Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
Student perceptions on language learning in a technological environmentgadislekio12345
Students perceived the instructor to play an important role in the technology-enhanced language learning environment. They saw the instructor as facilitating their learning and providing guidance. While students found the technological resources and activities accessible and engaging, some were divided on the effectiveness of individual components. Overall, students believed their cultural knowledge, reading, listening, and independent learning skills improved with the technology, but it had mixed effects on their interest and motivation. The study provides implications for developing effective technology-enhanced instruction programs.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
The document summarizes a case study that examined how podcasts created by a professor could support student learning in an undergraduate engineering course. Key findings include:
1) Students accessed podcasts using devices like computers and iPods with no issues.
2) Most students listened to multiple podcasts, often early in the week when content was relevant. Many listened off-campus, showing potential for mobile learning.
3) Podcasts helped students organize their work, focus on the course, and develop positive attitudes towards the professor. However, listening to educational content requires a different mindset than entertainment.
4) While mobile devices provide flexibility, students noted that engaging academic content requires taking notes, which
Chuckey-Doak High School in Tennessee created a video collaboration system that allows students to access a broader range of classes from other districts, like French and Latin. Teachers are also creating virtual field trips. Distance learning has improved educational opportunities and success at Chuckey-Doak and can benefit other school systems.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
Student perceptions on language learning in a technological environmentgadislekio12345
Students perceived the instructor to play an important role in the technology-enhanced language learning environment. They saw the instructor as facilitating their learning and providing guidance. While students found the technological resources and activities accessible and engaging, some were divided on the effectiveness of individual components. Overall, students believed their cultural knowledge, reading, listening, and independent learning skills improved with the technology, but it had mixed effects on their interest and motivation. The study provides implications for developing effective technology-enhanced instruction programs.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
These studies examined the effectiveness of different modes of presenting vocabulary words in multimedia programs for second language learning. Some key findings were that presenting words with pictures led to better recall than text alone, and videos were more effective than pictures. However, one study found that for children, a word-only presentation led to better retention than words paired with pictures due to higher cognitive load. Overall, the studies provide guidance for developing multimedia programs to accommodate different learning styles and abilities.
The document summarizes a case study that examined how podcasts created by a professor could support student learning in an undergraduate engineering course. Key findings include:
1) Students accessed podcasts using devices like computers and iPods with no issues.
2) Most students listened to multiple podcasts, often early in the week when content was relevant. Many listened off-campus, showing potential for mobile learning.
3) Podcasts helped students organize their work, focus on the course, and develop positive attitudes towards the professor. However, listening to educational content requires a different mindset than entertainment.
4) While mobile devices provide flexibility, students noted that engaging academic content requires taking notes, which
Chuckey-Doak High School in Tennessee created a video collaboration system that allows students to access a broader range of classes from other districts, like French and Latin. Teachers are also creating virtual field trips. Distance learning has improved educational opportunities and success at Chuckey-Doak and can benefit other school systems.
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
The document provides an overview of major theories of distance education, beginning with early theorists in the late 19th century. It discusses theories such as Holmberg's theory of didactic interaction, theories of industrialization, Moore's theory of transactional distance, and more recent connectivist theories. The document also summarizes key findings from a meta-analysis on the effects of different types of interaction on achievement and attitudes in distance education.
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
"Exploring Student Perceptions of Flipgrid in Online Courses. Patrick R. Lowe...eraser Juan José Calderón
"Exploring Student Perceptions of Flipgrid in Online Courses Patrick R. Lowenthal Boise State University y Robert L. Moore Old Dominion University publicado en preprint Online Learning, 2020 en Academia.
Michael_Moore_distance_education
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching behaviors, … "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are executed apart from the learning behaviors,.. so that communication …must be facilitated by print, electronic, mechanical, or other devices."
“… we should direct resources to the macro-factors: describing and defining the field; discriminating between the various components of this field; … building a theoretical framework...”
Narrative for master of education portfolioCM Ites
This document provides the narrative portfolio for a Master of Education in Curriculum and Instructional Technology program. It discusses the author's journey to the program, influenced by events like reading The World is Flat and seeing "Shift Happens." The program encouraged leaving one's comfort zone and fostered a supportive environment for implementing new technologies. The author feels prepared to create similar supportive environments and give students skills for success beyond standardized tests. The portfolio addresses how courses helped the author evaluate technologies' implications for learning and create innovative technology uses with reflection, as required by the program's standards.
The effect of using multimedia on english skills acquisitionhusnul_atiyah
This document discusses a study on the contribution of using multimedia on English acquisition among students in schools in Tangerang and Jakarta, Indonesia. The study utilized qualitative methods, including interviews with four English teachers from different school levels.
The interviews found that multimedia tools like laptops, projectors, and speakers helped make English lessons more engaging and interactive for students. However, the teachers noted individual and school factors also influence students' language acquisition beyond just multimedia use.
