This document discusses computer simulations and blended learning in education. It defines computer simulations as computer programs that model real-world systems and allow experimentation. Key features are that simulations contain models of systems and their behaviors, allow experimentation by changing inputs, and help understand how individual components impact the overall system. The document also outlines several models of blended learning, which combines online and in-person learning, including rotation, flex, a la carte, and enriched virtual models. It discusses the advantages of both computer simulations and blended learning in education.
Simulation and modelling in teaching and learning inaisyahsahira
Simulation is a technique that mimics real-life processes or systems through models on a computer. STELLA is simulation software that allows users to model and simulate systems using stocks, flows, connectors and converters. It can help students learn concepts like the nitrogen cycle visually and explore how changing variables impacts outcomes. While simulations provide benefits like exploring dangerous situations safely, they also have disadvantages like requiring internet and time to design experiments. Overall, STELLA gives more advantages than disadvantages by enabling quick experimentation and visualization of results.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to provide more realistic training and entertainment experiences. Characteristics of computer simulations include being model-based, interactive, interface-driven, and scaffolded. They have advantages over real experiments in areas like safety, cost, independence of time and place, and allowing parameters to be altered. Simulations find uses in research, design,
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Simulation models allow students to participate in and observe simplified representations of real-world systems and processes over time. The document discusses key advantages and disadvantages of using simulations in education, including that simulations allow experimentation without building physical systems, help uncover unexpected behaviors, and can motivate students. Simulations are as effective as conventional teaching methods for conveying subject matter knowledge and more effective for knowledge retention. The conclusion emphasizes that simulations are a powerful educational tool that give students freedom to explore models and observe results in an interesting and fun way.
Flipped-Blended Learning A Case Study for Teachers(CAI,CBL & CBL)DR. Ram Kumar Pathak
This document discusses various technologies used in education including computer-assisted instruction (CAI), computer-managed learning (CML), and computer-based learning (CBL). It also discusses blended learning models and how they combine online and in-person learning. Some key points:
- CAI refers to using computers/digital tools to supplement instruction, like watching online videos before class.
- CML encompasses broader digital interactions and resources to facilitate learning, like online discussions.
- CBL focuses on computer-based learning activities done independently, like simulations before class.
- Blended learning combines traditional and online methods in models like rotation, where students rotate between online and in-person.
-
Simulation and modelling in teaching and learning inaisyahsahira
Simulation is a technique that mimics real-life processes or systems through models on a computer. STELLA is simulation software that allows users to model and simulate systems using stocks, flows, connectors and converters. It can help students learn concepts like the nitrogen cycle visually and explore how changing variables impacts outcomes. While simulations provide benefits like exploring dangerous situations safely, they also have disadvantages like requiring internet and time to design experiments. Overall, STELLA gives more advantages than disadvantages by enabling quick experimentation and visualization of results.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to provide more realistic training and entertainment experiences. Characteristics of computer simulations include being model-based, interactive, interface-driven, and scaffolded. They have advantages over real experiments in areas like safety, cost, independence of time and place, and allowing parameters to be altered. Simulations find uses in research, design,
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Computer simulations are computer programs that simulate abstract models of real systems. They present theoretical or simplified visualizations and interactive experiences. Simulations allow experiments to be conducted on a system to understand its behavior or evaluate strategies without implementing them in the real world. There are two main types of computer simulations - equation-based and agent-based. Simulations are increasingly being combined with other elements like humans or additional hardware to enhance realism, especially in training and entertainment. Simulations have advantages over real experiments in terms of safety, cost, independence of time and place, and ability to alter time dimensions. They are used for research, design, analysis, training, education, and entertainment.
Simulation models allow students to participate in and observe simplified representations of real-world systems and processes over time. The document discusses key advantages and disadvantages of using simulations in education, including that simulations allow experimentation without building physical systems, help uncover unexpected behaviors, and can motivate students. Simulations are as effective as conventional teaching methods for conveying subject matter knowledge and more effective for knowledge retention. The conclusion emphasizes that simulations are a powerful educational tool that give students freedom to explore models and observe results in an interesting and fun way.
