Construction and Evaluation of a Blended Learning Platform for Higher Education
•Download as PPTX, PDF•
0 likes•668 views
This document discusses the construction and evaluation of a blended learning platform called InfoCenter at Heinrich-Heine-University Düsseldorf in Germany. The platform combines traditional classroom learning with e-learning resources like lecture slides, interactive video lectures, and video glossaries based on behaviorism, cognitivism, and constructivism learning theories. It also includes Web 2.0 tools like wikis, blogs, social bookmarking, and social networking. An evaluation found that interactive video lectures and tests were most accepted while wikis and social networking were less so, possibly due to uncertainty about how to integrate social media into learning. Further work includes incorporating more content, better combining media, and motivating social media use for learning
Report
Share
Report
Share
Recommended
Technologyintegration
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to support instruction across content areas in a seamless manner that engages students in meaningful learning. When done effectively, technology integration empowers active student learning and allows students to demonstrate their understanding in new ways. The document also contrasts traditional teacher-centered models with integrated models that are student-centered, multi-sensory, and promote active, exploratory learning.
Addition to assimilation
Overview of a maturity process that was developed in 2001 from the 3-year research of ICT PD clusters in New Zealand.
Enhancing teaching with technology
The document summarizes the instructional design process for integrating technology into teaching. It involves 5 steps: 1) defining instructional goals and objectives, 2) choosing active instructional methods, 3) selecting appropriate technologies, 4) assessing student learning, and 5) revising the approach. The document provides examples of active learning methods and technologies that can support goals like group projects and collaborative learning. It emphasizes designing lessons around student engagement and preparing students with 21st century skills.
Trends in IDT
This document discusses instructional design and strategies for online and technology-based learning. It identifies five categories of adopters for new innovations and explains that adopters consider the relative advantage, compatibility, complexity, trialability, and observability of new technologies. It also defines instructional strategies as methods for presenting information to help learners construct meaningful relationships between new and existing knowledge, and delivery strategies as the mechanisms for instructional delivery. The document then outlines several instructional strategies like recall, integration, organization, and elaboration, and discusses trends in online learning technologies like web 2.0, learning objects, intelligent tutoring systems, instructional games and simulations, and virtual worlds.
Share Your Treasure
This document provides guidance on choosing and using educational technology for early education. It recommends that technology should engage and motivate students, help teachers enhance their lessons, and be used in a balanced way. When selecting tools, educators should examine the learning objectives and ensure the technology fits the topic and interaction is meaningful. Considerations include whether the tool is designed for groups or individuals and if it is teacher-oriented or student-oriented. Technology should enhance learning experiences for young students who are increasingly using tools in their education.
Marielle Briz
This document outlines the objectives and process of resource-based learning compared to traditional learning. The objectives are for students to differentiate between traditional and resource-based learning and develop creativity using technology. Resource-based learning involves students finding their own information from varied sources like print, video and the internet, with the teacher acting as a guide. Some examples of resource-based projects are provided. The key differences between the two models are described, with resource-based learning focusing on inquiry, varied sources, and emphasizing process over product.
Integrating Science & Technology
This presentation discusses integrating technology into science education. It is comprised of three main sections. The first focuses on using digital cameras in the classroom to aid in scientific data collection and documentation. The second discusses how technology has become deeply embedded in everyday life and the challenges of defining it. The third section explores how the internet has changed science teaching and learning, enabling virtual experiments and research. The conclusion emphasizes that technology can serve as an integrator across subjects and provide new modes for interdisciplinary, collaborative learning experiences.
Active Learning
This document discusses effective teaching approaches that go beyond passive listening and involve hands-on learning activities and problem-solving. It notes that students retain 70% of what they say and 90% of what they say and do. An effective middle school program incorporates interdisciplinary instructional teams, active learning, and frequent technology use, which has led to positive reports.
Recommended
Technologyintegration
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to support instruction across content areas in a seamless manner that engages students in meaningful learning. When done effectively, technology integration empowers active student learning and allows students to demonstrate their understanding in new ways. The document also contrasts traditional teacher-centered models with integrated models that are student-centered, multi-sensory, and promote active, exploratory learning.
Addition to assimilation
Overview of a maturity process that was developed in 2001 from the 3-year research of ICT PD clusters in New Zealand.
