This curriculum vitae summarizes the personal and professional details of Mohamed El-Adawy. It outlines his educational background which includes a PhD in education, masters degrees from Suez Canal University in Egypt and the University of Birmingham in the UK. It also lists his work experience as a lecturer, teacher, and instructional designer. Additional details provided include languages spoken, computer skills, training courses completed, and voluntary work. The CV is intended to showcase El-Adawy's qualifications and experience in the field of education.
This document provides an overview of Dean Domingo's experiences with educational technology from kindergarten through college. It discusses his definition of educational technology as using technology to enhance learning. The document then outlines the technologies Dean experienced at different stages of his education, including TV/VHS, computers, and laptops. It discusses using Google Docs for group projects. Dean's vision is for each student to have their own touchscreen desk. The challenge will be keeping up with new technologies.
This document provides an overview of Erica Colon's experiences with educational technology from kindergarten through college and her vision for technology in the classroom. It describes the technologies she used at each level of her education, including scanners, LeapFrog products, and digital cameras in kindergarten. In high school, she highlights the technology available at High Tech High. In college, she notes the common technologies of email, course websites, and presentation software. The document concludes with her vision of an interactive smartboard-equipped classroom of the future and challenges of funding and outdated technology.
This document provides a personal timeline of Hong Ngo's experiences with educational technology from kindergarten through college in Vietnam. It outlines the limited technologies available at each level of her education and how exposure increased over time. As an educational technologist, she envisions future classrooms with internet-connected computers and SMART boards for all students. However, challenges remain such as limited school budgets, teacher training needs, and support infrastructure requirements.
This document summarizes an international collaboration between educators at the University of Sonora in Mexico and Northern Arizona University to implement the open-source learning management system Moodle. It describes the key participants in the collaboration, an introduction to Moodle features for course and learner management, how Moodle is being used at UniSon, the impacts and strengths and weaknesses observed, and recommendations and future plans.
This document provides a personal timeline and overview of Kim Nguyen's experiences with educational technology from kindergarten through college. It discusses definitions of ed tech, websites on its history, the technologies used at different stages of education including overhead projectors, VCRs, PowerPoint, and online learning platforms. Kim highlights experiences with the Alphasmart and Kidpix programs. The document ends by discussing challenges of technology dependency and a vision for the future classroom with touchscreen desks and ebooks.
Case studies on OER - based eLearning by Som Naidu and Sanjaya MishraCEMCA
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
This document provides an overview of Dean Domingo's experiences with educational technology from kindergarten through college. It discusses his definition of educational technology as using technology to enhance learning. The document then outlines the technologies Dean experienced at different stages of his education, including TV/VHS, computers, and laptops. It discusses using Google Docs for group projects. Dean's vision is for each student to have their own touchscreen desk. The challenge will be keeping up with new technologies.
This document provides an overview of Erica Colon's experiences with educational technology from kindergarten through college and her vision for technology in the classroom. It describes the technologies she used at each level of her education, including scanners, LeapFrog products, and digital cameras in kindergarten. In high school, she highlights the technology available at High Tech High. In college, she notes the common technologies of email, course websites, and presentation software. The document concludes with her vision of an interactive smartboard-equipped classroom of the future and challenges of funding and outdated technology.
This document provides a personal timeline of Hong Ngo's experiences with educational technology from kindergarten through college in Vietnam. It outlines the limited technologies available at each level of her education and how exposure increased over time. As an educational technologist, she envisions future classrooms with internet-connected computers and SMART boards for all students. However, challenges remain such as limited school budgets, teacher training needs, and support infrastructure requirements.
This document summarizes an international collaboration between educators at the University of Sonora in Mexico and Northern Arizona University to implement the open-source learning management system Moodle. It describes the key participants in the collaboration, an introduction to Moodle features for course and learner management, how Moodle is being used at UniSon, the impacts and strengths and weaknesses observed, and recommendations and future plans.
This document provides a personal timeline and overview of Kim Nguyen's experiences with educational technology from kindergarten through college. It discusses definitions of ed tech, websites on its history, the technologies used at different stages of education including overhead projectors, VCRs, PowerPoint, and online learning platforms. Kim highlights experiences with the Alphasmart and Kidpix programs. The document ends by discussing challenges of technology dependency and a vision for the future classroom with touchscreen desks and ebooks.
Case studies on OER - based eLearning by Som Naidu and Sanjaya MishraCEMCA
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
The document discusses how online education is transforming colleges and universities in the United States. It begins by cautioning institutions not to "perfect the irrelevant" and to know what business they are in. It then provides statistics on internet and social media usage to illustrate how ready society is for online learning. Several studies are cited showing online and blended students perform equal or better than face-to-face students. Examples are then given of several universities that have experienced growth and strategic benefits from online education, including increased access, flexibility, and revenues. The document advocates for a focus on quality using a collaborative consortium approach.