Flipped-Blended Learning A Case Study for Teachers(CAI,CBL & CBL)DR. Ram Kumar Pathak
This document discusses various technologies used in education including computer-assisted instruction (CAI), computer-managed learning (CML), and computer-based learning (CBL). It also discusses blended learning models and how they combine online and in-person learning. Some key points:
- CAI refers to using computers/digital tools to supplement instruction, like watching online videos before class.
- CML encompasses broader digital interactions and resources to facilitate learning, like online discussions.
- CBL focuses on computer-based learning activities done independently, like simulations before class.
- Blended learning combines traditional and online methods in models like rotation, where students rotate between online and in-person.
-
This document discusses using computer simulations and 3D virtual environments to enhance collaborative learning. It describes a pilot study where students used case-based simulations in an online course. A survey found that over 70% of students felt the simulations helped achieve learning objectives and the interface was easy to use. The document advocates offering simulations in 3D virtual worlds which can provide more interactive, self-directed learning while aligning with educational theories. Challenges include resource needs, technical support, and ensuring technologies enhance learning. Careful consideration of goals, resources, and support is needed for effective adoption of these tools.
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
This document summarizes the services provided by Advanced Authoring LLC, an educational technology company founded by Britt Carr. It discusses how Advanced Authoring uses innovative technologies to create engaging online learning experiences for higher education institutions. It provides examples of interactive simulations and tutorials they have developed for topics like photography equipment, business management, and microscope use. It also outlines strategies they employ like randomization, customization, and simulations to improve online instruction and help institutions address challenges of increased enrollments and limited resources.
Powerpoint presentation on computer simulation,blended learning and education...rado001
The document discusses computer simulation, blended learning, and educational podcasts. It provides definitions and examples of each. Computer simulation uses models and equations to represent real systems on a computer. Blended learning combines online and in-person instruction. There are several models of blended learning including face-to-face, rotation, and online driver. Educational podcasts allow audio and video to be shared for teaching and provide benefits like accessibility and creating an archive of lessons.
The document discusses computer simulation, blended learning, and educational podcasts. It provides definitions and examples of each. Computer simulation uses models and equations to represent real systems on a computer. Blended learning combines online and in-person learning, with various models including face-to-face instruction augmented by online tools. Educational podcasts allow audio and video to be shared for teaching, and have advantages like accessibility and creating an archive of lessons.
The document discusses computer simulation, blended learning, and educational podcasts. It provides definitions and examples of each. Computer simulation uses models and equations to represent real systems on a computer. Blended learning combines online and in-person learning, with various models including face-to-face instruction augmented by online tools. Educational podcasts allow audio and video to be shared for teaching, and have advantages like accessibility and creating an archive of lessons.
The document discusses the concept of a virtual classroom. A virtual classroom allows students and teachers to participate in live classes and interact through online means like video conferencing instead of meeting in person. It provides flexibility in terms of time, location, and cost savings compared to traditional in-person classes. While virtual classrooms provide more accessibility and convenience, they also have limitations like lack of in-person interaction and risks of students misusing self-paced flexibility.
This document discusses the integration of simulation into nursing education. It defines simulation and simulators, explores the history and types of simulation. It examines the principles, aims, benefits, role, rationale and characteristics of simulation such as simulation rooms, scenarios and debriefing. The document also identifies advantages like risk-free training and disadvantages such as cost. It recommends advocating for improved access to simulation, increasing innovative applications in research and ensuring effective educator facilitation.
The document discusses the role of the computer as a tutor in the classroom. It describes how the computer can take over some tutoring roles from the teacher, such as delivering instruction and providing drill-and-practice exercises for reinforcement. However, the teacher still plays an important role in planning lessons, evaluating students, and introducing new content. The document also outlines different types of educational software that can be used for tutoring, such as simulations, instructional games, problem-solving programs, and electronic books/encyclopedias. It concludes that while computers are becoming an integral part of classrooms, teachers still have new tasks to facilitate learning with technology.