Enhancing teaching with technology
The document summarizes the instructional design process for integrating technology into teaching. It involves 5 steps: 1) defining instructional goals and objectives, 2) choosing active instructional methods, 3) selecting appropriate technologies, 4) assessing student learning, and 5) revising the approach. The document provides examples of active learning methods and technologies that can support goals like group projects and collaborative learning. It emphasizes designing lessons around student engagement and preparing students with 21st century skills.
Trends in IDT
This document discusses instructional design and strategies for online and technology-based learning. It identifies five categories of adopters for new innovations and explains that adopters consider the relative advantage, compatibility, complexity, trialability, and observability of new technologies. It also defines instructional strategies as methods for presenting information to help learners construct meaningful relationships between new and existing knowledge, and delivery strategies as the mechanisms for instructional delivery. The document then outlines several instructional strategies like recall, integration, organization, and elaboration, and discusses trends in online learning technologies like web 2.0, learning objects, intelligent tutoring systems, instructional games and simulations, and virtual worlds.
Share Your Treasure
This document provides guidance on choosing and using educational technology for early education. It recommends that technology should engage and motivate students, help teachers enhance their lessons, and be used in a balanced way. When selecting tools, educators should examine the learning objectives and ensure the technology fits the topic and interaction is meaningful. Considerations include whether the tool is designed for groups or individuals and if it is teacher-oriented or student-oriented. Technology should enhance learning experiences for young students who are increasingly using tools in their education.
Marielle Briz
This document outlines the objectives and process of resource-based learning compared to traditional learning. The objectives are for students to differentiate between traditional and resource-based learning and develop creativity using technology. Resource-based learning involves students finding their own information from varied sources like print, video and the internet, with the teacher acting as a guide. Some examples of resource-based projects are provided. The key differences between the two models are described, with resource-based learning focusing on inquiry, varied sources, and emphasizing process over product.
Integrating Science & Technology
This presentation discusses integrating technology into science education. It is comprised of three main sections. The first focuses on using digital cameras in the classroom to aid in scientific data collection and documentation. The second discusses how technology has become deeply embedded in everyday life and the challenges of defining it. The third section explores how the internet has changed science teaching and learning, enabling virtual experiments and research. The conclusion emphasizes that technology can serve as an integrator across subjects and provide new modes for interdisciplinary, collaborative learning experiences.
Active Learning
This document discusses effective teaching approaches that go beyond passive listening and involve hands-on learning activities and problem-solving. It notes that students retain 70% of what they say and 90% of what they say and do. An effective middle school program incorporates interdisciplinary instructional teams, active learning, and frequent technology use, which has led to positive reports.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
Educational Technology
The document discusses educational technology and student-centered learning. It defines educational technology as cognitive tools like blogs, simulations, and online discussions that engage students and facilitate learning. Student-centered learning involves students working collaboratively to research and solve open-ended problems using real-world data, rather than passive lecturing. The document argues that changing teaching strategies to focus on student engagement, ownership over materials, reflection, and collaboration is critical for student retention, success and learning in today's environment of rapid information growth.
edtech-lesson 8- resource-based projects
The document discusses using IT-based projects and resource-based learning to develop higher-level thinking skills. The general process involves teachers determining topics, presenting problems to students, and having students find and organize information to respond to the problems. Compared to traditional learning, resource-based learning uses varied sources, focuses on inquiry and discovery, emphasizes process over facts, and uses qualitative assessment.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
Web quest
This document discusses WebQuests, which are inquiry-oriented lesson formats that use web resources. WebQuests are designed for collaborative learning projects using computers and the internet. They provide learners with information, questions to consider, and guidance on how to select, evaluate, apply, organize, and synthesize information to communicate their ideas. Effective WebQuests provide learners with time, choices, tools, meaningful activities, motivation, and strategies to support their learning. WebQuests can vary in duration from short-term lessons to long-term projects spanning weeks. They are designed to develop critical thinking and support skills like teamwork, collaboration, and self-directed learning.
Choosing the Right Adaptive Math Software - A Buyer's Guide
The word “adaptive” has been used to describe a number of different curriculum solutions, but what does this word actually mean? How do you choose and evaluate digital math curriculum that best fits your district? In this webinar, we’ll highlight the Five Essential Elements of high quality math adaptive software and the specific questions to ask when evaluating the level of adaptivity in digital math curriculum. Hear from others who’ve navigated the process to understand how to develop your decisions.
