The document discusses digital textbooks and e-content. It defines digital textbooks as digitized versions of printed textbooks that can be accessed through wired or wireless networks. It describes three types of digital textbooks: scanned print versions, digital books with added interactivity, and digital offerings without resembling printed books. The document also outlines the process of creating digital textbooks, including selecting a template, adding content and interactivity, and publishing. Finally, it discusses approaches to e-learning and the phases of developing e-content, including analysis, design, development, testing, implementation, and evaluation.
Brain-based learning is an educational approach that uses principles of neuroscience to improve learning and teaching. It recognizes that the brain physically changes with learning and aims to design lessons based on how the brain naturally learns. Key principles include recognizing that the brain learns through emotions, patterns, and making meaningful connections. Effective strategies for brain-based learning include using visuals, movement, feedback, varying activities, and creating a positive learning environment. Implications for education are that it should facilitate optimal brain functioning through experiential and multisensory learning opportunities.
E-learning refers to electronic learning, which involves learning facilitated by electronic devices and resources. It utilizes various technologies like online courses, video conferencing, and digital libraries. E-learning has several advantages like flexible access, individualized instruction, and the ability to reach remote learners. However, it also faces challenges like requiring technical skills, costly equipment, and feelings of isolation from a lack of in-person interaction. The document discusses the definition, characteristics, modes, advantages and disadvantages of e-learning.
The National Mission on Education through ICT was a centrally sponsored scheme by the Ministry of Human Resource Development to strengthen higher education in India and reduce the digital divide. It aimed to leverage information and communication technologies to improve the teaching and learning process. A key part of the mission was the creation of the 'Sakshat' portal to provide open access to educational resources and services. The mission also focused on developing e-learning content, building connectivity between institutions, increasing digital literacy, and supporting research in educational technologies. A budget of 502 crores was allocated to the mission in 2008-09 to benefit learners across the country.
The recomendations of ncf 2005 and 2009jakeerhusain1
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to promote integrated knowledge, incorporating local knowledge into textbooks, and creating a stimulating learning environment. The NCF 2009 focused on changing negative attitudes towards teaching skills development, moving beyond an exam-oriented approach to teacher education, and establishing a flexible system for in-service teachers.
The Educational Multimedia Research Centre (EMMRC) at St. Xavier's College in Kolkata was established in 1986 to produce educational television programs for the University Grants Commission. Over time, EMMRC expanded its mission to include developing e-learning content. It is now expected to create both curriculum-based and enrichment programs and transform them into digital formats. The EMMRC at the University of Calicut is the only center of its kind in Kerala, established in 1998 by the UGC to harness information technologies for higher education. It is equipped with a television studio and multimedia workstations to produce educational videos, e-content, and video lectures across various undergraduate subjects.
The document outlines the five phases of the ADDIE model for developing e-learning content: 1) Analysis to identify the learning environment and objectives, 2) Design of learning objectives, assessments and media, 3) Development of storyboards and scripting of content, 4) Implementation by distributing materials to learners and training facilitators, and 5) Evaluation for feedback through formative evaluation during development and summative evaluation after completion.
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
The document discusses secondary education in India's five year plans from 1951 to 2017. Key points include:
- Early plans focused on making secondary education relevant to adolescents' needs and the economy through vocational training.
- Later plans aimed to expand access through new schools, upgrade existing schools, strengthen science/math education, and introduce vocational courses.
- Recent plans seek to achieve universal secondary education, address quality and skills training, implement common curricula, and reduce gender/social gaps.
- Enrollment in secondary schools grew from 1.27 million students in 1950-51 to over 17 million students in 1998-99 according to plan period data.
Brain-based learning is an educational approach that uses principles of neuroscience to improve learning and teaching. It recognizes that the brain physically changes with learning and aims to design lessons based on how the brain naturally learns. Key principles include recognizing that the brain learns through emotions, patterns, and making meaningful connections. Effective strategies for brain-based learning include using visuals, movement, feedback, varying activities, and creating a positive learning environment. Implications for education are that it should facilitate optimal brain functioning through experiential and multisensory learning opportunities.
E-learning refers to electronic learning, which involves learning facilitated by electronic devices and resources. It utilizes various technologies like online courses, video conferencing, and digital libraries. E-learning has several advantages like flexible access, individualized instruction, and the ability to reach remote learners. However, it also faces challenges like requiring technical skills, costly equipment, and feelings of isolation from a lack of in-person interaction. The document discusses the definition, characteristics, modes, advantages and disadvantages of e-learning.
The National Mission on Education through ICT was a centrally sponsored scheme by the Ministry of Human Resource Development to strengthen higher education in India and reduce the digital divide. It aimed to leverage information and communication technologies to improve the teaching and learning process. A key part of the mission was the creation of the 'Sakshat' portal to provide open access to educational resources and services. The mission also focused on developing e-learning content, building connectivity between institutions, increasing digital literacy, and supporting research in educational technologies. A budget of 502 crores was allocated to the mission in 2008-09 to benefit learners across the country.
The recomendations of ncf 2005 and 2009jakeerhusain1
The document summarizes the key recommendations of the National Curriculum Frameworks (NCF) published in India in 2005 and 2009. The NCF 2005 recommended softening subject boundaries to promote integrated knowledge, incorporating local knowledge into textbooks, and creating a stimulating learning environment. The NCF 2009 focused on changing negative attitudes towards teaching skills development, moving beyond an exam-oriented approach to teacher education, and establishing a flexible system for in-service teachers.