The document describes Northwestern University's plans to offer its Communication Systems Strategy and Management master's program through a blended learning model that incorporates both synchronous videoconferencing and asynchronous online components. It discusses how the program will utilize new videoconferencing technology to allow geographically dispersed students to participate in real-time classes alongside on-campus students. It also outlines the program's assessment plan, which includes evaluating differences in learning outcomes, satisfaction, and participation between local and remote students. The goal is to contribute new insights into the effectiveness of blended synchronous distance education models.
Open Education, Open Educational Resources and Massive Open Online Courses. ...Carmen Holotescu
This document discusses open education, open educational resources (OERs), and massive open online courses (MOOCs) in Romania. It provides context and definitions for key terms, and outlines several national and institutional initiatives related to OERs and MOOCs in Romania. It describes projects focused on OERs, MOOCs, and integrating MOOCs into formal education. It also discusses drivers and barriers to OER/MOOC development and adoption in Romania. Overall the document aims to provide an overview of Romanian initiatives in the open education space.
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
The document discusses challenges faced in teaching an ICT subject at Universiti Sains Islam Malaysia, including the language barrier experienced by most students and poor quality of computer lab facilities. It notes the main strategies used in teaching Microsoft Office applications and student projects involving creating documents and presentations. Issues raised include translating technical terms to Malay for students and the need to improve English language skills alongside proper use of facilities to promote effective teaching and learning of ICT skills.
The document discusses developing converged learning environments that allow both on-campus and off-campus students to participate in the same learning activities. It proposes using problem-based learning and computer-mediated communication over the World Wide Web. A system called CWEST is planned that will allow instructors to quickly set up collaborative learning activities through templates. Templates may include debates, discussions, and concept mapping. The goals are to create flexible and consistent learning experiences for all students. Preliminary uses of collaborative tools have provided promising early results.
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
Polytechnic esl lecturers's acceptance of using mooc for tesl Hanie SWeetz
This document summarizes a study that investigated English as a Second Language (ESL) lecturers' acceptance of using Massive Open Online Courses (MOOCs) for teaching ESL in Malaysian polytechnics. A survey was conducted of 34 ESL lecturers across several polytechnics. The findings revealed that the lecturers had positive perceptions of the ease of use and usefulness of MOOCs for language teaching. However, the study also identified challenges faced by lecturers in using MOOCs, such as a lack of experience and training with the technology. The results provide insights that could help educational institutions better support lecturers in integrating MOOCs.
A way for blending vle and face to-face instruction by Gulden ILINsuhailaabdulaziz
This document discusses a study that explored blending a Teaching English to Young Learners course with both face-to-face instruction and the Moodle online platform. 100 student teachers participated in a 14-week blended course. Data was collected through a readiness scale, questionnaire, and interviews. Results found that students were ready and comfortable with online learning. They viewed the blended course positively and found it motivating and valuable for their education as language teachers. Students appreciated the flexibility to engage with course content and provide feedback to peers online in their own time.
Designing Online Learning, Web 2.0 and Online Learning ResourcesSanjaya Mishra
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
This document discusses distance education. It defines distance education as planned learning that normally occurs in a different place than teaching, requiring special course design and instruction techniques. The document outlines the levels of distance education including single mode institutes, dual mode institutes, individual teachers, and virtual universities. It also discusses why distance education is used and the components needed for an effective distance education system, including instructors, course design, delivery methods, and student support services.
The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using...mrc12
The document describes an online teacher training program developed by the Inter-Orthodox Center of the Church of Greece (DKEE). [1] It used the ADDIE model to design courses on the Moodle platform for primary and secondary teachers. [2] Surveys of teacher needs informed the design of interactive online modules and use of technologies like videoconferencing. [3] Evaluations found the courses effectively met teacher needs and improved their digital skills and teaching practices.
Online learning provides greater access to education through collaboration between the internet and classroom. It utilizes online resources to help students meet state standards, with teachers guiding students' interactions with online materials rather than simply presenting information. Online courses are developed by subject experts and moderated by e-moderators who encourage participation. Successful online learning depends on appropriate class sizes, use of online time, development of online communities, and occasional face-to-face meetings. Assessment focuses on participation, which is often a factor in grades. Online learning benefits students who require specialized instruction or have scheduling challenges.
The document discusses the educational infrastructure and IT curriculum in the Wheeling, West Virginia area. It describes several local colleges, universities, and their programs. West Liberty University and West Virginia Northern Community College both offer IT-related degrees including business information systems, computer information systems, and networking certificates. Wheeling Jesuit University's computer science program covers programming languages, mathematics, and prepares students for jobs or advanced degrees.
This document discusses e-learning and its advantages. It defines e-learning as the delivery of learning through electronic means using computers and the internet. Some key advantages of e-learning discussed are that it is flexible, accessible, and convenient as learners can learn anywhere and at their own pace. E-learning also improves retention rates through the use of multimedia, is platform independent, helps create lifelong learners, can increase literacy rates, and is more eco-friendly than traditional learning.
Juli Umetsu provides a personal timeline of her education from the 1960s to present day, noting that she received degrees from the University of Iowa and University of Phoenix. She is currently pursuing an MEd in educational technology to become a better college instructor who utilizes current technology in her curriculum in a student-centered, technology-rich classroom.