The document aims to further examine whether multimedia use highly contributes to improving students' English skills, which can be a challenge as English is not the first language in Indonesia. Student test scores will also be analyzed to validate teachers' perspectives on the impact of multimedia
Three generations of Distance Education Pedagogy: Challenges and OpportunitiesTerry Anderson
This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
This document summarizes a study that compared asynchronous and synchronous e-learning methods. The study found:
- Asynchronous e-learning, such as email and discussion boards, allows learners to participate and reflect at their own pace, giving them more time to process information. However, it can be difficult to build learning communities asynchronously with few participants.
- Synchronous e-learning, like video conferencing and chat, increases psychological arousal, motivation, and a sense of personal participation similar to face-to-face communication. However, it focuses more on quantity over quality of discussion.
- Asynchronous e-learning better supports cognitive participation through reflection on complex issues. Synchronous e-learning better supports
Classroom Acts on Low Literacy Adults Education Settings ijrap
This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and
innovating the knowledge creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic approach, and the Grounded Theory Methodology. The results showed that it was important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also
essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3 categories.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learn...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learning and Possible Solutions. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Rome, Italy, Volume 1, pp. 141-149.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
The document provides an overview of major theories of distance education, beginning with early theorists in the late 19th century. It discusses theories such as Holmberg's theory of didactic interaction, theories of industrialization, Moore's theory of transactional distance, and more recent connectivist theories. The document also summarizes key findings from a meta-analysis on the effects of different types of interaction on achievement and attitudes in distance education.
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
"Exploring Student Perceptions of Flipgrid in Online Courses. Patrick R. Lowe...eraser Juan José Calderón
"Exploring Student Perceptions of Flipgrid in Online Courses Patrick R. Lowenthal Boise State University y Robert L. Moore Old Dominion University publicado en preprint Online Learning, 2020 en Academia.
Michael_Moore_distance_education
Historical perspective.
International Council for Correspondence Education (ICCE) 1972.
.. the universe of instruction consists of two families of teaching behaviors, … "contiguous teaching" and "distance teaching."
distance teaching:
"instructional methods in which the teaching behaviors are executed apart from the learning behaviors,.. so that communication …must be facilitated by print, electronic, mechanical, or other devices."
“… we should direct resources to the macro-factors: describing and defining the field; discriminating between the various components of this field; … building a theoretical framework...”
Narrative for master of education portfolioCM Ites
This document provides the narrative portfolio for a Master of Education in Curriculum and Instructional Technology program. It discusses the author's journey to the program, influenced by events like reading The World is Flat and seeing "Shift Happens." The program encouraged leaving one's comfort zone and fostered a supportive environment for implementing new technologies. The author feels prepared to create similar supportive environments and give students skills for success beyond standardized tests. The portfolio addresses how courses helped the author evaluate technologies' implications for learning and create innovative technology uses with reflection, as required by the program's standards.
The effect of using multimedia on english skills acquisitionhusnul_atiyah
This document discusses a study on the contribution of using multimedia on English acquisition among students in schools in Tangerang and Jakarta, Indonesia. The study utilized qualitative methods, including interviews with four English teachers from different school levels.
The interviews found that multimedia tools like laptops, projectors, and speakers helped make English lessons more engaging and interactive for students. However, the teachers noted individual and school factors also influence students' language acquisition beyond just multimedia use.
The document aims to further examine whether multimedia use highly contributes to improving students' English skills, which can be a challenge as English is not the first language in Indonesia. Student test scores will also be analyzed to validate teachers' perspectives on the impact of multimedia
Three generations of Distance Education Pedagogy: Challenges and OpportunitiesTerry Anderson
This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
This document summarizes a study that compared asynchronous and synchronous e-learning methods. The study found:
- Asynchronous e-learning, such as email and discussion boards, allows learners to participate and reflect at their own pace, giving them more time to process information. However, it can be difficult to build learning communities asynchronously with few participants.
- Synchronous e-learning, like video conferencing and chat, increases psychological arousal, motivation, and a sense of personal participation similar to face-to-face communication. However, it focuses more on quantity over quality of discussion.
- Asynchronous e-learning better supports cognitive participation through reflection on complex issues. Synchronous e-learning better supports
Classroom Acts on Low Literacy Adults Education Settings ijrap
This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and
innovating the knowledge creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic approach, and the Grounded Theory Methodology. The results showed that it was important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also
essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3 categories.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learn...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H.H. (2011). E-Learning in Culturally Diverse Settings: Challenges for Collaborative Learning and Possible Solutions. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Rome, Italy, Volume 1, pp. 141-149.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
Sahar Jacqueline Azami discusses her personal learning philosophy, which is rooted in her experience as a Montessori student and her belief in the interconnectedness of nature and nurture. She believes children have an intrinsic nature that will unfold with the right nurturing environment. Her goal is to provide such an environment by observing children and guiding them to discover and learn through meaningful, self-paced experiences using multi-sensory materials. She aims to foster independence, responsibility, and lifelong learning in children.