The Educational Multimedia Research Centre (EMMRC) at St. Xavier's College in Kolkata was established in 1986 to produce educational television programs for the University Grants Commission. Over time, EMMRC expanded its mission to include developing e-learning content. It is now expected to create both curriculum-based and enrichment programs and transform them into digital formats. The EMMRC at the University of Calicut is the only center of its kind in Kerala, established in 1998 by the UGC to harness information technologies for higher education. It is equipped with a television studio and multimedia workstations to produce educational videos, e-content, and video lectures across various undergraduate subjects.
The document outlines the five phases of the ADDIE model for developing e-learning content: 1) Analysis to identify the learning environment and objectives, 2) Design of learning objectives, assessments and media, 3) Development of storyboards and scripting of content, 4) Implementation by distributing materials to learners and training facilitators, and 5) Evaluation for feedback through formative evaluation during development and summative evaluation after completion.
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
The document discusses secondary education in India's five year plans from 1951 to 2017. Key points include:
- Early plans focused on making secondary education relevant to adolescents' needs and the economy through vocational training.
- Later plans aimed to expand access through new schools, upgrade existing schools, strengthen science/math education, and introduce vocational courses.
- Recent plans seek to achieve universal secondary education, address quality and skills training, implement common curricula, and reduce gender/social gaps.
- Enrollment in secondary schools grew from 1.27 million students in 1950-51 to over 17 million students in 1998-99 according to plan period data.
The document discusses electronic content (e-content), which refers to digital educational content that can be delivered over the internet. E-content includes digital textbooks, videos, presentations, and other multimedia resources. There is a growing trend of switching from traditional textbooks to e-content in schools and universities. E-content has several advantages, such as being easily accessible, reusable, and able to provide multi-sensory learning experiences through images and animations. It can be shared widely and is beneficial for educational organizations and open/distance learning platforms. Common types of e-content include assembled content from various sources and created content developed by teachers and instructors.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses several national and state level agencies that manage teacher education in India. At the national level, this includes the Higher Education Commission of India (HECI), which regulates higher education institutions and can impose penalties if institutions violate its norms. The Human Resource Development Council (HRDC) works to promote quality in higher education through teacher training programs. The National Council for Teacher Education (NCTE) regulates teacher education institutions and sets norms and standards for programs. At the state level in Kerala, the Kerala State Higher Education Council (KSHEC) acts as a coordinating body and has established centers for research, curriculum development, and human resource development.
SWAYAM (meaning 'Self') is a Sanskrit acronym that stands for "Study Webs of Active-Learning for Young Aspiring Minds" is an Indian Massive open online course (MOOC) platform. SWAYAM is an initiative launched by the then Ministry of Human Resource Development (M.H.R.D.) (now Ministry of Education) Government of India under Digital India to give a coordinated stage and free entry to web courses, covering all advanced education, High School and skill sector courses. It was launched on 9th July 2017 by Honorable President of India.
This document discusses strategies for assessment in physical science education. It begins by defining classroom assessment and its purposes of informing teaching, improving learning, and monitoring student progress. It describes using a variety of tools for assessment, including questions, observations, and student self-assessments. The document then discusses continuous and comprehensive evaluation (CCE), which assesses all aspects of a student's development over time. It also discusses using grading systems instead of marks to classify student performance and the benefits and limitations of different grading approaches. The document provides details on constructing achievement tests, including planning, designing, and writing test items.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses e-learning and mobile learning. It defines e-learning as learning using electronic devices and the internet to support the learning process. Mobile learning (m-learning) is defined as learning using portable devices that allow students to learn anywhere. The document discusses the types of e-learning (synchronous and asynchronous), advantages and disadvantages of e-learning, and characteristics of m-learning such as being connected anywhere. It compares e-learning and m-learning, noting that m-learning allows learning anywhere instantly while e-learning requires travel time. The conclusion states that m-learning improves access to education and allows learning at one's own pace.
Central institute of educational technology (ciet)NIMMY ABRAHAM
The Central Institute of Educational Technology (CIET) is a constituent unit of NCERT established in 1984 by the Ministry of Human Resource Development, Government of India. It is located in New Delhi and aims to promote the utilization of educational technologies. CIET has six divisions including Media Production, Planning and Research, Information and Communication Technologies, Training, Media Resources Dissemination, and Engineering. CIET's roles include designing educational media software, optimizing the use of communication technologies, researching interactive digital content, and providing training and consultancy on educational technologies.
VICTERS is an edutainment channel in Malayalam operated by KITE under the Department of General and Higher Education in Kerala. It was launched in 2005 as India's first broadband network on EDUSAT for schools. VICTERS provides virtual classrooms and interactive educational content to over 12500 schools and 50 lakh students. It airs 17 hours of educational programming daily on topics like science, examinations preparation, and an educational reality show. During the COVID-19 pandemic, VICTERS launched an initiative called FIRST BELL to ensure students continue their classes virtually. KITE VICTERS has revolutionized classroom education in Kerala by providing satellite-based digital and virtual learning.
Epistemology –process of knowledge building and generationDr. Goutam Patra
This document discusses epistemology, the process of building and generating knowledge. It outlines different philosophical views on the sources of knowledge, including perception, inference, experience, and reason. Western philosophy relied primarily on perception, while Indian philosophy considered a combination of the senses, mind, intelligence, and soul. The document also discusses the differences between knowledge and skills, and defines teaching as a complex, interactive communication process aimed at guiding learning and development.
Various Commissions and Frameworks with respect to post Independence Educati...PRAMATHIDEVADHARSDMB
This presentation is related to third semester of two year B. Ed course. This presents the various commissions and frameworks with respect to post Independence education era.
The document discusses the process of developing e-content. It begins by defining e-content and the two approaches to e-learning - self-paced and instructor-led. It then outlines the six phases of e-content development: analysis, design, development, testing, implementation, and evaluation. Each phase is described in 1-2 sentences. It also discusses instructional design models and the ADDIE model. The document provides details on developing individual e-content modules, including elements such as objectives, content, practice activities, and assessments. It outlines standards for developing various components of an e-content module such as text, audio, video, images, animation, and simulations.