Juli Umetsu provides a personal timeline of her education from the 1960s to present day, noting that she received degrees from the University of Iowa and University of Phoenix. She is currently pursuing an MEd in educational technology to become a better college instructor who utilizes current technology in her curriculum in order to improve student-centered learning in a technology-rich classroom.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Presentation in Norway, 2008. ARION Study visit for education specialists and decision makers in the European Union and candidate countries. The first steps leading towards the Tenegen concept.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Explore Fredlie Pialago Bucog's professional story here!
Fredlie's CV is a glimpse into his journey—a mix of academic achievements, work experiences, and his dedication to shaping education. It outlines his educational background, roles held, and contributions made in the field of education. Delve into Fredlie's CV to discover his path, accomplishments, and the passion he holds for revolutionizing learning in today's digital world.
The document discusses how online education is transforming colleges and universities in the United States. It begins by cautioning institutions not to "perfect the irrelevant" and to know what business they are in. It then provides statistics on internet and social media usage to illustrate how ready society is for online learning. Several studies are cited showing online and blended students perform equal or better than face-to-face students. Examples are then given of several universities that have experienced growth and strategic benefits from online education, including increased access, flexibility, and revenues. The document advocates for a focus on quality using a collaborative consortium approach.
The document describes Northwestern University's plans to offer its Communication Systems Strategy and Management master's program through a blended learning model that incorporates both synchronous videoconferencing and asynchronous online components. It discusses how the program will utilize new videoconferencing technology to allow geographically dispersed students to participate in real-time classes alongside on-campus students. It also outlines the program's assessment plan, which includes evaluating differences in learning outcomes, satisfaction, and participation between local and remote students. The goal is to contribute new insights into the effectiveness of blended synchronous distance education models.
Open Education, Open Educational Resources and Massive Open Online Courses. ...Carmen Holotescu
This document discusses open education, open educational resources (OERs), and massive open online courses (MOOCs) in Romania. It provides context and definitions for key terms, and outlines several national and institutional initiatives related to OERs and MOOCs in Romania. It describes projects focused on OERs, MOOCs, and integrating MOOCs into formal education. It also discusses drivers and barriers to OER/MOOC development and adoption in Romania. Overall the document aims to provide an overview of Romanian initiatives in the open education space.
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
The document discusses challenges faced in teaching an ICT subject at Universiti Sains Islam Malaysia, including the language barrier experienced by most students and poor quality of computer lab facilities. It notes the main strategies used in teaching Microsoft Office applications and student projects involving creating documents and presentations. Issues raised include translating technical terms to Malay for students and the need to improve English language skills alongside proper use of facilities to promote effective teaching and learning of ICT skills.
The document discusses developing converged learning environments that allow both on-campus and off-campus students to participate in the same learning activities. It proposes using problem-based learning and computer-mediated communication over the World Wide Web. A system called CWEST is planned that will allow instructors to quickly set up collaborative learning activities through templates. Templates may include debates, discussions, and concept mapping. The goals are to create flexible and consistent learning experiences for all students. Preliminary uses of collaborative tools have provided promising early results.
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
Polytechnic esl lecturers's acceptance of using mooc for tesl Hanie SWeetz
This document summarizes a study that investigated English as a Second Language (ESL) lecturers' acceptance of using Massive Open Online Courses (MOOCs) for teaching ESL in Malaysian polytechnics. A survey was conducted of 34 ESL lecturers across several polytechnics. The findings revealed that the lecturers had positive perceptions of the ease of use and usefulness of MOOCs for language teaching. However, the study also identified challenges faced by lecturers in using MOOCs, such as a lack of experience and training with the technology. The results provide insights that could help educational institutions better support lecturers in integrating MOOCs.
A way for blending vle and face to-face instruction by Gulden ILINsuhailaabdulaziz
This document discusses a study that explored blending a Teaching English to Young Learners course with both face-to-face instruction and the Moodle online platform. 100 student teachers participated in a 14-week blended course. Data was collected through a readiness scale, questionnaire, and interviews. Results found that students were ready and comfortable with online learning. They viewed the blended course positively and found it motivating and valuable for their education as language teachers. Students appreciated the flexibility to engage with course content and provide feedback to peers online in their own time.
Designing Online Learning, Web 2.0 and Online Learning ResourcesSanjaya Mishra
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
This document discusses distance education. It defines distance education as planned learning that normally occurs in a different place than teaching, requiring special course design and instruction techniques. The document outlines the levels of distance education including single mode institutes, dual mode institutes, individual teachers, and virtual universities. It also discusses why distance education is used and the components needed for an effective distance education system, including instructors, course design, delivery methods, and student support services.
The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using...mrc12
The document describes an online teacher training program developed by the Inter-Orthodox Center of the Church of Greece (DKEE). [1] It used the ADDIE model to design courses on the Moodle platform for primary and secondary teachers. [2] Surveys of teacher needs informed the design of interactive online modules and use of technologies like videoconferencing. [3] Evaluations found the courses effectively met teacher needs and improved their digital skills and teaching practices.