E learning group presentation
E-learning is defined as learning facilitated through information and communication technologies. It includes delivering courses online, assessments, communications between students and teachers, using internet resources, and other learning activities involving technology. E-learning is supported by cognitivist and constructivist learning theories. Cognitivism views the learner as processing information from the teacher, while constructivism sees the learner constructing their own knowledge as an autonomous learner. Benefits of e-learning include accommodating different learning styles, self-paced learning, enhancing collaboration and computer skills. Successful e-learning delivery involves having an online presence, clarifying expectations, confirming understanding, aligning assessment, building motivation, managing time, focusing on understanding, incorporating teamwork,
Edtech Lesson 8 (Group 3 BSED 3A)
This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Lesson 8: Higher Thinking Skills Through I.T. based-projects
This document discusses four types of IT-based projects that can engage students in higher-order thinking:
1. Resource-based projects involve students finding their own information on a topic determined by the teacher and organizing it to answer problems or questions. The focus is on the learning process rather than the final product.
2. Simple creations allow students to develop software or other projects using analysis, synthesis, and promotion of new ideas. Teachers define the task and encourage idea generation and flexibility.
3. Guided hypermedia projects involve students creating multimedia presentations using either instructive tools like PowerPoint or constructive tools like presentations with various media.
4. Web-based projects could involve students creating and posting web
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
Higher Thinking Skills Through IT-Based Projects
This document discusses four IT-based projects that can develop higher-level thinking skills: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information on a topic determined by the teacher. Simple creations aim to develop creativity by having students brainstorm ideas, judge them, act on them with flexibility. Guided hypermedia projects can involve students creating multimedia presentations either as an instructional tool or communication tool. Web-based projects could involve students creating webpages on a topic, but this may be too sophisticated currently for most students.
3 different types of educational technology
Educational technology includes various types of media like text, audio, images, videos and applications that deliver instructional content. Learning can occur in or outside the classroom, and can be self-paced asynchronous learning or instructor-led synchronous learning. There are two main types of educational technology - synchronous and asynchronous. Synchronous learning occurs in real-time with participants interacting simultaneously, while asynchronous learning is self-paced without dependency on other participants' schedules. Examples of each type are discussed along with their advantages and uses.
Lesson 8
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Get started: Learning approaches
This document introduces the research seminar course for educational sciences. It will use flipped classroom and blended learning strategies. For flipped classroom, students study material before class and class time focuses on discussion. Blended learning combines online and in-person learning, with material available online and f2f meetings for lectures, projects. These strategies allow self-paced, flexible, interactive, constructive, and digital learning. The goal is for students to develop research competencies to become education experts.
Higher Thinking Skills Through IT-Based Projects
The document discusses four types of IT-based projects that can develop higher-level thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on textbooks. 2) Simple creations where students use software to create their own materials. 3) Guided hypermedia projects where students produce multimedia presentations on a topic. 4) Web-based projects where students create and post webpages, though this may be too advanced for most students. The goals are to move beyond traditional teaching where teachers provide all information, and instead facilitate students' independent research, organization, and presentation of ideas.
Standards group work
The teacher assigned students to groups to create PowerPoint presentations about time zones in different regions of the United States. Each group researched images and information about their assigned region during a specific time period. The students used their existing knowledge along with online research to find appropriate data and pictures to include. They then designed PowerPoint presentations and presented their findings to the class. The project helped students better understand time zones and allowed them to practice important skills like collaboration, research, and digital presentation design.
ICT in Education
ICTs stand for information and communication technologies. It is defined as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony.
Higher Thinking Skills Through IT-based Project
This document discusses using IT-based projects to develop higher thinking skills. It outlines a teacher's role in creating an environment that provides students with tools and facilities to facilitate learning. The process involves the teacher presenting a problem to the class, students finding information to respond to the problem, and organizing their findings. Traditional learning focuses on textbooks and facts while resource-based learning emphasizes inquiry, varied sources, and a focus on the learning process over products. The document also describes a 5-step process for simple IT-based creation that involves defining tasks, brainstorming, judging ideas, taking action, and allowing flexibility.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
Learning for UHC concepts
1. The document discusses collective learning approaches for achieving Universal Health Coverage (UHC).
2. It emphasizes the importance of taking a broad view of knowledge that goes beyond just evidence-based research, and recognizes that knowledge comes in many forms and contexts.
3. Moving forward, it suggests co-producing knowledge across different stakeholder groups, developing learning communities of practice, and establishing a research agenda on "learning for UHC" to better understand how health systems can optimize learning processes to achieve policy goals.