The document discusses new web browsers and search tools, including Microsoft Edge, Element Browser, and Dogpile search engine. It provides details on the features and purposes of various browsers like Chrome, Firefox, Safari, Internet Explorer, and Edge. It also describes Element Browser's interface and capabilities, as well as how Dogpile functions as a metasearch engine that draws results from other search engines like Google, Yahoo, and Yandex.
This presentation provides information about the Central Institute of Educational Technology (CIET). CIET is a unit of the National Council of Educational Research and Training (NCERT) that produces educational audio and video programs for broadcast on radio and television in India. It coordinates programming with six state institutes of education technology. CIET's roles include designing educational media, optimizing the use of satellite communication technologies, undertaking research and evaluation studies, and advising other institutions on educational technologies. It focuses on developing electronic content, disseminating content through various modes, and building teacher capacity in integrating information and communication technologies into teaching.
kerala curriculum frame work - by fouziya kFOUSIYA K
Kerala has a long history of educational reforms led by social movements. It has implemented quality initiatives under programs like DPEP and SSA for over a decade, gaining insights from developing new textbooks and teacher materials based on an emerging educational paradigm and testing them at various levels. Critical pedagogy calls for recognizing that all education is inherently political and should promote justice and equality, addressing issues like race, class, gender, sexuality, religion, and ability, which are important domains of oppression. Schools should not blame students for failures.
This document discusses computer managed instruction (CMI), which uses computers to organize and manage instructional data to effectively achieve educational objectives. CMI can automate tasks like grading and scheduling to reduce instructor workload. It introduces the definitions of CMI provided by Burke and Leib, which describe CMI as using computers to systematically control instruction through testing, diagnosis, prescription, and record keeping or to aid instructors without doing the actual teaching. The document then outlines the key functions of CMI in education, such as inputting and analyzing student and curriculum data to generate reports on progress, and the advantages of CMI like tracking student performance over time.
1. The document discusses the process of designing and developing e-content using the ADDIE model of instructional design.
2. The ADDIE model consists of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. In the analysis phase, learner needs and goals are analyzed. The design phase involves defining learning objectives and structuring content.
3. In the development phase, a storyboard is created to script the course content. The implementation phase distributes materials to learners. Formative and summative evaluations are conducted in the evaluation phase to assess effectiveness.
This document discusses e-content and online e-learning platforms. It defines e-content as digital content delivered electronically for educational purposes. It describes various forms of e-content including text, videos, assessments, and resources. The document outlines the ADDIE model for designing e-content which includes analysis, design, development, implementation, and evaluation phases. It provides details on developing e-content scripts and using a four quadrant approach. Finally, it discusses online e-learning platforms like MOOCs, their features, assessments, and how they can provide credentials or credit.
Utilization of Digital Tools and Techniques in Effective Teaching, Research a...HRDC, GJU Hisar
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
The document discusses electronic content (e-content), which refers to digital educational content that can be delivered over the internet. E-content includes digital textbooks, videos, presentations, and other multimedia resources. There is a growing trend of switching from traditional textbooks to e-content in schools and universities. E-content has several advantages, such as being easily accessible, reusable, and able to provide multi-sensory learning experiences through images and animations. It can be shared widely and is beneficial for educational organizations and open/distance learning platforms. Common types of e-content include assembled content from various sources and created content developed by teachers and instructors.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses several national and state level agencies that manage teacher education in India. At the national level, this includes the Higher Education Commission of India (HECI), which regulates higher education institutions and can impose penalties if institutions violate its norms. The Human Resource Development Council (HRDC) works to promote quality in higher education through teacher training programs. The National Council for Teacher Education (NCTE) regulates teacher education institutions and sets norms and standards for programs. At the state level in Kerala, the Kerala State Higher Education Council (KSHEC) acts as a coordinating body and has established centers for research, curriculum development, and human resource development.
SWAYAM (meaning 'Self') is a Sanskrit acronym that stands for "Study Webs of Active-Learning for Young Aspiring Minds" is an Indian Massive open online course (MOOC) platform. SWAYAM is an initiative launched by the then Ministry of Human Resource Development (M.H.R.D.) (now Ministry of Education) Government of India under Digital India to give a coordinated stage and free entry to web courses, covering all advanced education, High School and skill sector courses. It was launched on 9th July 2017 by Honorable President of India.
This document discusses strategies for assessment in physical science education. It begins by defining classroom assessment and its purposes of informing teaching, improving learning, and monitoring student progress. It describes using a variety of tools for assessment, including questions, observations, and student self-assessments. The document then discusses continuous and comprehensive evaluation (CCE), which assesses all aspects of a student's development over time. It also discusses using grading systems instead of marks to classify student performance and the benefits and limitations of different grading approaches. The document provides details on constructing achievement tests, including planning, designing, and writing test items.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses e-learning and mobile learning. It defines e-learning as learning using electronic devices and the internet to support the learning process. Mobile learning (m-learning) is defined as learning using portable devices that allow students to learn anywhere. The document discusses the types of e-learning (synchronous and asynchronous), advantages and disadvantages of e-learning, and characteristics of m-learning such as being connected anywhere. It compares e-learning and m-learning, noting that m-learning allows learning anywhere instantly while e-learning requires travel time. The conclusion states that m-learning improves access to education and allows learning at one's own pace.
Central institute of educational technology (ciet)NIMMY ABRAHAM
The Central Institute of Educational Technology (CIET) is a constituent unit of NCERT established in 1984 by the Ministry of Human Resource Development, Government of India. It is located in New Delhi and aims to promote the utilization of educational technologies. CIET has six divisions including Media Production, Planning and Research, Information and Communication Technologies, Training, Media Resources Dissemination, and Engineering. CIET's roles include designing educational media software, optimizing the use of communication technologies, researching interactive digital content, and providing training and consultancy on educational technologies.