Online learning provides greater access to education through collaboration between the internet and classroom. It utilizes online resources to help students meet state standards, with teachers guiding students' interactions with online materials rather than simply presenting information. Online courses are developed by subject experts and moderated by e-moderators who encourage participation. Successful online learning depends on appropriate class sizes, use of online time, development of online communities, and occasional face-to-face meetings. Assessment focuses on participation, which is often a factor in grades. Online learning benefits students who require specialized instruction or have scheduling challenges.
The document discusses the educational infrastructure and IT curriculum in the Wheeling, West Virginia area. It describes several local colleges, universities, and their programs. West Liberty University and West Virginia Northern Community College both offer IT-related degrees including business information systems, computer information systems, and networking certificates. Wheeling Jesuit University's computer science program covers programming languages, mathematics, and prepares students for jobs or advanced degrees.
This document discusses e-learning and its advantages. It defines e-learning as the delivery of learning through electronic means using computers and the internet. Some key advantages of e-learning discussed are that it is flexible, accessible, and convenient as learners can learn anywhere and at their own pace. E-learning also improves retention rates through the use of multimedia, is platform independent, helps create lifelong learners, can increase literacy rates, and is more eco-friendly than traditional learning.
Juli Umetsu provides a personal timeline of her education from the 1960s to present day, noting that she received degrees from the University of Iowa and University of Phoenix. She is currently pursuing an MEd in educational technology to become a better college instructor who utilizes current technology in her curriculum in a student-centered, technology-rich classroom.
Juli Umetsu provides a personal timeline of her education from the 1960s to present day, noting that she received degrees from the University of Iowa and University of Phoenix. She is currently pursuing an MEd in educational technology to become a better college instructor who utilizes current technology in her curriculum in order to improve student-centered learning in a technology-rich classroom.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Presentation in Norway, 2008. ARION Study visit for education specialists and decision makers in the European Union and candidate countries. The first steps leading towards the Tenegen concept.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Explore Fredlie Pialago Bucog's professional story here!
Fredlie's CV is a glimpse into his journey—a mix of academic achievements, work experiences, and his dedication to shaping education. It outlines his educational background, roles held, and contributions made in the field of education. Delve into Fredlie's CV to discover his path, accomplishments, and the passion he holds for revolutionizing learning in today's digital world.
This curriculum vitae summarizes the professional experience and qualifications of Dr. Ibrahim Suliman Ahmed Mukhtar. He is currently an Assistant Professor of Arabic Language and Islamic Studies at Bahrain Teachers College, University of Bahrain. He received his Ph.D in Education from El-Neelian University in Sudan in 2006. Dr. Mukhtar has over 20 years of experience teaching Arabic at various universities and schools in Sudan and Malaysia. He has administered several academic and language programs and has experience supervising graduate students.
The document discusses different models of e-learning and blended learning. It defines blended learning as integrating online and classroom learning facilitated by teachers. E-learning is defined as computer-assisted transfer of skills through online content. The document provides examples of e-learning programs in Malaysian public universities and notes benefits like flexibility, low costs, and easy updating. It recommends a blended approach, improving connectivity, mobile learning initiatives, and establishing a national e-learning council to develop policies and promote e-learning in Malaysia.
This document discusses current trends and challenges in quality assurance for open online learning and eLearning. It notes that education systems must adapt to meet 21st century skills demands and support sustainable development. Quality assurance agencies will need to shift from norm-based accreditation to process-based enhancement that focuses on learner outcomes, engagement, and impact on individuals and communities. Open online learning presents opportunities but also requires rethinking approaches to curriculum, pedagogy, leadership, and definitions of quality.
Leveraging the Potential of Mobile LearningDanni M
Keynote Presentation for Faculty Development Day at PCCC given on May 15, 2014. Discusses the potential of mobile learning in the context of higher education. Links to resources are provided.
According to the newest concepts, thanks to the Internet, our work and social life have been radically transformed, as well as have changed our instruction scheme. Technology is now a guiding principle in modern education. Do we forget about the human touch?
Moreover, this progress in technology not only puts an emotional impact on the users who directly have access to information, but also generates countless access to education around the world.
Teaching resources are now reachable virtually to everyone very often for no fee.
Does existing know-how use the human touch or education has just become a technical structure?
Very Large Scale E-Learning Practices in the Open Education System at Anadolu...Mehmet Emin Mutlu
The document summarizes very large scale e-learning practices at Anadolu University in Turkey. It discusses:
1) The history of Anadolu University's Open Education Faculty and its transition to distance education in the 1980s serving over 100,000 students.
2) Current e-learning services including e-books, e-television, e-practice exams, and online graduate programs, which saw over 290,000 students in 2005-2006.
3) Future goals of transitioning more programs and services online while maintaining a flexible model to meet the educational needs of Turkey through television and internet-based education.