Pioneers of Information Science in Europe: The Oeuvre of Norbert Henrichs
In this presentation we discuss the works and influence of Norbert Henrichs (born 1935), a pioneer of Information Science in Europe. In the context of philosophy documentation, Henrichs developed in the 1960s a dictionary-independent method of indexing: the Text-Word Method. This method works exclusively with the term material of the documents to be indexed. It starts by using a variant of syntactic indexing, viz. the formation of thematic chains. Documents indexed via the Text-Word Method form the basis for relatively ballast-free information retrieval, but also for studies in the history of ideas. Henrichs was a leading contributor to the formulation and realization of the German Information & Documentation (I&D) program (1974 – 1977). This widely noted political program planned for the world’s entire scientific and technical literature to be made available in 20 specialized information centers. Henrichs served as scientific executive director of the central German infrastructure provision within the I&D program, the “Society for Information and Documentation” (GID), from 1980 to 1985. Over the course of the 1980s, the I&D program broke down—mainly due to a lack of financing. At the Heinrich-Heine-University in Düsseldorf, Henrichs successfully developed a curriculum for information science, which—typically for Germany in the 1980s and 1990s—had no strong ties to either library science or computer science.
More Related Content
What's hot
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
Educational Technology
The document discusses educational technology and student-centered learning. It defines educational technology as cognitive tools like blogs, simulations, and online discussions that engage students and facilitate learning. Student-centered learning involves students working collaboratively to research and solve open-ended problems using real-world data, rather than passive lecturing. The document argues that changing teaching strategies to focus on student engagement, ownership over materials, reflection, and collaboration is critical for student retention, success and learning in today's environment of rapid information growth.
edtech-lesson 8- resource-based projects
The document discusses using IT-based projects and resource-based learning to develop higher-level thinking skills. The general process involves teachers determining topics, presenting problems to students, and having students find and organize information to respond to the problems. Compared to traditional learning, resource-based learning uses varied sources, focuses on inquiry and discovery, emphasizes process over facts, and uses qualitative assessment.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
Web quest
This document discusses WebQuests, which are inquiry-oriented lesson formats that use web resources. WebQuests are designed for collaborative learning projects using computers and the internet. They provide learners with information, questions to consider, and guidance on how to select, evaluate, apply, organize, and synthesize information to communicate their ideas. Effective WebQuests provide learners with time, choices, tools, meaningful activities, motivation, and strategies to support their learning. WebQuests can vary in duration from short-term lessons to long-term projects spanning weeks. They are designed to develop critical thinking and support skills like teamwork, collaboration, and self-directed learning.
Choosing the Right Adaptive Math Software - A Buyer's Guide
The word “adaptive” has been used to describe a number of different curriculum solutions, but what does this word actually mean? How do you choose and evaluate digital math curriculum that best fits your district? In this webinar, we’ll highlight the Five Essential Elements of high quality math adaptive software and the specific questions to ask when evaluating the level of adaptivity in digital math curriculum. Hear from others who’ve navigated the process to understand how to develop your decisions.
E learning group presentation
E-learning is defined as learning facilitated through information and communication technologies. It includes delivering courses online, assessments, communications between students and teachers, using internet resources, and other learning activities involving technology. E-learning is supported by cognitivist and constructivist learning theories. Cognitivism views the learner as processing information from the teacher, while constructivism sees the learner constructing their own knowledge as an autonomous learner. Benefits of e-learning include accommodating different learning styles, self-paced learning, enhancing collaboration and computer skills. Successful e-learning delivery involves having an online presence, clarifying expectations, confirming understanding, aligning assessment, building motivation, managing time, focusing on understanding, incorporating teamwork,
Edtech Lesson 8 (Group 3 BSED 3A)
This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Lesson 8: Higher Thinking Skills Through I.T. based-projects
This document discusses four types of IT-based projects that can engage students in higher-order thinking:
1. Resource-based projects involve students finding their own information on a topic determined by the teacher and organizing it to answer problems or questions. The focus is on the learning process rather than the final product.
2. Simple creations allow students to develop software or other projects using analysis, synthesis, and promotion of new ideas. Teachers define the task and encourage idea generation and flexibility.
3. Guided hypermedia projects involve students creating multimedia presentations using either instructive tools like PowerPoint or constructive tools like presentations with various media.