VICTERS is an edutainment channel in Malayalam operated by KITE under the Department of General and Higher Education in Kerala. It was launched in 2005 as India's first broadband network on EDUSAT for schools. VICTERS provides virtual classrooms and interactive educational content to over 12500 schools and 50 lakh students. It airs 17 hours of educational programming daily on topics like science, examinations preparation, and an educational reality show. During the COVID-19 pandemic, VICTERS launched an initiative called FIRST BELL to ensure students continue their classes virtually. KITE VICTERS has revolutionized classroom education in Kerala by providing satellite-based digital and virtual learning.
Epistemology –process of knowledge building and generationDr. Goutam Patra
This document discusses epistemology, the process of building and generating knowledge. It outlines different philosophical views on the sources of knowledge, including perception, inference, experience, and reason. Western philosophy relied primarily on perception, while Indian philosophy considered a combination of the senses, mind, intelligence, and soul. The document also discusses the differences between knowledge and skills, and defines teaching as a complex, interactive communication process aimed at guiding learning and development.
Various Commissions and Frameworks with respect to post Independence Educati...PRAMATHIDEVADHARSDMB
This presentation is related to third semester of two year B. Ed course. This presents the various commissions and frameworks with respect to post Independence education era.
The document discusses the process of developing e-content. It begins by defining e-content and the two approaches to e-learning - self-paced and instructor-led. It then outlines the six phases of e-content development: analysis, design, development, testing, implementation, and evaluation. Each phase is described in 1-2 sentences. It also discusses instructional design models and the ADDIE model. The document provides details on developing individual e-content modules, including elements such as objectives, content, practice activities, and assessments. It outlines standards for developing various components of an e-content module such as text, audio, video, images, animation, and simulations.
The document discusses new web browsers and search tools, including Microsoft Edge, Element Browser, and Dogpile search engine. It provides details on the features and purposes of various browsers like Chrome, Firefox, Safari, Internet Explorer, and Edge. It also describes Element Browser's interface and capabilities, as well as how Dogpile functions as a metasearch engine that draws results from other search engines like Google, Yahoo, and Yandex.
This presentation provides information about the Central Institute of Educational Technology (CIET). CIET is a unit of the National Council of Educational Research and Training (NCERT) that produces educational audio and video programs for broadcast on radio and television in India. It coordinates programming with six state institutes of education technology. CIET's roles include designing educational media, optimizing the use of satellite communication technologies, undertaking research and evaluation studies, and advising other institutions on educational technologies. It focuses on developing electronic content, disseminating content through various modes, and building teacher capacity in integrating information and communication technologies into teaching.
kerala curriculum frame work - by fouziya kFOUSIYA K
Kerala has a long history of educational reforms led by social movements. It has implemented quality initiatives under programs like DPEP and SSA for over a decade, gaining insights from developing new textbooks and teacher materials based on an emerging educational paradigm and testing them at various levels. Critical pedagogy calls for recognizing that all education is inherently political and should promote justice and equality, addressing issues like race, class, gender, sexuality, religion, and ability, which are important domains of oppression. Schools should not blame students for failures.
This document discusses computer managed instruction (CMI), which uses computers to organize and manage instructional data to effectively achieve educational objectives. CMI can automate tasks like grading and scheduling to reduce instructor workload. It introduces the definitions of CMI provided by Burke and Leib, which describe CMI as using computers to systematically control instruction through testing, diagnosis, prescription, and record keeping or to aid instructors without doing the actual teaching. The document then outlines the key functions of CMI in education, such as inputting and analyzing student and curriculum data to generate reports on progress, and the advantages of CMI like tracking student performance over time.
1. The document discusses the process of designing and developing e-content using the ADDIE model of instructional design.
2. The ADDIE model consists of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. In the analysis phase, learner needs and goals are analyzed. The design phase involves defining learning objectives and structuring content.
3. In the development phase, a storyboard is created to script the course content. The implementation phase distributes materials to learners. Formative and summative evaluations are conducted in the evaluation phase to assess effectiveness.
This document discusses e-content and online e-learning platforms. It defines e-content as digital content delivered electronically for educational purposes. It describes various forms of e-content including text, videos, assessments, and resources. The document outlines the ADDIE model for designing e-content which includes analysis, design, development, implementation, and evaluation phases. It provides details on developing e-content scripts and using a four quadrant approach. Finally, it discusses online e-learning platforms like MOOCs, their features, assessments, and how they can provide credentials or credit.
Utilization of Digital Tools and Techniques in Effective Teaching, Research a...HRDC, GJU Hisar
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
How to Build an E-learning Platform A Step-by-Step Guide.pptxjaya660272
building dedicated e-learning platforms is a comprehensive process involving different steps. It requires detailed planning, high levels of technical expertise, and a deep understanding of the needs of the target audience. It becomes easy to follow these steps and unlock the potential of the right tools and resources for developing an effective online learning platform.https://www.acadecraft.com/learning-solutions/e-learning-platform-services/
This document discusses the importance of software in education. It defines different types of software like operating systems and instructional software. Microsoft Windows is described as the operating system that acts as an interface between the user and computer. Instructional software can be accessed online or purchased and should be carefully evaluated by teachers based on pedagogical principles to ensure they are accurate, clear, and effective for meeting learning objectives.