This document discusses the philosophy of education of a teacher. The teacher believes that students learn best through involvement rather than just being told or shown. Each student is unique and should not be compared to others. The teacher's role is to facilitate the optimum development of each student by modeling values, showing care and concern for students' welfare, praising their efforts to boost confidence, and providing opportunities for individual growth without bias.
The document describes the flexibility method for analyzing statically indeterminate beams. It discusses:
- James Clerk Maxwell published the first treatment of the flexibility method in 1864, which was later extended by Otto Mohr.
- The method introduces compatibility equations involving displacements at redundant forces to provide additional equations for solving statically indeterminate structures.
- For a two-span beam example, the redundant reaction at the middle support is chosen, compatibility equations are written, and the flexibility matrix method is demonstrated to solve for redundant forces.
This document provides an introduction to flexible manufacturing systems (FMS). It defines an FMS as a highly automated manufacturing cell consisting of CNC machine tools and an automated material handling system controlled by a distributed computer system. An FMS is capable of processing different part styles simultaneously and adjusting production in response to demand changes. The document discusses what gives manufacturing systems flexibility, types of flexibility, components of an FMS including workstations, material handling systems, computer control, and human resources, and characteristics of single machine cells, flexible manufacturing cells, and flexible manufacturing systems.
This document provides an overview of flexible manufacturing systems (FMS). It defines FMS as an automated machine cell consisting of interconnected processing workstations and automated material handling. It discusses the history and purpose of FMS in optimizing manufacturing cycle times and reducing costs. The basic components of FMS are described as workstations, automated material handling systems, and computer control systems. The document outlines different types of FMS layouts and how flexibility is achieved. It provides examples of FMS applications and discusses the advantages of FMS in improving efficiency and reducing production time, while also noting the high expenses associated with implementation.
Teachers can develop students' creative writing skills through various strategies and techniques. These include warm-up activities like having students create something from clay to get them thinking imaginatively. The writing process involves prewriting, drafting, revising and reflecting. Creativity can be fostered by choosing interesting topics, rewarding creative efforts, and creating a supportive environment. Specific strategies covered are fast writes, thematic trees, multidimensional writing from different perspectives, brainstorming and mind mapping, story transformations, and employing techniques like character empathy and wish fulfillment.
This document provides an overview of a lesson on flexibility that includes:
- Defining flexibility and discussing factors that affect it
- Explaining how to test flexibility, including the sit and reach test
- Describing different types of stretching exercises to improve flexibility like active, passive, dynamic, and PNF stretching
- Discussing how the body adapts to flexibility training over time
The summary captures the key topics and structure of the lesson which includes defining flexibility, assessing flexibility through various tests, discussing factors that influence it, describing techniques to improve it like different stretching exercises, and how the body adapts with training.
Learner engagement - how can you overcome the challenges and develop opportun...Jisc
Chair: Esther Barrett, subject specialist (teaching, learning and assessment), Jisc
Speakers: (all from Forth Valley College):
Rob McDermott, development support officer, department of curriculum, quality and learning services
Laurence Ferguson, lecturer, department of construction;
Fiona Milligan Rennie, creative practitioner and lecturer, department of creative industries
Bringing the curriculum alive is key to driving learner engagement.
In this workshop you will learn how Forth Valley College (AoC Beacon Award Winners 2014 for ‘Innovation in FE’) have adopted a creative and responsive curriculum to enhance the learner experience, such as augmented reality - The Hand Held classroom.
From this insight, learn how you can:
Create a superb environment for learning
Cultivate a vibrant learning organisation where learners develop skills, achieve qualifications valued by industry and progress seamlessly
Instil energy and passion for its people, celebrating success and innovation
Enhance your college’s position as the business and community partner of choice
This chapter outlines the scope and purpose of the book. It aims to provide practical guidance on teaching communication to a wide range of students and in various educational contexts. The chapter discusses some key assumptions underlying the teaching of communication, including that:
- Communication is best viewed as an active process without clear boundaries.
- Signs and their meanings are central to the study of communication and are examined within the framework of process.
- Understanding communication requires acknowledging its social, cultural, economic and political contexts.
- The study of communication involves describing communication acts, interpreting their meanings, and applying communication skills and knowledge in practice.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
CLASSROOM ACTS ON LOW LITERACY ADULTS EDUCATION SETTINGSijasuc
This paper starts by discussing the relevance of dialogues in Adult Education and Training
courses with low levels of literacy. In this group, the educational challenges are complex, and
innovating the knowledge creation process involves a better understanding of the
teaching/learning process. With these case study, we pretend to understand which
Communicative Acts are effective in adult learning process, mainly in adults with low literacy
CLASSROOM ACTS ON LOW LITERACY ADULTS EDUCATION SETTINGSijcseit
This paper starts by discussing the relevance of dialogues in Adult Education and Training
courses with low levels of literacy. In this group, the educational challenges are complex, and
innovating the knowledge creation process involves a better understanding of the
teaching/learning process. With these case study, we pretend to understand which
Communicative Acts are effective in adult learning process, mainly in adults with low literacy.