4. Web-based projects could involve students creating and posting web
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
Higher Thinking Skills Through IT-Based Projects
This document discusses four IT-based projects that can develop higher-level thinking skills: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information on a topic determined by the teacher. Simple creations aim to develop creativity by having students brainstorm ideas, judge them, act on them with flexibility. Guided hypermedia projects can involve students creating multimedia presentations either as an instructional tool or communication tool. Web-based projects could involve students creating webpages on a topic, but this may be too sophisticated currently for most students.
3 different types of educational technology
Educational technology includes various types of media like text, audio, images, videos and applications that deliver instructional content. Learning can occur in or outside the classroom, and can be self-paced asynchronous learning or instructor-led synchronous learning. There are two main types of educational technology - synchronous and asynchronous. Synchronous learning occurs in real-time with participants interacting simultaneously, while asynchronous learning is self-paced without dependency on other participants' schedules. Examples of each type are discussed along with their advantages and uses.
Lesson 8
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Get started: Learning approaches
This document introduces the research seminar course for educational sciences. It will use flipped classroom and blended learning strategies. For flipped classroom, students study material before class and class time focuses on discussion. Blended learning combines online and in-person learning, with material available online and f2f meetings for lectures, projects. These strategies allow self-paced, flexible, interactive, constructive, and digital learning. The goal is for students to develop research competencies to become education experts.
Higher Thinking Skills Through IT-Based Projects
The document discusses four types of IT-based projects that can develop higher-level thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on textbooks. 2) Simple creations where students use software to create their own materials. 3) Guided hypermedia projects where students produce multimedia presentations on a topic. 4) Web-based projects where students create and post webpages, though this may be too advanced for most students. The goals are to move beyond traditional teaching where teachers provide all information, and instead facilitate students' independent research, organization, and presentation of ideas.
Standards group work
The teacher assigned students to groups to create PowerPoint presentations about time zones in different regions of the United States. Each group researched images and information about their assigned region during a specific time period. The students used their existing knowledge along with online research to find appropriate data and pictures to include. They then designed PowerPoint presentations and presented their findings to the class. The project helped students better understand time zones and allowed them to practice important skills like collaboration, research, and digital presentation design.
ICT in Education
ICTs stand for information and communication technologies. It is defined as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony.
Higher Thinking Skills Through IT-based Project
This document discusses using IT-based projects to develop higher thinking skills. It outlines a teacher's role in creating an environment that provides students with tools and facilities to facilitate learning. The process involves the teacher presenting a problem to the class, students finding information to respond to the problem, and organizing their findings. Traditional learning focuses on textbooks and facts while resource-based learning emphasizes inquiry, varied sources, and a focus on the learning process over products. The document also describes a 5-step process for simple IT-based creation that involves defining tasks, brainstorming, judging ideas, taking action, and allowing flexibility.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
Learning for UHC concepts
1. The document discusses collective learning approaches for achieving Universal Health Coverage (UHC).
2. It emphasizes the importance of taking a broad view of knowledge that goes beyond just evidence-based research, and recognizes that knowledge comes in many forms and contexts.
3. Moving forward, it suggests co-producing knowledge across different stakeholder groups, developing learning communities of practice, and establishing a research agenda on "learning for UHC" to better understand how health systems can optimize learning processes to achieve policy goals.
What's hot (20)
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
Choosing the Right Adaptive Math Software - A Buyer's Guide
Choosing the Right Adaptive Math Software - A Buyer's Guide
Lesson 8: Higher Thinking Skills Through I.T. based-projects
Lesson 8: Higher Thinking Skills Through I.T. based-projects
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
Viewers also liked
Pioneers of Information Science in Europe: The Oeuvre of Norbert Henrichs
In this presentation we discuss the works and influence of Norbert Henrichs (born 1935), a pioneer of Information Science in Europe. In the context of philosophy documentation, Henrichs developed in the 1960s a dictionary-independent method of indexing: the Text-Word Method. This method works exclusively with the term material of the documents to be indexed. It starts by using a variant of syntactic indexing, viz. the formation of thematic chains. Documents indexed via the Text-Word Method form the basis for relatively ballast-free information retrieval, but also for studies in the history of ideas. Henrichs was a leading contributor to the formulation and realization of the German Information & Documentation (I&D) program (1974 – 1977). This widely noted political program planned for the world’s entire scientific and technical literature to be made available in 20 specialized information centers. Henrichs served as scientific executive director of the central German infrastructure provision within the I&D program, the “Society for Information and Documentation” (GID), from 1980 to 1985. Over the course of the 1980s, the I&D program broke down—mainly due to a lack of financing. At the Heinrich-Heine-University in Düsseldorf, Henrichs successfully developed a curriculum for information science, which—typically for Germany in the 1980s and 1990s—had no strong ties to either library science or computer science.