The software as an educational resource copymiss yhda
The document discusses the importance of software in education and provides examples. It describes how software like Microsoft Windows acts as an interface between users and computers. It also discusses instructional software that can be accessed online or purchased, and notes teachers should carefully evaluate such resources to ensure they are pedagogically sound and accurate. Guidelines for evaluation include checking for attractive but not distracting design, easy navigation, clear explanations, accurate information, relevance to learning objectives, and lack of bias.
This document discusses the importance of software in education. It defines different types of software like operating systems and instructional software. Microsoft Windows is described as the operating system that acts as an interface between the user and computer. Instructional software can be accessed online or purchased and should be carefully evaluated by teachers based on pedagogical principles to ensure they are accurate, clear, and effective for meeting learning objectives.
This chapter discusses the importance of integrating technology into literacy instruction to develop students' technological literacy. It covers different types of literacy skills needed in today's digital world, such as visual literacy and digital literacy. The chapter also explores how teachers can use various technologies, like interactive whiteboards, word processing, databases, and e-books to engage students and meet the needs of diverse learners. It discusses using the internet as an instructional tool through webquests, email, and discussion groups. The chapter emphasizes the teacher's role in ensuring students use technology safely and find accurate information online.
The document introduces the Quick Lessons e-learning tool. It describes the benefits of Quick Lessons, defines e-learning, and explains how to use the Quick Lessons tool to create online courses. Case studies are also mentioned. The document concludes by summarizing that it covered the Quick Lessons tool, e-learning courses, and how to create effective e-learning courses.
(1) This document provides an overview of 14 lessons related to educational technology and IT applications. (2) It discusses topics like instructional planning, four learning domains, using computers to develop higher thinking skills through projects, and computers as information and communication tools. (3) The document also covers using computers as tutors, the internet in education, cooperative learning with computers, educational software, hypermedia, and a practicum on basic Microsoft Word skills.
The document discusses e-content development for effective learning. It begins by defining synchronous and asynchronous learning and describes virtual classrooms and adaptive learning. It then discusses various tools for creating, editing, and publishing multimedia content like graphics, audio, video, and more. Authoring tools are presented for developing e-learning content like Adobe Captivate, Articulate Storyline, and iSpring Suite. Learning management systems (LMS) are introduced for administering, tracking, and delivering online courses. Popular open-source LMS like Moodle, Canvas, and Open edX are highlighted. The document concludes by emphasizing engagement and personalization when developing online courses.
Beyond the Brick and Mortar - NEFLIN 2016 - Hot Topics User Experience Confer...Justin Denton
It’s all too common that once someone leaves the Library they don’t feel
they have a need to return unless it is to return a book, access a computer system or utilize
another Library resource. In today’s market you need to keep in touch with your users on-site
while also driving constant awareness and interaction outside of the facility. This session will
talk about how to continue to engage your patrons. We will dive into how to drive a strong
online presence that engages them and draws more interaction than your typical point and
click web-presence. We will discuss concepts such as online learning, facilitated sessions
and building a strong sense of community for both online and on-site consumption.
The document discusses an instructional technology program at Georgia Southern University that aims to prepare school library graduates for 21st century skills. The program plans to cultivate a participatory learning environment where students create, curate, collaborate, and connect content using various cloud-based tools. Examples are provided of assignments where students used tools like Dipity, Padlet, Scoop.it, and LiveBinders to create multimedia projects, curate resources, and collaborate on tasks like developing reading lessons or strategic management plans. Student reflections showed they were learning to use these tools and recognizing the need to continuously learn new technologies.
Educational technology refers to the effective use of digital tools, media, and networks in learning. It includes technologies like computers, multimedia, and internet-based learning such as computer-based learning and web-based learning. Educational technology can enable both synchronous learning, with real-time interaction, and asynchronous self-paced learning using technologies like email, blogs, and discussion boards. Computer-based training is a form of linear self-paced learning delivered via computers or mobile devices, while computer-supported collaborative learning uses instructional methods to encourage students to work together on learning tasks using digital tools and networks.
Learning technologies are tools used to enhance learning, teaching, and assessment. They can involve computer-based learning or multimedia materials used in class or to supplement in-class activities. Technology allows teachers to deliver content using different tools and provides students with easy access to information to support their learning. Some examples of learning technologies include synchronous and asynchronous learning, computer-based training, collaborative learning tools, and traditional technologies like chalkboards, charts, and models. Modern technologies that support learning include PowerPoint, internet browsing, learning management systems, blogs, wikis, video conferencing, and tools like Skype.
The document discusses effective collaboration between library media specialists and teachers. It emphasizes the importance of communication, mutual trust, planning, and reflection. Specific tips are provided, such as scheduling enough time to discuss goals and roles. Creating digital stories using Animoto is presented as an example project. Standards addressed include analyzing literature and using technology to create multimedia presentations. Overall, the document promotes collaboration as beneficial for sharing expertise and enriching student experiences.
This document discusses various offline and online learning resources that can be used for teaching, including traditional resources like textbooks as well as digital resources. It covers e-resources like e-books, e-journals, and search engines that provide easy retrieval of information. Social networking, educational blogs, podcasting, e-learning, and web-based learning are also discussed as effective digital learning tools. The key benefits of these resources include increased access to information, convenience, collaboration, and preparation of students for future employment.
To develop an effective e-learning course, several key elements must be considered:
1. Understanding the development process and resources required such as instructional design models, technology tools, and multimedia elements.
2. Course components like lessons and media can be reused to deliver content to different learners, though lesson plans may need modification for different teaching contexts.
3. The main characteristics of online activities are guidance through instructional design, good planning and design, and creation of structured reusable materials.
This document discusses methodology for developing effective e-content. It begins by discussing cognitive theory and how multimedia can enhance learning when used mindfully. It then discusses the differences between content creation and curation. Guidelines are provided for developing different types of e-content such as text, videos, images, audio, and learning experiences. The document stresses developing content in small, engaging chunks and providing interactivity. It also emphasizes designing content based on learning outcomes and learner needs.