The document describes the various technologies and methods used by the presenter in their Web 2.0 classroom. It begins by introducing the Pecha Kucha presentation format of 20 slides for 20 seconds each that will be used. It then provides screenshots and descriptions of the wikis, blogs, Google Docs, Edmodo, and online simulations utilized to enhance learning and collaboration. The goal is to demonstrate the presenter's experience integrating new technologies into their classroom, while still seeking to incorporate additional tools in the future like student PLNs, Prezi, and Voicethread.
This document discusses computer assisted instruction (CAI), which uses computers to aid the teaching and learning process. It describes different types of CAI, including drill and practice, tutorials, simulations, instructional games, and problem solving. Drill and practice focuses on increasing fluency, tutorials introduce new content, simulations mimic real processes, games are aimed at younger learners, and problem solving fosters thinking skills. CAI has advantages like interactivity and immediate feedback, but also disadvantages like cost and not addressing all learning outcomes. The document outlines different levels and approaches to integrating CAI into courses and instruction.
This document discusses the simulation method of teaching. Simulation involves creating realistic scenarios to allow students to practice skills. It helps students develop decision-making, problem-solving, and allows them to apply theories in a safe environment. The key steps in simulation according to Ned Flanders are assigning roles, planning the topic, conducting practice sessions, providing feedback, and increasing difficulty over time. Teachers play an important role in planning, facilitating, and debriefing simulations. While simulations are useful for skill building, they also require significant time and resources to implement effectively.
Simulation is a representation of a real event where the learner actively participates to develop skills or apply knowledge. It has several purposes including developing changes in attitudes, preparing for new roles, and increasing ability to apply principles. Advantages are that it engages learners and allows practicing skills too expensive, dangerous, or impractical for real life. The teacher's role is to explain rules and discuss how closely the simulation matches reality. Simulations involve students taking on roles, experiencing consequences of decisions, and reflecting on results. They are used in various areas like disaster training, engineering, and finance.
This document outlines several benefits of using simulation software in education, including compressing time to observe processes, allowing repetition with variations, and making dangerous experiments safe. However, it also notes some criticisms, such as simulations not being as effective as hands-on learning and the potential for inaccurate models. Overall, the document discusses how simulation software can enhance education if used as a supplement to traditional labs rather than a replacement.
Computer-assisted instruction (CAI) uses computers to deliver educational content and monitor student learning. CAI can take various forms, including tutorials, practice exercises, simulations, games, and problem-solving. It allows students to learn at their own pace and receive immediate feedback. While CAI provides individualized attention and engaging multimedia learning, it also has limitations such as high costs and an inability to develop social-emotional skills like in-person classrooms.
Computer-assisted instruction (CAI) uses computers to deliver educational content and monitor student learning. CAI can take various forms, including tutorials, practice exercises, simulations, games, and problem-solving. It allows students to learn at their own pace and receive immediate feedback. While CAI provides individualized attention and engaging multimedia learning, it also has limitations such as high costs and an inability to develop social-emotional skills like in-person classrooms.
Computer-assisted instruction (CAI) uses computers to deliver educational content and monitor student learning. CAI can take various forms, including tutorials, practice exercises, simulations, games, and problem-solving. It allows students to learn at their own pace and receive immediate feedback. While CAI provides individualized attention and engaging multimedia learning, it also has limitations such as high costs and an inability to develop social-emotional skills like in-person classrooms.
This document describes a proposed virtual classroom system. The system would allow students to take online courses, view prerecorded and live video lectures, ask questions on forums, and take exams. Teachers could upload course materials, hold live video lectures, answer student questions, and administer exams. An admin would manage user accounts and the database. Key features would include live video lectures with whiteboarding, raising hands functions, offline content sharing, and assessment of student performance through assignments and exams.
A Range of Instructional Techniques is discussed in this chapter of Effective HR. The object of this presentation is to understand the different methods of training which are Cognitive, Behavioural and Management Development Program. The presentation is shared by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
This document discusses using computer simulations and 3D virtual environments to enhance collaborative learning. It describes a pilot study where students used case-based simulations in an online course. A survey found that over 70% of students felt the simulations helped achieve learning objectives and the interface was easy to use. The document advocates offering simulations in 3D virtual worlds which can provide more interactive, self-directed learning while aligning with educational theories. Challenges include resource needs, technical support, and ensuring technologies enhance learning. Careful consideration of goals, resources, and support is needed for effective adoption of these tools.