Information Literacy in the Knowledge Society
The document discusses information literacy in the knowledge society. It defines information literacy as comprising the information science concepts needed for everyday life, work, and education. In a knowledge society, information literacy becomes increasingly important as knowledge workers and lifelong learning are essential. The document outlines two aspects of information literacy - retrieval literacy and knowledge representation literacy. It also discusses the importance of information literacy in everyday life, the workplace, and education to prevent digital and knowledge divides.
Family life and culture from korea
Jeong Dongryul is from Korea and comes from a family of 4 people - he is the oldest child with a sister named Jiyeon, and his parents are named Meehee and Hyoyeon. The family lives in Seoul, Korea.
Fail! workshop introduction at Web Science Conference
#FAIL! Things that didn't work out in social media research - and what we can learn from them. #fail2015a
Workshop at Web Science Conference 2015, Oxford, June 2015.
Government and Social Media: A Case Study of 31 Informational World Cities
Government and Social Media: A Case Study of 31 Informational World CitiesHeinrich-Heine-University Düsseldorf
The document discusses government use of social media in informational world cities. It outlines how governments maintain general accounts and accounts for institutions on websites and social media platforms. The document also analyzes the number of social media platforms used, links between government websites and social media accounts, and social media activities like posting and citizen engagement. It emphasizes that governments should focus on serving citizens through social media.Is Computer Science Science?
1) The document argues that while early pioneers viewed computer science as a science, it is more accurately an art or technology rather than a true science.
2) Computer science combines principles of science, engineering, and mathematics but focuses more on practical applications and invention rather than fundamental explanations.
3) The field studies both artificial and natural information processes through programming, design, and other computing arts rather than experimentation and testing of hypotheses as is typical in science.
Viewers also liked (7)
Pioneers of Information Science in Europe: The Oeuvre of Norbert Henrichs
Pioneers of Information Science in Europe: The Oeuvre of Norbert Henrichs
Fail! workshop introduction at Web Science Conference
Fail! workshop introduction at Web Science Conference
Government and Social Media: A Case Study of 31 Informational World Cities
Government and Social Media: A Case Study of 31 Informational World Cities
Similar to Construction and Evaluation of a Blended Learning Platform for Higher Education
integrating ET into teaching
The document discusses key ingredients for successful technology integration in schools. It covers learning theories that inform technology integration models, including constructivism and objectivism. It also discusses the Technological Pedagogical Content Knowledge framework and the Technology Integration Planning model for designing technology lessons. Additionally, it outlines essential conditions needed to support technology integration, such as a shared vision, access to resources, trained personnel, and technical assistance.
Integrating educational technology into teaching
This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
Theory into practice
The document discusses different learning theories that underlie directed and constructivist approaches to technology integration. Directed approaches are based on behaviorist, information processing, and cognitive behavioral theories and aim to clearly define skills and content. Constructivist approaches are based on social activism, social cognitive, scaffolding, child development, discovery, and multiple intelligences theories and focus on abstract concepts through collaboration and alternative demonstrations of competence. The document provides examples of how different technologies can be used based on these theories and when each approach is best suited.
Eme5054 learningartifactfws
This document provides an overview of educational technology paradigms and theories from the 1970s to today. It discusses behaviorism and how it influenced early educational technologies like teaching machines, programmed instruction, and computer-assisted instruction. It then covers cognitivism and how it led to a focus on understanding internal mental processes and learning theories like information processing theory and schema theory. Next, it discusses constructivism and social constructivist views of learning as knowledge constructed by learners through experiences and social interactions. It provides examples of how each paradigm influenced educational technology strategies and facilitated learning.
Net set teaching aptitude
This document provides an overview of teaching aptitude and methods for evaluating teaching effectiveness. It discusses definitions of teaching, the nature and objectives of teaching, qualities of effective teachers, and learning domains. Methods of teaching covered include lectures, tutorials, classroom management, case studies, and brainstorming. Evaluation elements discussed are testing, measurement, and continuous and comprehensive evaluation. The document is from an online resource for teaching aptitude test preparation that provides study materials and practice questions.
eLene4Life: Active Learning for Soft Skills - University-Business Connections...
