trial and error. - It is also increasingly valued by the companies for their potential and low cost.
12. CCK08: Connectivism and Connective Knowledge by Dolors Capdet CONCLUSION: For its effective implementation, the instructional design must take into account the full range of needs identified by the context in which it is restricted. It must be clearly oriented towards the achievement of goals.