Based on a mixed methods, applied to a convenience sample, we used an ethnographic
approach, and the Grounded Theory Methodology. The results showed that it was important to
integrate the learners' emotions in an existing framework, the SEDA Framework. We found also
essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3
categories.
Classroom Acts on Low Literacy Adults Education Settings gerogepatton
This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and
innovating the knowledge creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic
approach, and the Grounded Theory Methodology. The results showed that it was important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also
essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3 categories.
Classroom Acts on Low Literacy Adults Education SettingsIJITE
This paper starts by discussing the relevance of dialogues in Adult Education and Training courses with low levels of literacy. In this group, the educational challenges are complex, and
innovating the knowledge creation process involves a better understanding of the teaching/learning process. With these case study, we pretend to understand which Communicative Acts are effective in adult learning process, mainly in adults with low literacy. Based on a mixed methods, applied to a convenience sample, we used an ethnographic
approach, and the Grounded Theory Methodology. The results showed that it was important to integrate the learners' emotions in an existing framework, the SEDA Framework. We found also
essential to expand the Communicative Acts coding, with a new set of 17 codes organized in 3 categories.
'Planning for success in blended learning.' (National Education Conference, 2...GTC Scotland
'Planning for success in Blended Learning.'
The Open University, Workshop 9, GTC Scotland National Education Conference, 28 May 2009.
How might online media be used to help students learn more effectively? This workshop will review a range of aims and objectives in tuition, and illustrate how online technologies are used in tutoring activities at the Open University in combination with face to face tuition. Participants will be given an opportunity to reflect on the implications for their own practice.
The document discusses different approaches to blended learning in higher education. It provides examples of why institutions adopt blended learning models, such as to accommodate large and diverse student populations and provide flexibility. Blended learning combines both face-to-face and online learning components. Examples show blended learning being used to provide equal access to remote students, allow collaborative work, and give students opportunities for targeted advice and reflection. Considerations for designing blended learning include student needs, course objectives, and choosing appropriate synchronous vs asynchronous communication tools.
The document discusses Scotland's new Curriculum for Excellence and how it differs from traditional approaches. It provides an example of a science lesson where students debated a local issue, demonstrating skills like critical thinking. Teachers observed students being more engaged, thinking more in-depth, and gaining greater awareness. The curriculum focuses on how students learn, not just what they learn. It emphasizes skills like literacy, numeracy, health and wellbeing. Partnerships beyond the classroom are also important for learning.
Connectivist And Connected Knowledge CCK09Terry Anderson
1. The document discusses three generations of distance education pedagogy: behavioral/cognitive pedagogies focus on individual learning of content; constructivist pedagogies emphasize active learning through groups and social context; connectivist pedagogies focus on network learning through open online communities.
2. It argues that behavioral/cognitive models are outdated, constructivist models work for cohorts but not lifelong learning, and connectivist models using online networks are Athabasca University's future approach.
3. The future involves developing personal learning networks using tools like social networking, media sharing, and open educational resources to improve the quality and effectiveness of distance education.
Borje Holmberg distance educaction
Scholarly theories imply a systematic ordering of ideas about the phenomena of our field of
inquiry and are usually of two kinds. One is concerned with understanding, the other
with explanation and prediction. Basically Moore’s and Peters’s theories are of the former
kind, mine of the second.
Peters regards distance education as an industrialised type of teaching and learning. He has
shown that it is characterised by rationalizing, division of work between several cooperating
people, mechanising, planning, organisation, production-line work, mass production etc. This
is his description and understanding of the didactic structure of distance education.
Moore regards transactional distance as the generally descriptive feature of distance
education, on the basis of which distance education functions. ’Transactional Distance is the
gap of understanding and communication between the teachers and learners caused by
geographic distance that must be bridged through distinctive procedures in instructional
design and the facilitation of ineraction’ (Moore & Kearsley 2005 p. 223). Here again we
have a theory attemping to describe and understand the concept of distance education.
My theory is of a different kind. It implies that the application of a methodological approach
- empathy-creating conversational style – leads to increased motivation to learn and better
results than conventional presentation of learning matter. This is a predictive theory that
generates intersubjectively testable hypotheses which can be – and have been - empirically
tested (Holmberg, B., Schuemer, R. & Obermeier 1982, and Holmberg, B. 2003)
This is not to say that Moore’s and Peters’s approaches are devoid of predictive elements or
that mine does not contribute to the understanding of distance education. Nevertheless it
places our theoretical approaches in their basic categories. These categories were, as far as I
know, first identified by Droysen in 1858 and later described by Wilhelm Dilthey (1833-
1911). Cf. Bollnow 1967.