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
This document summarizes the services provided by Advanced Authoring LLC, an educational technology company founded by Britt Carr. It discusses how Advanced Authoring uses innovative technologies to create engaging online learning experiences for higher education institutions. It provides examples of interactive simulations and tutorials they have developed for topics like photography equipment, business management, and microscope use. It also outlines strategies they employ like randomization, customization, and simulations to improve online instruction and help institutions address challenges of increased enrollments and limited resources.
Powerpoint presentation on computer simulation,blended learning and education...rado001
The document discusses computer simulation, blended learning, and educational podcasts. It provides definitions and examples of each. Computer simulation uses models and equations to represent real systems on a computer. Blended learning combines online and in-person instruction. There are several models of blended learning including face-to-face, rotation, and online driver. Educational podcasts allow audio and video to be shared for teaching and provide benefits like accessibility and creating an archive of lessons.
The document discusses computer simulation, blended learning, and educational podcasts. It provides definitions and examples of each. Computer simulation uses models and equations to represent real systems on a computer. Blended learning combines online and in-person learning, with various models including face-to-face instruction augmented by online tools. Educational podcasts allow audio and video to be shared for teaching, and have advantages like accessibility and creating an archive of lessons.
The document discusses computer simulation, blended learning, and educational podcasts. It provides definitions and examples of each. Computer simulation uses models and equations to represent real systems on a computer. Blended learning combines online and in-person learning, with various models including face-to-face instruction augmented by online tools. Educational podcasts allow audio and video to be shared for teaching, and have advantages like accessibility and creating an archive of lessons.
The document discusses the concept of a virtual classroom. A virtual classroom allows students and teachers to participate in live classes and interact through online means like video conferencing instead of meeting in person. It provides flexibility in terms of time, location, and cost savings compared to traditional in-person classes. While virtual classrooms provide more accessibility and convenience, they also have limitations like lack of in-person interaction and risks of students misusing self-paced flexibility.
This document discusses the integration of simulation into nursing education. It defines simulation and simulators, explores the history and types of simulation. It examines the principles, aims, benefits, role, rationale and characteristics of simulation such as simulation rooms, scenarios and debriefing. The document also identifies advantages like risk-free training and disadvantages such as cost. It recommends advocating for improved access to simulation, increasing innovative applications in research and ensuring effective educator facilitation.
The document discusses the role of the computer as a tutor in the classroom. It describes how the computer can take over some tutoring roles from the teacher, such as delivering instruction and providing drill-and-practice exercises for reinforcement. However, the teacher still plays an important role in planning lessons, evaluating students, and introducing new content. The document also outlines different types of educational software that can be used for tutoring, such as simulations, instructional games, problem-solving programs, and electronic books/encyclopedias. It concludes that while computers are becoming an integral part of classrooms, teachers still have new tasks to facilitate learning with technology.
The document describes the various technologies and methods used by the presenter in their Web 2.0 classroom. It begins by introducing the Pecha Kucha presentation format of 20 slides for 20 seconds each that will be used. It then provides screenshots and descriptions of the wikis, blogs, Google Docs, Edmodo, and online simulations utilized to enhance learning and collaboration. The goal is to demonstrate the presenter's experience integrating new technologies into their classroom, while still seeking to incorporate additional tools in the future like student PLNs, Prezi, and Voicethread.
This document discusses computer assisted instruction (CAI), which uses computers to aid the teaching and learning process. It describes different types of CAI, including drill and practice, tutorials, simulations, instructional games, and problem solving. Drill and practice focuses on increasing fluency, tutorials introduce new content, simulations mimic real processes, games are aimed at younger learners, and problem solving fosters thinking skills. CAI has advantages like interactivity and immediate feedback, but also disadvantages like cost and not addressing all learning outcomes. The document outlines different levels and approaches to integrating CAI into courses and instruction.