Presentation given at the EDEN Annual Conference 2019 in Bruges. Results and comparative analysis of transnational reports on active learning for soft skills development in higher education and the corporate sector. eLene4Life is supported by the European Union Erasmus+ programme under grant number 2018-1-FR01-KA203-047829
Theories and models of learning instruction revised
The document discusses three main learning theories: behaviorism, cognitivism, and constructivism. Behaviorism sees learning as changes in observable behaviors due to stimuli and responses. Cognitivism views learning as the acquisition and organization of mental processes and knowledge. Constructivism believes that learners create meaning and knowledge from their experiences. The document also covers instructional design principles and models, learning assumptions, cognitive foundations of learning, and applying constructivism in practice.
educ 118 outline assignment
This document discusses the use of educational technology (ET) in classrooms and its benefits and challenges. It covers several key points:
- Teachers can be apprehensive about adopting new technologies, but when used properly it can promote independent and higher-level learning in students.
- Challenges include technologies being time-consuming and expensive, and the risk that classrooms become too focused on the technology itself rather than learning.
- When used as a tool to support student-centered learning, technology can help nurture creative, collaborative learning environments and allow students to direct their own learning.
Mutual momentum
This document summarizes research on using a social network site to support blended learning in an English GCSE resit program. Data was collected over two years from four student groups using the site to supplement classroom activities. The summary describes:
1) How the teacher mediated tools and discussions to guide students' learning and development.
2) How students' engagement and participation increased over time as informal uses of the site built a supportive community and students gained confidence in sharing work.
3) Suggestions for future uses of networks to organize student work, integrate refugee students, and facilitate collaboration between educational institutions.
Preparing for the future
Keynote talk for the Association for Teacher Education in Europe (ATEE) conference in Utrecht, the Netherlands, on 16 February 2018.
Webinar 2010. Presentacion Ami Volansky
This document summarizes research from a 3-year experiment in Israel on introducing 1-to-1 computing in classrooms. The experiment involved 14 classes with grades 4-6. Results showed improvements in effective learning time, reduced discipline problems, and teachers taking on more supportive roles. Students reported more engaging and relevant learning, deeper engagement and motivation, and increased self-efficacy. The research also outlines lessons learned, including the need for ongoing teacher training, technical support, relevant digital content, and sufficient annual funding per student. Remaining challenges include the traditional assessment system and getting the Ministry of Education to become a learning organization.
Learning theories
This document discusses several learning theories including behaviorism, cognitive theory, and constructivism. It describes how behaviorism emerged from research conducted after WWII to develop training materials using principles of operant conditioning. Programmed instruction was developed by B.F. Skinner and involved self-paced learning through small steps, frequent questions, and immediate feedback. Cognitive theories like those of Piaget and Bruner recognized internal cognitive development and different stages of learning. Socio-cultural theories like Vygotsky's emphasized social interaction and the zone of proximal development. Constructivism holds that learners construct knowledge through experience and social learning.
Innovating pedagogy at the OU
Presentation given to the OpenTEL Group at The Open University, Milton Keynes, on 9 May 2018 by Rebecca Ferguson
Ch 6 Presentation
1) Five common principles of multimedia learning are questioned, including that it produces more learning than live instruction, is more motivating, accommodates different learning styles, benefits from pedagogical agents, and enhances learning through learner control.
2) While multimedia can reduce learning time, it also risks overloading working memory and reducing student persistence and effort without instructor interaction.
3) Pure discovery learning without instructional support imposes a high cognitive load on novice learners and has not proven more effective than supported instruction.
Approach methods and techniques in teaching mathematics to intermediate grade
The document discusses several approaches, methods, and techniques for teaching mathematics to intermediate grades, including:
1. The discovery approach is an inquiry-based method where students construct their own knowledge through self-directed learning.
2. The inquiry approach encourages students to ask questions and investigate real-world problems to improve critical thinking and problem-solving skills.
3. Cooperative learning divides students into groups to work together on activities and projects.
Educ 118 lesson5-17 Outline
This document discusses applying technology to support higher-level learning outcomes. It outlines several conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize students taking an active role in building their own understanding. The document then discusses using IT-based projects to engage students in higher-order thinking, including resource-based projects, simple creations, guided hypermedia projects, and web-based projects. It focuses on students acquiring information through inquiry and discovery rather than receiving it from teachers.