Joao Jose Saraiva da Fonseca
http://joaojosefonseca1.blogspot.com/
Kenneth Edwards discusses the expectations placed on universities in the knowledge society and how universities are adapting to meet these expectations. He outlines four main conclusions from a study conducted by the Association of European Universities (AEU). First, there is a great deal of experimentation with new technologies but efforts are often underfunded and face hostility from professors and staff. Second, developing high quality online content is very expensive. Third, universities must be proactive to meet rising student expectations and potential competition. Fourth, education networks should be integrated with other university systems like administration. Edwards also stresses the importance of preparing students for changing careers and teaching them lifelong learning skills.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
Culture Matters: Learners’ Expectations Towards Instructor-Support (Richter 2...Richter Thomas
This document summarizes a study that investigated cultural differences in students' expectations of instructor support across 5 countries. The study found major differences, with South Korean students expecting more individual support compared to German students who expected mainly content selection. Understanding these differences is important to avoid conflicts in international online learning programs. The full spectrum of answers showed little overlap between Germany and South Korea, suggesting different expectations could be frustrating without preparation. The results highlight the need to tailor educational programs and communications to different cultural expectations.
Similar to Writing course materials for successful flexible learning (20)
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.
This document summarizes key points from a presentation on MOOCs and e-learning. It finds that while MOOC completion rates are only around 6-9%, completion rates for traditional university modules and programs are higher at 55% and 85% respectively. Motivation is an important factor in student retention and dropout. The future of MOOCs will depend on how they are funded, whether through governments, grants, industry, institutions themselves, or student fees. For MOOCs to be profitable, retention activities would need to increase student continuation by over 0.8% to cover costs. Overall the document questions the categorization of MOOCs as a form of e-learning and examines factors influencing student participation and motivation.
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
This document discusses open educational resources (OERs) and their role in distance education. It begins with definitions of OERs and examples of notable OER initiatives. It then summarizes research on OERs that found issues with discoverability, lack of context, and a need for communities and tracking of reuse. Practitioners were often unfamiliar with OERs and preferred resources with specific practical applications. Major constraints to using OERs included limited understanding of their value and lack of staff development. Adopting OERs could require training, time for discovery, and developing open access infrastructure and policies across institutions.
This document discusses the role of open access and open educational resources in distance education. It begins by introducing the open access spectrum, including open content, publishing, data, and educational resources. It then covers the open access debate around issues like funding models and researcher resistance. Examples of open access initiatives at IDS are provided. Survey responses from libraries indicate variable support for open access, with some producing open journals or training staff and students. The conclusion discusses advantages of open access for reaching global and distance students and the need for libraries, IT, and academics to work together to build awareness and make resources available through open access.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
This document discusses various topics related to online education, including Pearson & eLearning, Utterli, online gym class, Google Project Glass, apps for education, the benefits and drawbacks of online education, brain research and its application to retention aids and immersive environments, student activity levels in online courses from different subject areas, the importance of class size, social interaction and collaboration in online settings, dashboards for tracking student progress, models for educating neo-millennial students, integrating curriculum across disciplines, the use of YouTube, Knewton and MyMathLab for personalized lessons, alternate reality games as curriculum integration events, and applying educational research findings.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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 ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
4. Course Design
- possible influences on retention
1. Course Choice
- how students choose their course
2. Course workload
– how much is in the course
3. Course structure
– how the course is organised
4. Course writing
- the writing of the course
5. Course assessment strategies
- how students are assessed
6. Course evaluations
- how courses are assessed
4
5. 1. Course Choice and retention
The second biggest reason
students give for dropping
out (after time issues) is
that they were on the
wrong course.
5
6. 2. Course workload and retention
No link between students’ reported course
workload and dropout - Crooks, 2005
But that’s:
Counter intuitive?
Counter experience?
Possibly a methodology problem?
Or the variety of concepts and media?
6
7. 3. Course structure and retention
‘Flexibility’
- choice of material to study
- choice of time to study
- choice of assessment
Crooks 2005
7
8. John Sweller
‘Cognitive
Load Theory’
John Keller
‘ARCS’ theory John Hattie
‘Self –Reporting’
4. Course writing - theories
Maintaining a student’s motivation to learn
9. Keller’s ARCS theory
A = Get and keep their Attention
R = Ensure everything is Relevant to their needs
C = Ensure they have Confidence in what they’re
doing
S = And that they are continually Satisfied with
their learning experience
9
10. Getting
attention
- Empathy – eg stories
sharing personal thoughts,
acknowledging difficulties
Incongruity – eg humour
Readability – Flesch tests
Relevance
Confidence
Personal,
Approachable,
Using ‘I’
Satisfaction Ensuring students feel progress
Worked example
Ensuring relevance
Avoiding redundancy
Conclusions from theories
Keeping
attention
11. Keller – Keeping Attention – Readability
’Flesch Reading Ease’
Score depends on sentence length and number of syllables
per word
Readability score Interpretations
0 - 20 Very difficult
20 - 50 Difficult
50 – 60 Fairly difficult
60 – 70 Plain English
70 – 80 Fairly easy
80 – 90 Easy
90 - 100 Very easy
11
12. Open Poly of New Zealand course on communication
The field of communication studies runs wide. As a discipline, it
borders on academic specialities such as linguistics, psychology,
media studies, cultural studies, sociology, philosophy, marketing, and
business studies. Its diverse components include interpersonal
communication, intercultural communication, workplace writing,
organisational studies, and mass communication. It can, at times, be
difficult to limit the scope of communication studies: it seems to
involve pretty much most things human beings to together. This is
an indication of the obsession in modern times with communication.