This document discusses the simulation method of teaching. Simulation involves creating realistic scenarios to allow students to practice skills. It helps students develop decision-making, problem-solving, and allows them to apply theories in a safe environment. The key steps in simulation according to Ned Flanders are assigning roles, planning the topic, conducting practice sessions, providing feedback, and increasing difficulty over time. Teachers play an important role in planning, facilitating, and debriefing simulations. While simulations are useful for skill building, they also require significant time and resources to implement effectively.
Simulation is a representation of a real event where the learner actively participates to develop skills or apply knowledge. It has several purposes including developing changes in attitudes, preparing for new roles, and increasing ability to apply principles. Advantages are that it engages learners and allows practicing skills too expensive, dangerous, or impractical for real life. The teacher's role is to explain rules and discuss how closely the simulation matches reality. Simulations involve students taking on roles, experiencing consequences of decisions, and reflecting on results. They are used in various areas like disaster training, engineering, and finance.
This document outlines several benefits of using simulation software in education, including compressing time to observe processes, allowing repetition with variations, and making dangerous experiments safe. However, it also notes some criticisms, such as simulations not being as effective as hands-on learning and the potential for inaccurate models. Overall, the document discusses how simulation software can enhance education if used as a supplement to traditional labs rather than a replacement.
Computer-assisted instruction (CAI) uses computers to deliver educational content and monitor student learning. CAI can take various forms, including tutorials, practice exercises, simulations, games, and problem-solving. It allows students to learn at their own pace and receive immediate feedback. While CAI provides individualized attention and engaging multimedia learning, it also has limitations such as high costs and an inability to develop social-emotional skills like in-person classrooms.
Computer-assisted instruction (CAI) uses computers to deliver educational content and monitor student learning. CAI can take various forms, including tutorials, practice exercises, simulations, games, and problem-solving. It allows students to learn at their own pace and receive immediate feedback. While CAI provides individualized attention and engaging multimedia learning, it also has limitations such as high costs and an inability to develop social-emotional skills like in-person classrooms.
Computer-assisted instruction (CAI) uses computers to deliver educational content and monitor student learning. CAI can take various forms, including tutorials, practice exercises, simulations, games, and problem-solving. It allows students to learn at their own pace and receive immediate feedback. While CAI provides individualized attention and engaging multimedia learning, it also has limitations such as high costs and an inability to develop social-emotional skills like in-person classrooms.
This document describes a proposed virtual classroom system. The system would allow students to take online courses, view prerecorded and live video lectures, ask questions on forums, and take exams. Teachers could upload course materials, hold live video lectures, answer student questions, and administer exams. An admin would manage user accounts and the database. Key features would include live video lectures with whiteboarding, raising hands functions, offline content sharing, and assessment of student performance through assignments and exams.
A Range of Instructional Techniques is discussed in this chapter of Effective HR. The object of this presentation is to understand the different methods of training which are Cognitive, Behavioural and Management Development Program. The presentation is shared by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
3. COMPUTER SIMULATIONS
• A computer simulation or a computer module is a computer program
that attempts to stimulate an abstract model of a particular system.
• Computer simulations are computer-generated dynamic models that
present theoretical or simplified models of real-world components,
phenomena, or processes.
• They can include animations, Visualizations, and interactive laboratory
experiences.
4. KEY FEATURES OF SIMULATIONS ARE;
• There is a computer model of a real or theoretical system that contains Information
on how the system behaves.
• A computer simulation is the usage of a computer for the imitation of a real world
process or system.
• It find usage in the study of dynamic behaviour in an environment that may be
difficult or is dangerous to implement in real life.
• A simulation requires a model, or a mathematical description of the real system.
5. • Experimentation can take place, ie. Changing the Input to the model affects the
output.
• For eg, a nuclear blast may be represented with a mathematical model that takes
into consideration various element such as velocity, heat and radioactive
emissions.
• Simulations largely help in determining behaviours when individual components
of a system are altered.