The document discusses the importance of entrepreneurship education. It defines entrepreneurship and entrepreneurs, noting that entrepreneurs create jobs, innovate, and create change through new businesses and ideas. Entrepreneurship education teaches valuable life skills, enhances creativity, develops problem-solving abilities, boosts leadership skills, and prepares students for an uncertain future. The overall goal is to nurture young minds and equip students with skills to succeed in their personal and professional lives.
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1. DIGITAL TEXTS & E-
CONTENT
DR SAJEENA S
POST-DOCTORAL RESEARCH FELLOW (ICSSR)
SPS, MG UNIVERSITY, KOTTAYAM
2. • Digital textbooks, originally known as electronic books (e-books), are
defined as the digitalized forms of printed textbooks, which can be read, seen
and listened through wired or wireless networks.
• There are three types in which digital textbooks exist as follows:
• The first type may be defined as the simply scanned pictures of the print
version of the book.
• Secondly, the digital textbook may be considered as a digital book with some
kind of additional functionality like interactivity, term searching, and links to
more information and related web sites.
• The last type may be a digital offering from a publisher that may not
reassemble a book at all.
3. • A key element of the revolution in education is the emphasis on
interactive, exploratory, and collaborative learning activities.
• Many of these activities will be implemented using tablet devices
that are connected, through the cloud, to the systems and devices
used by other students, teachers, parents, content publishers, and
educational institutions.
• Digital textbooks can support richer learning content with a
combination of various learning materials, including not only
textbooks, reference books, workbooks, dictionaries, and
hyperlinks, but also multimedia content, such as audio, 3D
graphics, animations, video, and virtual and augmented reality.
4. • Creating Digital Textbooks
• Step 1: Select the Layout Template
• The layout of a digital textbook depends on the grade for which it is being
made and the subject of the eBook.
• The first thing need to determine about the type of eBook do you want to
create? Is it going to be text heavy with images used sparingly? Or is it going
to contain a lot of diagrams and charts? Based on this, you can decide which
layout you should go for- fixed or reflowable.
5. • Also, here you can decide upon other aesthetics of your
digital textbook. The font style, font size, color, page border,
etc. With an eBook creation software, all this can be done in
a very efficient and simple manner.
• It’s as easy as drag and drop. At the click of a button, you
will have your layout ready. eBook creation software has a
lot of inbuilt templates which you can choose from, and
which you can tweak as per your liking.
6. • Step 2: Select the Cover Image
• The cover image is always crucial as it’s the first thing that attracts the
reader to a book. Even in the case of educational books, you need to give
importance to the cover image as there are many other digital textbooks
available on the eStore for students to browse through.
• Make the cover image relevant and interesting. You can either upload a
design of your own choice or go for an existing template, if available.
• To compete with the big publishers, you need to make a feature-rich digital
textbook that covers all the relevant topics that a student requires. Cover
image/thumbnail image is just something that gives out the first impression
of your eBook. Ensure that the thumbnail image is clear enough to be seen
on a small screen device.
7. • Step 3: Add Content and Interactivity
• You can either add a PDF or doc file to the software, which will then be
converted to an ePUB file. Or you can start writing directly on the eBook
creation software, whichever suits you.
• A lot of the digital book creation platforms have the authoring feature
which allows the user to write content directly on the software and then
enhance it further. Once the ePUB file is ready, you can now start
enriching the digital textbook.
8. • Step 4: Add Table of Contents
• And finally, once everything is done, you create the table of contents. This is
to be done last. In digital textbook creation process, the TOC is automatically
created with all the topics corresponding to the correct page numbers. Once it
is created, ensure that it links to the right pages.
9. • Step 5: Publish
• After ensuring that everything’s in place, hit publish. Your digital
textbook is now ready to be distributed.
• The licensing and distribution bit is taken care of in this stage.
• It’s up to the publisher and educational institute whether they
want to create a group license or an individual license.
10. • While you’re creating the digital textbooks, you also need to plan on how to
make the digital eBooks available to the students. Publishers are adopting
various means to make profitable deals out of digital textbook sales. They are
not only selling books on eStores, but are also renting out eBooks on
subscription basis.
• But the first thing you require to create digital textbooks is an eBook creation
platform. Selecting the right eBook creation platform is extremely important as
without the right platform you might not be able to create a book that you
intended for. Here are a few things to consider before selecting an eBook
creation software.
11. Ensure that it has an easy-to-use interface
Check whether the software accepts different input formats
The software must ensure secure creation and delivery of content
• The software must be compatible with multiple operating
platforms
• Check the types and formats of interactive elements that the tool
supports
12. • With the help of eBook creation software tools and packages, it
has become very easy for educational publishers to create and
publish eBooks. Although the print book sales are dwindling,
eBook is a safe investment as people are evidently going for a
digital future.
• With smartphones and tablets becoming almost a necessity, it is
convenient to leverage these mediums to create and deliver
interactive eBooks for students. Using digital textbooks will help
publishers to create cost-effective eBooks and sell them to
students at an affordable price; while students get access to
quality learning materials, complete with interactivities and
engaging content, providing them a better learning experience.
•
13. • E-Learning Approaches
• There are two general approaches in e-learning.
• The self-paced and facilitated/instructor-led.
• E-Content is any form of learning material available digitally which a learner
access or interacts with so as to achieve related learning outcomes.
• E-Content is becoming popular because it allows flexibility in terms of time,
place and pace of learning. A resource rich environment is necessary for
teaching and learning to be effective.
14.
15. • Process of developing e-Content
• E-Content design and development depends upon the nature of the content and
its target learners.
• It will also depend on the quality and complexity of the learning to be
achieved.