WEB BASED INSTRUCTION AND E-LEARNING Project 2 violetaRosechelVioleta1
The document discusses web-based instruction and e-learning. It defines web-based instruction as a medium that uses hyperlinks to connect to online resources and support external instruction. E-learning is defined as covering a wide range of applications including web-based learning. The document outlines the history, characteristics, technologies used and advantages of e-learning. It also discusses different pedagogical approaches and evaluation methods for e-learning.
Changing trends in HE in the P&I contextKabir Mamun
This presentation examines the impact of the new digital age bringing about reforms in the Higher Education sector across the pacifc along with international context. It will also highlight some of the shortcomings brought about by these reformers in the teaching and learning field at the tertiary level. Learners will encompass the 21st century skills to become active learners.
The Latest State of Research and Netiquette.
The phenomenal growth of online education is presenting uncharted challenges for academic institutions.
A virtual learning environment can also include students and teachers “meeting” online through a synchronous web-based application. The teacher is able to present lessons through video, PowerPoint, or chatting. The students are able to talk with other students and the teacher, as well as collaborate with each other, answer questions, or pose questions. They can use the tools available through the application to virtually raise their hand, send messages, or answer questions on the screen given by the teacher or student presenter.
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
E learning in-malaysian_higher_education_institutions_status_trends_&_challengesZalina Zamri
This document summarizes a study on the status, trends, and challenges of e-learning implementation in Malaysian higher education institutions. The study aimed to identify the current state of e-learning in these institutions, assess trends and effectiveness, and determine problems and barriers. It involved surveys of e-learning administrators, lecturers, and students from 20 public universities, 7 private colleges, and 3 polytechnics. The surveys examined 8 areas: policy, governance, learning management systems, training, e-content development, integration in teaching and learning, quality assurance, and future plans. The findings of the study are presented across 10 chapters and are intended to help the Ministry of Higher Education develop strategies to strengthen e-learning in Malaysian higher institutions
This document discusses mobile learning and online learning. It defines mobile learning as education accessed through mobile devices like smartphones and tablets using apps, social interactions, and online educational platforms. Mobile learning allows students to access materials and complete assignments anywhere, anytime through flexible cloud-based teaching. It has advantages like easy access to open educational resources and developing communities of learners who can tutor each other. The future of mobile learning will involve learning from multiple smart systems ubiquitously through virtual inputs and outputs.
E-learning involves using computers and electronic devices to deliver educational content online or in a blended format. It allows students to learn remotely on their own schedule. Blended learning combines online learning with traditional in-person classes, allowing students some flexibility over pacing. M-learning uses mobile devices to provide educational content anywhere, anytime through social and content interactions. Research has found blended learning improves student satisfaction and attitudes, but students must stay engaged and not fall behind on materials.
This document discusses virtual learning environments (VLEs). It begins by defining a VLE as an education system based on the web that models real-world education with virtual classes and tests. It then lists some motivations for using VLEs such as providing education to disabled students and those with weak economic backgrounds. It outlines some key features of VLEs, including being social spaces that students can access from any location at any time. It also discusses some challenges of implementing VLEs, such as changing learning cultures and training teachers. It concludes by stating that the long-term goal is to create a fully-featured learning system targeted at academic environments to prepare students for the real world.
These days’ learners are well versed in the use of smartphones, text messaging and using the internet so participating in and running an online course has become a simple affair.
Fatima Hassan Ali Al-Ajmi is seeking employment and provides her qualifications. She has a BA in sociology from Sultan Qaboos University. She has experience in training programs and conducted research on mechanisms for caring for children deprived of family care. She lists computer, language, and interpersonal skills and references from professors at Sultan Qaboos University.
The document outlines an upcoming presentation on emerging technologies in education. It includes:
1) An introduction that defines emerging technologies as innovative tools that can transform education and make teaching and learning more engaging.
2) Examples of emerging technologies being used in education like mobile learning, virtual labs, MOOCs, games/gamification, 3D printing, and wearable tech.
3) The goals of using emerging technologies which are to improve students' knowledge, service, professionalism and leadership skills.
E-learning in Malaysian Higher Education Institutions by Mohamed Amin Embi
CV Mohamed Eladawy January 2015
1. CCuurrrriiccuulluumm VViittaaee
Mohamed El-Adawy meladawy2011@yahoo.com Page 1
Mohamed Sayed Farghali Hussein El-Adawy
Personal Information
Nationality: Egyptian
Current address: Building Number 2541, Petromin St., Al-Safa
District, Jizan, Kingdom of Saudi Arabia, Postal code:45142
Permanent Address: El-Shaheed Ibrahim El-Refaie Sq., Abo-Atwa,
Ismailia, Egypt, Postal code: 41521.
Email: meladawy@jazanu.edu.sa , meladawy2011@yahoo.com
Contact numbers: 00966 0543943421 - 002 - 01277224574
Career Objectives
To build a career with leading Educational or research Institute in Higher Education
with committed & dedicated people, which help me to explore myself and realize my
potential with Opportunities to :
* Contribute my Education, Skill Set and Experiences to the Education arena in Terms of
Leadership, Teaching, Learning and Research Using Qualitative and Quantitative
Approaches.