As Peters (1999) notes, communication has been viewed as the
solution to humanity’s diverse and profound troubles. How many
times, for instance, during local or international conflicts have you
heard talk of communication breakdowns, or of the need to open
channels of communication?
In this optimistic view, communication entails connecting with others,
expressing our true selves, alleviating loneliness, preventing
misunderstandings and conflict. The other side of the attention to
communication in the modern world is a focus on the dilemmas and
apparently intractable problems of communication. Peters (1999)
points to the way that so much twentieth century humour focuses on
human miscommunication, where humans are left dazed and lonely
– gesticulating wildly, impotent, ridiculous.
12
13. Open Poly of New Zealand course on communication
The field of communication studies runs wide. As a discipline, it
borders on academic specialities such as linguistics, psychology,
media studies, cultural studies, sociology, philosophy, marketing, and
business studies. Its diverse components include interpersonal
communication, intercultural communication, workplace writing,
organisational studies, and mass communication. It can, at times, be
difficult to limit the scope of communication studies: it seems to
involve pretty much most things human beings do together. This is
an indication of the obsession in modern times with communication.
As Peters (1999) notes, communication has been viewed as the
solution to humanity’s diverse and profound troubles. How many
times, for instance, during local or international conflicts have you
heard talk of communication breakdowns, or of the need to open
channels of communication?
In this optimistic view, communication entails connecting with others,
expressing our true selves, alleviating loneliness, preventing
misunderstandings and conflict. The other side of the attention to
communication in the modern world is a focus on the dilemmas and
apparently intractable problems of communication. Peters (1999)
points to the way that so much twentieth century humour focuses on
human miscommunication, where humans are left dazed and lonely
– gesticulating wildly, impotent, ridiculous.
FRE = 13.5
= Very difficult
13
14. • The field of communication studies runs wide. As a discipline, it borders
on academic specialities such as:
– linguistics,
– psychology,
– media studies,
– cultural studies,
– sociology,
– marketing,
– business studies.
• Its diverse components include:
– interpersonal communication,
– intercultural communication,
– workplace writing,
– organisational studies,
– mass communication.
• It can sometimes be difficult to limit the scope of communication studies.
It seems to involve pretty much most things human beings do together.
This shows the obsession today with communication.
FRE = 62
= Plain English
14
15. 15
Evidence for Keller’s Theory?
‘Motivational measure of the instruction compared:
Instruction Based on the ARCS Motivation Theory
vs Traditional Instruction in Blended Courses’
Ozgur M. COLAKOGLU & Omur AKDEMIR Turkish
Online Journal of Distance Education (TOJDE) 2010
16. Cognitive Load Theory (Sweller, 1998)
Transfer of learning
Initial learning goes into the
working (short) memory and needs to be transferred
to long term memory
16
Learning Working
memory
Long term
memory
17. Three types of cognitive load
1. Intrinsic – due to inherent difficulty of subject.
Should be managed by e.g. ‘segmentation’ and using
worked examples
2. Extraneous – due to way information is presented.
Should be minimised by e.g. Ensuring relevance
avoiding redundancy
3. Germane – due to way info’ relates to previous info’
Should be maximised by making clear links between new
and old information
17
18. ‘Assessing Cognitive Load Theory to improve Student
Learning for Mechanical Engineers’
- Impelluso,V. American Journal of Distance
Education 23 (4) (2009)
- claimed increased retention and learning
18
19. 5. Course assessment strategies
‘Assessment drives learning’
But…
Does assessment also drive dropout?
19
20. 1
100
62 57 52
38
43
48
72
5
ASSIGNMENT RIVERGRAM
100 students start the course. At each assignment some drop out and enter
the ‘exit’ channel. A very few re-enter the ‘progress’ channel having skipped
the previous assignment
Assignment 1 Assignment 2 Assignment 3
Progress
Exit
21. Evidence - what does research say about
assessment and retention?
(1) Hattie (2009) most important is ‘self
reporting of grades’ – so a student knows how
well (s)he is doing
21
22. ‘Self reporting of grades’
Put ‘self-assessment questions’ in text
- but how to get students to do them?
1. Tell them
2. Nudging – “most students do the SAQ’s”
“research has shown that students
who do the SAQ’s do best in the course”
3. Electronic text – make it impossible to move
on unless the SAQ is attempted
22
23. E-teaching
- can be provided in two ways
Course texts in print.
Teaching / support online
Everything online
including course texts
Reading off a screen can be 30% less effective
than reading paper copy
http://www.scientificamerican.com/article/reading-
paper-screens/
24. 24
E-teaching
Advantages of e-teaching – can use many different kinds
of media – forums, podcasts, video/audio clips, blogs etc
Disadvantages of e-teaching – can use many different
kinds of media….