6. TYPES
Two types of computer simulations are often distinguished
Equation – based simulations
Agent based (or individual – based) simulations
7. Computer simulations of both types are used for three different general sorts of
purpose:
Predictions understanding
Exploratory
Heuristic purpose
8. • Computer simulations are increasingly being combined with other ingredients to enhance
the users experience and provide greater realism, particularly in training and
entertainment.
Simulations + humans
• Here humans take on roles and make decisions that might otherwise be made by the
computer. In training, role playing is suited to the development of soft skills.
Simulations + other hardware
• Use of additional hard ware is common in games arcades and increasingly in the domestic
entertainment market. Some forms of virtual reality require sophisticated hardware. (not
all Virtual Reality is simulation based)
9. CHARACTERISTICS
• MODEL BASED- Simulations are based on a model. This means that the
calculations and rule operating the simulation are programmed. These calculations
and rules are collectively called “the model”, and it determines the behaviour of
the simulation depending on users action.
• INTERACTIVE- learners work interactively with a simulation’s model to input
information and then observe how the variables in the simulation change, based on
this output.
10. • INTERFACE DRIVEN- the value changes to the influenced variables and the
observed value changes in the output are found in the simulation’s interface.
• SCAFFOLDED- Simulations designed for education should have supports or
scaffolds to assist Students in making the learning experience effective. Step by step
directions, or small
assignments which break the task down to help students, while they work with a
simulation, are examples.
11. COMPUTER SIMULATION IN TEACHING
• Computer simulations can provide students with the opportunity to observe, engage
with and explore the processes.
• These features make simulations powerful teaching and learning tools.
• The simulations are simple computer programs that are able to move or represent
difficult concepts, ideas or representations.
• Use of these simulations could be easier for the educators and learners.
• It can be easily recycled and hence its sustainability
12. • Consider the audience and learning objectives when considering simulations
as a teaching tool.
• Traditional instruction can be successfully enhanced by using computer
simulation.
• An effective way of using simulation is the preparations for laboratory
activities
• Improved visualizations necessarily translate into better learning without
teacher’s participants.
• It can be reworked, retrieved and used by the learners.
13. ADVANTAGES:
There are practical reasons to use simulations but there are also reasons that have a
direct relation with the learning process. Compared with real system
experimentation, simulations have several advantages:
Safety
Cost
Independence of time and place
14. USES OF COMPUTER SIMULATIONS:
• RESEARCH: Simulations are used as research tools to establish trends, demonstrate
relationships between system parameters or make predictions about the future.
• DESIGN: Designers use simulations to characterise or visualise a system that does
not yet exist so as to achieve an optimum solution.
• ANALYSIS: Analysis refers to the process whereby simulation is used to determine
the behaviour or capability of a system currently in operation or to verify its
correctness.
15. • TRAINING: Training simulations are used to recreate situations people face on the job
and to allow trainees to practice a sequence of actions or to learn the correct response to
an event.
• EDUCATION: In education, learners don’t just need to know “how” to do something;
they need to know “why”. Simulations represent an exploratory world where students can
use models to conduct experimentation, to create and test hypotheses and construct their
own understanding of a system. Simulations can provide tools for teachers to demonstrate
and explain the behaviour of complex and dynamic systems.
• ENTERTAINMENT: Computer entertainment such as arcade games, war games, and
roleplaying games require a consistent model of an imaginary world. Strategy games
often contain sophisticated computer models.
16.
17. BLENDED LEARNING
Blended learning is a formal educational program in which a student learns ,
• At least in part through online learning, with some element of student control over
time, place, path and pace;
• At least in part in a supervised brick and mortar location away from home;
• And the modalities along each students learning path within a course or subject
are connected to provide an integrated learning experience.
18. • Blended learning also known as Hybrid learning, Technology
mediated instruction, Web enhanced instruction, and Mixed – mode
instruction.
• Blended learning systems as learning systems that “combine face
to face instruction with computer mediated instruction”.