* Teach in the Fields of Educational Technology and Related Areas Such as E-learning and
Distance Learning, Science Education with the integration of Technology, Quality
Assurance in E-learning, Primary Education and Introductory Qualitative and Qualitative
Research Courses.
* Mentor undergraduate graduate students and conduct an ongoing program of research.
Education
2014- July Registration for PhD in Education (Educational Technology), Faculty
of Education, Suez Canal University. Thesis entitled "Designing an
Electronic Learning Environment based on Web 2.0 Applications in the
light of Knowledge Society Requirements for Developing Learning
Objects Designing Skills and Knowledge Publishing for Education
Technology Students".
2013- Oct. Passing the preliminary classes for PhD degree. The classes were
"Advanced Course in Curriculum and Methods of Instruction", and
"Advanced Course in Educational Technology".
2012-July MA of IT in Education (Information Technology in Education), School
of Education, University of Birmingham, UK (With Merit). Thesis
entitled "An Evaluation of E-learning Implementation in the Egyptian
Higher Education- Suez Canal University as a case".
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2010- Jun. M.ED of Curricula and Science Instruction, Faculty of
Education, Suez Canal University, Egypt (With Distinction). Thesis
entitled "The Effectiveness of using Computer Simulation in Developing
Achievement and Self Directed Learning Readiness for Pupils with
Learning Difficulties in Science"
2006- Sep. Passing the preliminary classes for Master Degree. These classes were
“Descriptive and Inductive Statistics”, and “Educational Technology”.
2005- Jun. Special Diploma in Education, grade “good”, Faculty of Education,
Suez Canal University, Egypt.
2004- May Professional Education Diploma, Major: “School Psychology”,
Faculty of Education, Suez Canal University, Egypt.
2003- May Bachelor of Education (B.ED), department of Basic Education for
Primary Stage”, "Science" division, with general grade "very good", and
“the top” on my class, Faculty of Education, Suez Canal University,
Egypt.
Employment Experience
17/9/2014 till present Lecturer& Quality Assurance coordinator at the
Deanship of E-learning & Distance Learning, Jazan University, KSA.
01/12/2013 – 1/9/2014 Science Teacher at El-Taef Experimental Language
School, Ismailia, Egypt
20/11/2007- 30/11/2013 Instructional Designer & Quality Assurance
Coordinator at E-learning Centre, Suez Canal University &National
E-learning Centre (NELC) - Supreme Council of Universities
(Ministry of Higher Education), Egypt.
17/9/2011 – 10/1/2011 Arabic and Islamic Studies teacher for non Arabic
speakers at the Muath Trust (Al-Amanah Arabic school) in
Birmingham, UK.
6/2008- 6/2010 Computer Trainer at ICDL Centre, University
Education Development Centre. Suez Canal University, Egypt.
2/9/2007- 18/11/2007 Medical Representative Egyptian in the Medical Line
Group Company, Shebin Elkawm, Al Minufiya, Egypt
9/2003-5/2007 Class teacher at a number of primary schools, Ministry of
Education, Egypt.
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Professional Experiences & Competencies
Experience in the Quality Assurance of E-courses.
Experience in the Instructional Course Design.
Experience in computer training (ICDL).
Experience in teaching for Arabic and Non-Arabic speakers.
Experience in working in a multicultural environment.
Ability to use and administer Learning Management System (LMS) for e-
courses through MOODLE, WEBCT, JUSOR, JUMP (Jazan University
Multiplatform Project) systems.
Experience in working with programmers and graphic designers in a
teamwork.
Experience in recording professional videos and preparing documentary
video materials.
Ability to use video editing software such as Movie Maker.
A previous experience in developing Multimedia materials using
Authorware.
Good sense of graphic and Multimedia design.
A previous work experience in a multi-cultural and multi-ethnic
environment.
A record of voluntary work in a number of national and international
charity organizations such as Islamic Relief, Islamic Help, Muslim Aid,
Muslim Hands, InterPal, Orphans in Need, Egypt Scholars, Resala,
Egyptian Red Crescent, Live Makers.
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Professional Training
- Course title: New Trends in E-learning (from 23/11/2014 to 27/11/2014), E-
learning Consulting Services (ECS) & Jazan University, Ministry of Higher
Education, Kingdom of Saudi Arabia. (SN: NTE140035).
- Course title: E-learning Environments (from 23/11/2014 to 27/11/2014), E-
learning Consulting Services (ECS) & Jazan University, Ministry of Higher
Education, Kingdom of Saudi Arabia. (SN: NLN14020).
- Course title: Competency Based Education in the Online and Blended
Environment (24/11/2014), E-learning Consulting Services (ECS) & Jazan
University, Ministry of Higher Education, Kingdom of Saudi Arabia.
- Course title: The First Innovation & Entrepreneurship Forum, (19-
20/11/2014), Jazan University, Ministry of Higher Education, Kingdom of Saudi
Arabia.