Effective Learning Strategies
1) Effective learning strategies include identifying your preferred learning style, managing your time well through planning study sessions, developing good habits like being task-oriented and asking questions, and avoiding bad habits like procrastination.
2) Assessment will be "little and often" through methods like problem-based learning, discussion boards, and case studies rather than exams, and will include an open-book final assessment.
3) Critical thinking is developed through activities like participating in discussion boards, avoiding uncritical approaches, and addressing problems through an iterative process using increasing complex information over time.
Journal
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
Blog ppt
The document discusses technology integration in K-12 classrooms. It defines technology integration as using technology to support instruction across content areas in a way that engages students and helps them demonstrate their learning. Effective technology integration is part of daily classroom activities rather than isolated computer time. It also shifts learning to be more student-centered, using multi-media and collaborative work to stimulate critical thinking. The document provides examples of how teachers can integrate technology at different stages of a lesson to support instruction.
Thinking schools tct 2019
The document discusses various approaches to teaching thinking in schools, including those developed by Feuerstein, Lipman, and de Bono. It notes that while brain-based learning is popular, there is limited evidence for most approaches. Effective teaching of thinking skills seems to involve embedding them across the curriculum rather than separate lessons. Developing discussion, argumentation, and the ability to change one's mind are important thinking skills for the digital age. The Exeter Thinking Schools program aims to make explicit thinking and self-improvement central to everything the school does, for both students and staff, in working to establish a culture of thinking.
Similar to Construction and Evaluation of a Blended Learning Platform for Higher Education (20)
eLene4Life: Active Learning for Soft Skills - University-Business Connections...
eLene4Life: Active Learning for Soft Skills - University-Business Connections...
Theories and models of learning instruction revised
Theories and models of learning instruction revised
Approach methods and techniques in teaching mathematics to intermediate grade
Approach methods and techniques in teaching mathematics to intermediate grade
Recently uploaded
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Recently uploaded (20)
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Construction and Evaluation of a Blended Learning Platform for Higher Education
- 1. Construction and Evaluation of a Blended Learning Platform for Higher Education Lisa Beutelspacher, Wolfgang G. Stock Department of Information Science Heinrich-Heine-University Düsseldorf, Germany
- 2. Content Learning with Electronic Resources Didactic Theories The Learning Platform „InfoCenter“ Evaluation Further Work 2
- 3. Learning with electronic resources
- 5. Blended Learning Blended Learning Traditional Learning E-Learning 5
- 7. Behaviorism The Theory Conditioning leads to designated reflex Learning through reward (and punishment) Implementation Mediating and testing factual information Direct feedback Reward system 7
- 8. Cognitivism The Theory Learner is an individual Comprehensive problem-solving ability Implementation Encourage capacity to develop solution strategies Learners need to choose their own learning path 8
- 9. Constructivism The Theory Learning is an individual process Learning is most effectively in groups Learning must take place in authentic situations Implementation Supporting group learning Content must be presented from different perspectives Teacher encourages individual learning processes (not control them!) 9
- 10. The InfoCenter
- 11. InfoCenter Blended learning platform for higher education Heinrich-Heine-University Düsseldorf, Germany; Dept. of Information Science Subject: Information Science Information retrieval Knowledge representation 11
- 12. InfoCenter - Content 12
- 13. Multimedia Mediation Behaviorism Lecture Slides 13
- 14. Multimedia Mediation Behaviorism + Cognitivism Interactive Video Lectures 14
- 15. Multimedia Mediation Behaviorism + Constructivism Video Glossaries 15
- 16. Web 2.0 Tools Constructivism Wiki 16
- 17. Web 2.0 Tools Constructivism Weblog 17
- 18. Web 2.0 Tools Cognitivism Social Bookmarking 18
- 19. Web 2.0 Tools Constructivism Social Networking 19
- 20. Learning Management System Behaviorism Learning Units 20
- 21. Learning Management System Behaviorism Tests 21
- 22. Evaluation
- 24. Evaluation High acceptance Interactive Video Lectures Tests Loweracceptance Wiki SocialBookmarking Social Networking 24
- 25. Evaluation Possible reasons for the low acceptance of Social Media Uncertainty about how to integrate Social Media in the learning process Additional Effort for Students Students are used to classroom teaching 25
- 26. Further work
- 27. Further work Integrate more lectures and seminars Better combination of the different media Find out how to motivate students to use Social Media for learning Implement mobile learning 27