‘Course Exuberance Syndrome’
25. ‘Learning value’ vs. ‘learning time needed’
Learning value
poor
Learning value
rich
Learning time
needed short
Learning time
long
Paper
text
Online
text
Computer
forums
blogs
podcasts
Videoclips
Wikis
Facebook
‘Use line’
Secondlife
email
‘Learning
time
needed’
‘Learning
value’
pencasts
Audioclips
ebooks
29. 29
Module title
Students
started
Students
passed
Predicted
pass
Actual
pass
Z-score
‘Creative writing’ 1,995 1,615 77.2% 81.0% + 4.38
‘Introducing
religions’
355 254 62.9% 71.5% + 3.71
‘Medicine and
society in Europe
1500-1930’
357 227 69.6% 63.6% - 2.80
‘Exploring the
classical world’
605 414 68.9% 68.4% - 0.29
‘Exploring
philosophy’
699 500 65.3% 71.5% + 3.84
‘Inside music’ 413 255 74.0% 61.7% - 6.34
Z-scores for a sample of OU modules
Z-scores outside the range +4 or -4 are considered significant
31. Barriers to ‘retention-friendly’ text?
31
Material focused
Exclusive
Highly challenging
Serious
Student focused
Inclusive
Aptly challenging
Enjoyable
Weeding out the unfit
– ‘Darwinistas’
Sink or swim
- ‘Fatalistas’
Help students be the
best they can be
- Retentioneer
34. 4. Motivational and ungraded feedback
(i) Motivational feedback (Wigfield et al, 2009):
Learning motivation
= (assumed possibility of accomplishing task)
x (perceived value of task)
If either factor is zero then motivation is zero
So feedback tasks should be carefully graded for
difficulty
34
35. Formative assessment – the evidence
• Yorke and Longden (2004)
• Black and Wiliam (1998)
• Kluger (1996)
• Gibbs and Dunbar-Goddet (2007)
35
36. Without external formative assessment 1
100
62 57 52
38
43
48
7
2
5
ASSIGNMENT RIVERGRAM – FORMATIVE ASSESSMENT
100 students start the course. At each assignment some drop out and enter the ‘exit’ channel. A very few
re-enter the ‘progress’ channel having skipped the previous assignment
Assignment 1 Assignment 2 Assignment 3
Progress
Exit
36
37. With external formative assessment
100
72 70 65
28
30
35
11
9
5
ASSIGNMENT RIVERGRAM – FORMATIVE ASSESSMENT
100 students start the course. At each assignment some drop out and enter the ‘exit’ channel. A
very few re-enter the ‘progress’ channel having skipped the previous assignment.
Assignment 1 Assignment 2 Assignment 3
Progress
Exit
37
38. Keller’s A = Attention
1. Getting students attention
2. Keeping students attention
38
39. Keller - Getting Attention
Use:
- incongruity – eg humour*
- empathy – eg stories, sharing
personal thoughts
- authority – displaying expertise
But everything in a course text should be
relevant to learning.
*eg see ‘Flipnosis’ – Dutton (2011)
39
40. Keller - Keeping attention
- Reading skills and reading habits
• Researchers used ‘Cloze’ tests (replacing blanks in
text) on new students
– many would have significant difficulties in
understanding their course material.
- 42% new students had lower comprehension than
needed for courses
- Students’ previous reading was newspapers and
magazines
- Datta and Macdonald Ross (2002)
40
41. Readability Scales
• Automated Readability Index
• Flesch Reading Ease
• Flesch-Kincaid scores
• Gunning-Fog index
• SMOG index (simplified measure of
gobbledygook)
41
42. Newspapers Flesch Reading Ease score
Sun 62.8 – Plain English
Daily Mail 61.5 – Plain English
Mirror 60.5 – Plain English
Guardian 44.5 – Difficult
Telegraph 48.8 – Difficult
42
43. OU courses
initial pages
Flesch Reading Ease score
Arts Foundation 47.1 – difficult
Social science
Foundation
55.2 – Fairly difficult
Maths Foundation 39.9 - difficult
Science Foundation 53.7 – Fairly difficult
OU Access Course 58.1 – Fairly difficult
Significant differences in readability levels between
tabloid newspapers and UKOU courses - Moore (2004)
43
44. Fonts
• Times New Roman
• Arial
• Helvetica
• Courier
• Comic
• Calibri
• Cambria
• Brush
• Kumasi Pioneer
Two groups of students
were given exercise advice
in Arial and Brush fonts.
Students getting Arial
text were more likely to
change exercise behaviour
than students getting the
Brush text
Herbert - Sci. Amer.
Mind Feb 2009
44
45. Type layout - Justifying 1
There appears to have been relatively little work done on
course design and retention. Indeed designing a course
for better retention rates is a complex concept since
course design is intimately bound up with course
assessment. In recent years in the UK the annual festival
of punditry revolves around the question of whether
more students passing the ‘A’ level exams means that
‘standards’ have therefore fallen. Thus the retention
debate has tended to avoid questions of the difficulty of
content and concepts in the course and concentrated on
other possibilities for increasing retention such as course
workload, course readability and course design and
structure.