- Course title: Human Development (from 26/2/2014 to 27/2/2014), Ismailia
Directorate of Education, Egypt.
- Course title: Quality Assurance Management (from 21-4-2013 to 30-4-2013),
Training Department, Suez Canal University, Egypt.
- Course title: a comprehensive seminar in "Secrets of Success Diploma", , from
23-24-31-6th
day of March, April 2012, the Canadian Centre of Human
Development, Egypt.
- Course title: Designing Inquiry-based Blended Learning (date: 15,
23/11/2011) at the centre for Learning and Academic Development, the
University of Birmingham.
- Course title: Teaching Aids (date: 28/12/2011) at Al-Amanah Arabic School in
Birmingham, UK.
- Course title: Classroom Management (date: 29/12/2011) at Al-Amanah Arabic
School in Birmingham, UK.
- Course title: Introduction to Learning and Teaching in Higher Education
(date: 11/4/2011) at the centre for Learning and Academic Development, the
University of Birmingham.
- Course title: Teaching Development for Postgraduates (date: 11/4/2011) at the
centre for Learning and Academic Development, the University of Birmingham.
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- Course title: Introduction to Learning and Teaching in Higher Education for
Postgraduates (date: 7/12/2011) at the centre for Learning and Academic
Development, the University of Birmingham.
- Course title: Giving a Lecture (date: 2/11/2011) at the centre for Learning and
Academic Development at the University of Birmingham.
- Course title: One-to-One Academic Tutoring (date: 31/10/2011) at the centre
for Learning and Academic Development, the University of Birmingham.
- Course title: Laboratory-Based Demonstrating (date: 7/12/2011) at the centre
for Learning and Academic Development, the University of Birmingham.
- Course title: Small Group Teaching (date: 8/12/2011) at the centre for Learning
and Academic Development, the University of Birmingham.
- Course title: Introduction to Assessment and Feedback (date: 31/10/2011) at
the centre for Learning and Academic Development, the University of
Birmingham.
- Course title: Reusable Media (date: 1/12/2011) at the centre for Learning and
Academic Development, the University of Birmingham.
- Course title: Social Networking Sites (date: 28/11/2011) at the centre for
Learning and Academic Development, the University of Birmingham.
- Course title: Online Virtual Disks (date: 9/11/2011) at the centre for Learning
and Academic Development, the University of Birmingham.
- Course title: Online Project Collaboration (date: 8/11/2011) at the centre for
Learning and Academic Development, the University of Birmingham.
- Course title: Introduction to SPSS 19 (date: 9/1/2012) at the centre for Learning
and Academic Development, the University of Birmingham.
- Course title: Introduction to Qsr Nvivo 9 (date: 1/12/2011) at the centre for
Learning and Academic Development, the University of Birmingham.
- Course title: Presenting your Research using PowerPoint 2007 (date:
19/11/2010) at the centre for Learning and Academic Development, the
University of Birmingham.
- Course title: Emergency life support course-Adult by St John
Ambulance on 8th
December 2010 at University of Birmingham
Guild of Students.
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Voluntary Work
- Team Lead of DAR project at Egypt Scholars.
- Four years work experience as a volunteer with local NGOs in Egypt such
as Egyptian Red Crescent CEDPA, the Egyptian fund for drug control &
treatment of addiction, Resala, and Life Makers association.
- Representing the school of Education in the guild of students at the
University of Birmingham as a guild councillor and as a co-chair of the
international students association, during the academic year 2010-2011.
- Working as a volunteer at a number of international charity
organizations in the UK such as Islamic Relief (UK-Birmingham), Orphans
in Need, Muslim Aid, Muslim Hands, and Interpal from the period June,2010
till January 2012.
Some of the activities and participations:
28/2/2014 to 8/3/ 2014 A certificate for the volunteering participation as a
facilitator in "Active Citizenship Program" funded and supervised by British
Council & Waseela for Training and Development.
17/11/2013 to 24 /11/2013 A certificate of participation in the National
Disaster Response Team (NDRT)training organized in Abu Redes –
South Sinai by the Egyptian Red Crescent and IFRC- MENA zone
and Swiss Red Cross, the training included theoretical and practical
modules as well as drills.
7/4/2013 to 11/4/2013 A certificate for attending and actively participating
for 12 hours in the "Open Dialogue Series Program" organized by
Amideast Egypt and US Embassy in Cairo.
7/4/2012 to 10/4/2012 A certificate of appreciation from the organization of
fighting addiction and drug control, for the active participation in the
program of qualifying youth leaders to increase awareness
against the dangers of smoking and drug abuse.
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27 February 2011 Children's Night of Empowerment, Fundraising Event
organized by Muslim Aid Organisation, University of Birmingham.
31October 2010 Gaza 100 Event, organized by Interpal Organization,
Birmingham.
From 22 to 24 October 2010 The Global Peace and Unity (GPU) Event,
Excel Center, London.
6/2007- 6/2008 Volunteering activities at Egyptian Red Crescent Association
(ERC), Ismailia branch, Egypt such as blood donation campaigns and first aid.