• Instructional design is the practice of creating instructional experiences that
make the acquisition of knowledge and skill more efficient, effective and
appealing.
• The process broadly consists of determining the current status of learners’
understanding, defining the end goal of the instructional material and creating
some ‘intervention’ to assist the transaction.
•
16. • This systematic approach provides a step by step process for the analysis of the
learners’ needs, the design and development of the material.
• There are various instructional design models available. Most of the models
involve the process of analysing the learners’ needs and goals of the instructional
material development, development of a delivery system and content, pilot study
of the material developed, implementation, evaluation, refinement of the materials
etc.
• In designing and developing the e-content, a suitable instructional design
approach based on our requirements can be adopted. One of the most generic,
common and popular approaches for instructional design is ADDIE.
17. • Phases of e-content development
• In e-content development aspects consists of six phases viz., Analysis, Design,
Development, Testing, Implementation and Evaluation.
• The Analysis Phase: It is the most important as it identifies areas in our current
situation. This phase’s accountability is considered by the views of subject
experts, target audiences, objectives and its goals. In this phase, we must know
the audience, and their skill, budget of the e-content, delivery methods and its
constraints with due dates.
18. • The Design Phase: It involves the complete design of the
learning solution.
• It helps to plan of an e-content preparation.
• In this phase, we must know the planning, use of relevant
software; required skills; creative and innovative interactions of
subject contents like texts, pictures, videos and suitable
animations.
19. • The Development Phase: It concerns the actual production of the e-content
design. It helps to create the e-content by mixing of texts, audio, video,
animations, references, blogs, links, and MCQs (multiple choice questions)
with some programming specifications like home, exit, next etc.
• The Testing phase: It helps to administer the e-content in the actual educational
field. In this phase, we must test the spelling mistakes, content errors, clarity
of pictures, relevant videos, appropriate audios, timing of animations, and
hyperlinks.
20. • The Implementation Phase: It helps to administer the e-content to the target
audience. This phase explains how to install and how to use it and their
difficulties experienced while using e-content. It checks the product accuracy
and quality maintenance.
• The Evaluation Phase: It helps to satisfy the e-content and its effectiveness.
This phase considers feedback from both learners and instructors. After the
feedback reactions, the e-content is designed again as post-production for
effective delivery of e-content.
21. • Four Quadrant Approach in E-content Development
• Quadrant-I (e-Text): Content Writer is expected to write detailed write-up on
the topic of module as per content structure. The textual description should
also be enriched with multimedia supplements, wherever applicable.
Multimedia supplements may include images, animations, graphics, video or
audio clips, line drawings, hand drawings whichever applicable/possible. For
each topic or subtopic, Content Writer should use examples to explain the
module, if required.
22. • Quadrant-I (e-Text): Text should consist of at least 8 pages or minimum 3000 words with
detailed write-up on the topic of module in the .rtf/.doc/.odt format.
• The number of words/pages must be sufficient to make the narrative of the topic clear
such that independent learning is also possible.
• Language should be very simple.
• Topic should be presented in systematic and logical manner.
• The module must consist of the following elements:
Self-check exercises
Examples & Applications from day to day life, if applicable
Illustrations (Images, Maps, Graphics (2D & 3D)
Appropriate URLs wherever required
Latest Developments and Trends
Summary
23. • Quadrant-II (Self-Learning): In this quadrant, Content Writer is
expected to provide video tutorial which will explain the topic of the
module. The tutorial may also include Multimedia, Animation,
Documentary, Simulation, Virtual Lab, etc.
24. Quadrant-II (Self-Learning - Audio/Video) Content delivery through Video to
explain the topic is an essential component (self-learning) of each module of the
e-Content.
• It may include Multimedia, Animation, Documentary, Simulation, Virtual Lab,
etc as may be appropriate.
• The Video must not be like a spoken tutorial (audio narration / voice-over of
text mention in presentation slides).
• A clear visual description as well as text is required. Training demonstration,
illustration of examples, case study, documentary, etc should be added
wherever applicable / possible. It is possible that a content writer / domain
expert is not fully acquainted with art of creating multimedia / graphics.
• In such cases, content writer should describe his / her multimedia requirement
using a story board. The duration of Video should be 30 Minutes.
25. • Quadrant-III (Learn More / Source for Further reading / Web
Resources): This quadrant contains supplementary material of the
topic of the module in different forms like other related reading
materials, source of further reading (such as books, articles etc.)
and links to websites dealing with the topic etc.
26. • Quadrant-III - (Learn More / Web Resources / Supplementary Materials):
Learn more quadrant is about the supplementary material of respective
modules in different forms.
• These may be in the form of:
Books, articles, research papers, journals, case studies etc.
Links to web sites giving additional readings, Wikipedia, blogs, open source
content etc.
Glossary.
27. • Quadrant-IV (Self- Assessment /Evaluation): Content Writer should
provide minimum 10-15 questions for each module in Multiple
Choice Questions with Answer or True & False Statements. Make
necessary changes and enhancement in the content as suggested by
the reviewer.
28. • An e-content module has following elements:
• Home
• a. Subject Code
• b. Subject name
• c. Title
• d. Objectives
• e. Introduction
• f. Concepts/Principles
• g. Number of Short Learning Objectives
• h. Practical Objectives
29. • Short Learning Objectives (SLO)
• These are a new way of thinking about learning content. They are much
smaller units of learning, typically ranging from two to three minutes. SLO
may be a description about an item, a concept, an equipment, a property,
characteristic feature, process, form, definition, activity, reaction, plan, cause
and effect relations, causative factors of events, results of events, applications
of phenomena or processes, explanation of components in a subject of
learning.
30. • Content Development
I. Storyboard:
1. The storyboard should be based on the Curriculum Specification of the related subject and should use the mapping,
content script etc.