-Bonk and Graham
19. MODELS OF BLENDED LEARNING
PROGRAMS
1. Rotation Model
2. Flex Model
3. A La Carte Model
4. Enriched Virtual Model
20. Rotation model
A course or subject in which students rotate on affixed schedule or at the teacher’s
discretion between learning modalities, at least one of which is online learning.
TYPES OF ROTATION MODEL
• Station Rotation : A course or subject in which students experience the Rotation
model within a contained classroom or group of classrooms.
• Lab Rotation: A course or subject in which students rotate to a computer lab for
the online learning station.
21. • Flipped Classroom: A course or subject in which students participate
in online learning off-site in place of traditional homework and then
attend the brick-and-mortar school for face to face , teacher-guided
practice or projects.
• Individual Rotation: A course or subject in which each student has
an individualized playlist and does not necessarily rotate to each
available station or modality.
22. Flex Model
A course or subject in which online learning is the backbone of student
learning, even if it directs students to offline activities at times. Students
move on an individually customized, fluid schedule among learning
modalities. The teacher of record is on-site and students learn mostly on
the brick and mortar campus
except for any homework assignments.
23. A La Carte Model
A course that a student takes entirely online to accompany other
experiences that the student is having at a brick-and- mortar school or
learning center. The teacher of record for the A La Carte course is the
online teacher. Students may take the A La Carte course either on the
brick and mortar campus or off-site.
24. Enriched Virtual Model
• A course or subject in which students have required face to face
learning sessions with their teacher of record and then are free to
complete their remaining coursework remote from the face to
face teacher.
25. CHARACTERISTICS
• Online and offline learning
• Instructor involvement
• Independent learning
• Peer instruction
• Support for students
26. MODELS OF BLENDED LEARNING
• Face-to-face driver – where the teacher drives the
instruction and augments with digital tools. In this form
students are supposed to answer questions by interacting
between them. i.e. Face to face
• Rotation – Students cycle through a schedule of
independent online study and face-to-face classroom time.
After sometime, the process will be interchanged to the
groups mutually.
27. • Flex – most of the curriculum is delivered via a digital platform and teachers are
available for face-to-face consultation and support. Under flex teacher teaches in a
repeated fashion with the help of electronic media
• Virtual Labs – With the help of computer, a virtual laboratory is made possible and
students are directed to observe the experiments, reactions etc. in an online lab.
• Self-blend – Students choose to augment their traditional learning with online course
work.
• Online driver – students complete an entire course through an online platform with
possible teacher check-in. It is a facility to form ideas and conclusions with the help of
online facility.
28. ADVANTAGES
• Blended instruction is more effective than purely face-to-face or purely online classes.
• By using blended learning teachers can support individual students who may need
individualized attention.
• The uses of information and communication techniques have been found to improve
student
attitudes towards learning.
• Blended learning allows businesses and schools alike to make maximum use of the
technologies and other resources that they have available to them.
29. • It also allows students to avoid costs that are incurred through travel, accommodations
and other expenses that are tied to ‘time and place studies’.
• Blended learning allows learners the flexibility with their time to do their lessons anytime
and any place until a meeting with the lecturer becomes compulsory.
• Blended learning often includes software that automatically collects students data and
measures academic progress, providing instantaneous feedback.
• It allows for personalized education, replacing the model where a teacher stands in front
of the classroom and everyone is expected to stay at the same pace.
• Blended learning encourages integration of technology into a variety of subjects.
• Blended learning also has the potential to reduce educational expenses.
30. DISADVANTAGES
• Its literacy can serve as a significant barrier for students attempting to get access to
the course materials making the availability of high quality technical support.
• Lack of access to network infrastructure.
• There can be limited contact between lecturer and students and so some of the
dynamism that comes with face-to- face interaction can be lost.
31. • Students sometimes feel that they are given more work to do when distance
modalities are used.
• There can be limited contact between lecturer and students and so some of the
dynamism that comes with face-to- face interaction can be lost.
• Students sometimes feel that they are given more work to do when distance
modalities are used.
• Based on what students are used to, they often prefer the paper versions of the
materials than to see them online so the face-to- face sessions in the blended
programmes usually have a comparatively more successful “feel” for the students