19/2/2013 to 21/2/2013 Attending a training workshop about “International
Humanitarian Law” presented in Egyptian Red Crescent Association- Nasr
City; by Cooperation with International Committee of The Red Cross
(ICRC) in the period from19 February to 21February 2008.
7/2005- 7/2008 Family Planning and Development Association, Ismailia, Egypt.
Participating with Centre of Development and Population
Activities (CEDPA) effectively in the camp of “enhancing citizenship
participation of youth in Egypt”, which carried out by cooperation with
National Council of Youth, and funded by USAID.
Participation with Centre of Development and Population Activities
(CEDPA) in designing and achieving a social project successfully within the
period from March to May, 2007. The social project was entitled: “Developing
Computer Skills for Youth and Alumni).
Participating with CEDPA in a training course entitled:
“Establishing the network of Enhancing Citizenship Participation of
Youth in Egypt”, Carried out in the period from 29/12/2007 to 31/12/2007
in Ismailia.
Skills
Computer Skills
Experienced user of office (Word, PowerPoint and Excel).
Advanced knowledge of using Internet for research and email
applications.
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Computer certificates:
International Computer Driving License (ICDL) Certificate,
Syllabus Version 4.0 (Serial Number: EGY3001429), Date
(29/03/2009), Endorsed by Ministry of Communications and
Information Technology, Egypt.
A Certificate from UNDP, Microsoft, Ministry of Communication
and Information Technology, and Egypt ICT Trust Fund for
completing the course of Train of Trainers (TOT) from 8/9/2012
to 27/9/2012 on the following modules:
IT Intro & Windows 7, MS Office System 2007, MS Word 2007,
MS Excel 2007, MS PowerPoint 2007, MS Access 2007, MS
Outlook 2007, MS Project 2007.
A Certificate of Achievement from Microsoft (Egyptian
Education Initiative) and ICTP for completion successfully
E- Content development training course in the following
programs:
* Advanced PowerPoint
* Microsoft Expression Web 2007
* Macromedia Flash 8. Date (24/4/2008)
Employment skills
Enterprise skills Series (Training course) from 20 October 2010
till 8 December 2010 by Careers and Employability Centre:
Entrepreneurship and Innovation at University of Birmingham.
Soft Skills
Communication Skills.
Customer Services.
Team Work skills.
Presentation Skills.
Ability to work under stress.
Leadership skills
Guild Councillor of school of Education & School Representative -
University of Birmingham for the Academic year 2010-2011.
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Co-Chair of International Student Association- University of
Birmingham for the Academic year 2010-2011.
Languages
Arabic: Mother Tongue.
English: Excellent command of oral and written English.
English Language certificate:
- TOEFL Internet-Based Test (IBT): total score: 523. Test date:
17/01/2014.
- 15-week pre-sessional course in English for Academic Purposes,
English for International Student Unit (EISU) - the University of
Birmingham, during the period from 1/6/2010 to 17 /9/2010.
- “Academic Writing” course, AMIDEAST/ Egypt, from 7/4/2010 to
10/5/2010.
- Attending the IBT course at AMIDEAST/Egypt. The course was a 48
hour training program, during the period from 27/12/2009 to, 2/2/ 2010.
Awards and Scholarships
- International Fellowship Program (IFP) Ford Foundation
(Sep.2009).
- I was honoured by Suez Canal University in the Day of Science,
(April 2013).
- I was honoured by the Deanship of E-learning and Distance
Learning at Jazan University for the prominent efforts in activating
and implementing Jazan University Multiple Platform (JUMP).
Published Papers
- El-Adawy, M. (2012) The Effectiveness of Using Computer Simulation in
improving Achievement and Self Directed Learning Readiness for Pupils
with Science Learning Difficulties, The Journal of Ismailia Faculty of
Education, V. 24(2), September.
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Conferences and Workshops:
Participation as an organiser in the workshop series of "New Trends in E-
learning" (from 23/11/2014 to 27/11/2014), E-learning Consulting Services
(ECS) & Jazan University, Ministry of Higher Education, Kingdom of
Saudi Arabia, the workshops were delivered by Dr. Jose Fierro, Dr. Jeff
Kissinger, Dr. Robert Greene.
Participation with a poster at the 7
th
Annual Conference of teaching and
learning, June 27-29, 2011, University of Birmingham, UK.
Participation with a poster at CAL (Computer Assisted Learning)
Conference, April 13-15, 2011, Manchester Metropolitan University, UK.
Participation with a presentation at the Conference of Education for
sustainable development and educational technology, 20 November,
2011, Faculty of Education, Suez Canal University, Ismailia, Egypt.
Participating with an oral presentation titled “An Evaluation of E-learning
in The Egyptian Higher Education – Suez Canal University as a Case” in
the 1st
Young Researchers Conference at Suez Canal University 6-7
March 2013 Ismailia, Egypt.
Membership of Academic Associations:
Arabic Association of Educational Technology, Egypt.