2. The storyboard should conform to the Instructional Design Standards.
3. Layout a) The screen layout should portray the courseware to be developed.
• b) The storyboard should include:
• i. Title and version as the header
• ii. Page number as the footer
• iii. Category / illustrations
• iv. Voice over Script.
• v. Text Script
• vi. Descriptions of media objects
31. II. Instructional Design
1. Each lesson should be matched to one or more learning outcomes in the Curriculum
Specifications.
2. The introduction section should give a short overview of the lesson and acts as a set
induction to motivate the learners to the lesson.
3. The Content / Concept / Skill Learning section should be based on learning theories that
will enable learners to master the concept. Explanations should be kept to the minimum;
however, should more information be required an option should be made available.
Activities that elicit responses from learners should be used as much as possible to engage
them to learn. In this respect, the approach should always be that learner should be guided
to discover or construct the concept or skill.
32. 4. The Practice / Activity section should contain guided exercises. These exercises
should elicit responses from learner as much as possible and not merely show
animated explanation.
5. The Test / Evaluation section should have the following features:
• a) It should contain a variety of question types, including but not limited to
multiple choice, matching, drag and drop or fill in the working / answers.
• b) The questions should be chosen randomly generated by the system.
• c) Templates for worded questions should not be reused.
33. • III. Audio Standards: There are three types of audios - Narration or Voice-Over
(VO), Music/Speech (M) and Sound Effects (SFX). Specify the types of audio to be
used. Specify the kinds of music and sound effects required. If voice over is to be
used, prepare the script of the voice and write it on the module. It may be noted that
the chunk text would be delivered as audio object. Volume, tone and pitch of audio
should be consistent and clear though-out the learning object.
Voice over should be synchronized with text, video, animation or graphic.
Voice Over used must be appropriate according to gender and age of the character
portrayed.
The voice talent used should be appropriate to the characters appear in the learning
34. Pronunciation must be correct and intonation must be clear and with neutral ethnic accent.
Language used should be linguistically correct, relevant to the subject and appropriate for
the target group.
Background music used should adhere to the copy right act.
Sound effects should be relevant to the content.
No overlapping of the audio.
Short sentences should be used wherever possible and appropriate.
The voice-over should tell only what is relevant.
Short and simple audio script should be used.
35. IV.Video Standards
• A brief description of the video content is to be included.
V. Image/Graphics (2D & 3D) Standards
• The Content Writer may provide a hand drawn image or a reference to an
image available publicly on the web that needs to be modified. Otherwise
he/she may also give a brief description of the image to be developed.
36. Graphics should be logical and not contradictory to real life situations.
(Example: showing shadow of an object).
Graphics should enhance and support learning.
Graphics or animation can be used to highlight key information.
Bias or stereotypes in graphics or animations (gender, ethnicity, religion, etc.)
must be avoided.
Lines in diagrams / graphics should be straight, neat and the choice of
thickness should be suitable to the graphic.
Diagrams should be in proportion to actual size.
37. VI. Labels: a) All diagrams should be neatly labeled. b) Dashed lines, when used, should begin
and end with a dash that intersects with the relevant points.
VII. Animation - 2D & 3D Standards Explain the nature and purpose of animation in the module
with specific movements (fade in, fade out; zoom in, zoom out, etc.) of different elements or
flow charts describing the process.
Animations used should be rendered as smooth as possible.
Blinking texts: Colour of the blinks should be contrasting.
Animation should be related to content and must be accurate.
Animation should be used with purpose to support and enhance learning.
38. VIII. Simulation
• Simulation is the imitation of the operation of a real-world process or system over time.
• The act of simulating first requires that a model be developed that represents the key
characteristics or behaviours of the selected physical or abstract system or process.
• The model represents the system itself, whereas the simulation represents the operation of the
system over time.
• Good simulations provide the maximum level of interactivity as they allow the user to explore
a concept, process, relationship, etc. by changing input parameters and watching the outcome
in a graphical representation.
• A computer simulation is an attempt to model a real-life or hypothetical situation on a
computer so that it can be studied to see how the system works
39. IX. Display Standards
In designing colours for the display, there should be a contrast between the foreground and
the background.
Text Display: Fonts: a) Colours used for text should be prominently visible against the
background of the screen. b) Consistent text size should be maintained throughout.
Presentation: a) Text should be positioned accordingly. The amount of text on screen
should be optimized to avoid clutter. b) Blocks of information should be separated by
sufficient space. c) Use margins, alignment, and spacing to emphasise important points. d)
A pop-up screen containing explanations/calculations should only appear on demand basis
to avoid cluttering on screen e) Highlighting effects should be used sparingly/occasionally
to maintain emphasis.
40. REFERENCES
• Anurag Saxena. (2011). Pedagogical Designs for Generation of Contents for the Community, Community
Development Theme, Indira Gandhi National Open University publications, New Delhi. p.1-3.
• Junco, R. & Clem, C. (2015) ‘Predicting course outcomes with digital textbook usage data’, The Internet
and Higher Education, vol. 27, pp. 54–63.
• Van Horne, S., Russell, J.-E. & Schuh, K. L. (2016) ‘The adoption of mark-up tools in an interactive e-
textbook reader’, Educational Technology Research and Development, vol. 64, no. 3, pp. 407–433.
• Warschauer, M. (2015) ‘From computers and the web to mobile devices and e-texts: the transition to
digital reading continues’, in Reading at a Crossroads: Disjunctures and Continuities in Current
Conceptions and Practices, eds R. Spiro et al., Routledge, New York.
• Weisberg, M. (2011) ‘Student attitudes and behaviors towards digital textbooks’, Publishing Research
Quarterly, vol. 27, pp. 188–196.