45
46. Justifying 2
There appears to have been relatively little work done on
course design and retention. Indeed designing a course
for better retention rates is a complex concept since
course design is intimately bound up with course
assessment.
In recent years in the UK an annual festival of punditry
revolves around the question of whether more students
passing the ‘A’ level exams means that ‘standards’ have
therefore fallen.
Thus the retention debate has tended to avoid questions
of the difficulty of content and concepts in the course and
concentrated on other possibilities for increasing retention
such as course workload, course readability and course
design and structure.
46
47. Using columns
There appears to have been
relatively little work done on
course design and retention.
Indeed designing a course
for better retention rates is a
complex concept since
course design is intimately
bound up with course
assessment.
In recent years in the UK an
annual festival of punditry
revolves around the
question of whether more
students passing the ‘A’ level
exams means that
‘standards’ have therefore
fallen.
Thus the retention debate
has tended to avoid
questions of the difficulty of
content and concepts in the
course and concentrated on
other possibilities for
increasing retention such as
course
47
48. Newspapers
o Different fonts
o Narrow columns
o Short paragraphs
o Justified – sometimes ragged right
o Many graphics
o Frequent subheadings and quote boxes
o Variable fonts
o Colour and shading
- all aimed at ‘Attention’
48
49. R = Relevance
• Avoid redundancy
•
Avoid ‘split attention’
• - see ‘Cognitive Load Theory’
49
50. C = Confidence
• Why are texts largely anonymous?
- could we use ‘I’ or ‘we’?
• Why little information about authors?
– should we ‘personalise’ texts?
50
51. S = Satisfaction
Feedback to student - Hattie - most
important is ‘self reporting’ – so a
student knows how well (s)he is doing’
So use self assessment questions?
• put answers straight after questions
• keep questions short so students can
see progress
51
52. Types of assessment
1. Formative - to enhance learning, not to
allocate grades
- usually ungraded
- feedback for student’s benefit
2. Summative – graded
- counts towards final grade
- continuous or final exam
3. Ipsative - iterative feedback
52
54. Gibbs – (1) Marking exercises
Students given specimen student assignment
answers and asked to mark them
54
55. 55
Graham Gibbs - Marking exercise
F2F GROUP ACTIVITY 2: What do 'they' want? (25 mins)
Give students copies of a short student assignment.
1. Tell them, “Imagine you are a tutor - read this quickly and mark it.
Give it a grade (100 to 0) and helpful comments." (5 mins)
2. In pairs, “Compare your comments and grading together. What
have you picked out as important in your comments?“ (10 mins)
3. In plenary, “Right let's now try to draw out some good and bad
points from this to help us in our own writing". (10 mins)
56. Gibbs - (2) Enhanced worked examples
“Last week I found 50 New Zealand dollars in my
suitcase.
“So I rushed down to the Post Office where there was
one of those illuminated signs in the window.
Against NZ$ it said ‘We buy at NZ$2.72 to the £’.
So how much did the man behind the counter give me?”
56
57. Enhanced worked example - answer
“The statement ‘We buy at NZ$2.72 to the £’ means
that for every NZ$2.72 I give the man he’ll give me
£1.
I've got NZ$50 so we need to know how many times
2.72 goes into 50 to see how many £’s I'll get.
Now 50/2.72 = 18.51851852 on my calculator. So the
man gave me £18.51 as the post office doesn’t deal in
less than a penny of course.”
57
58. Enhanced worked example - answer
“The statement ‘We buy at NZ$2.72 to the £’ means that
for every NZ$2.72 I give the man he’ll give me £1. (It
helps to write out what the statement ‘We buy at NZ$2.72
to the £’ means in practice).
I've got NZ$50 so we need to know how many times 2.72
goes into 50 to see how many £’s I'll get. (remember to
explain each step rather than just write down the calculation
like 'NZ$ = £50/2.17' The more you explain what you're
doing, the better).
Now 50/2.72 = 18.51851852 on my calculator. So the man
gave me £18.51 as the post office doesn’t deal in less than
a penny of course.” (Be sure your answer makes sense – it's
very easy when using the calculator to write down whatever it
tells you!) 58
59. With external formative assessment
100
72 70 65
28
30
35
11
9
5
ASSIGNMENT RIVERGRAM – FORMATIVE ASSESSMENT
100 students start the course. At each assignment some drop out and enter the ‘exit’ channel. A
very few re-enter the ‘progress’ channel having skipped the previous assignment.
Assignment 1 Assignment 2 Assignment 3
Progress
Exit
59
60. ‘Ipsative assessment’
- a new approach?
• Assessment or feedback which compares a
student’s achievement not with an absolute
standard, but with their previous performance
(Hughes, 2011)
• For example students can repeat an assessment
with feedback at each attempt until they reach
the required standard
• No retention results as yet
60