Distance tehcnologies
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Distance technology has boomed with the global pandemic increasing the need for online and remote learning. While distance technology provides greater flexibility for students to learn on their own, educators worry that students may prefer this type of learning over in-person interactions. Distance technology allows for various media like telephones, slideshare presentations, and early forms of live video broadcasting to facilitate communication and learning between instructors and students as well as peer-to-peer interactions. Assessment of student mastery in distance courses considers intellectual skills demonstrated through multiple opportunities and observation of psychomotor skill performance.
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Paper187 critical success factor and effective pedagogy for e learning
This document discusses critical success factors and effective pedagogy for e-learning. It begins by introducing e-learning and noting that there are several factors to consider when developing e-learning courses. It then reviews literature on e-learning and discusses objectives of studying critical success factors and effective pedagogy. The document outlines some critical success factors for e-learning acceptance by students and effective pedagogy planning processes. It concludes that while e-learning shows potential, more research is needed on effective e-learning programs.
Smart school in Malaysia
The document discusses the concept of a Smart School in Malaysia. A Smart School aims to prepare students for the Information Age through reconstructing teaching and learning processes and school management. It utilizes information and communication technologies (ICT) to provide a broad, student-centered curriculum and ongoing assessment. Key components include using technology to support teaching of curriculum, pedagogy, and assessment. ICT is used as a tool to facilitate experimental and collaborative learning. The Malaysian Smart School initiative implemented the program in phases from 1999-2020 to transform education through digital technologies.
Slide presentation 2
The document discusses the concept of a Smart School in Malaysia. A Smart School aims to prepare students for the Information Age through reconstructing teaching and learning processes and school management systematically. It has qualities like high expectations for all students, a broad curriculum, a conducive learning environment, ongoing assessment, strong teachers and principal, and high parent/community involvement. Key components include technology-enabled teaching and learning processes focused on curriculum, pedagogy, assessment and materials. ICT is used as an enabler in teaching and learning through educational resources, facilitating group work, experimental learning, distance learning, information gathering and electronic assessment. The Smart School initiative was implemented in Malaysia in 4 waves from 1999-2020.
Technology visit 22nd jan 2014
The document discusses Pheasey Park Farm Primary School's technology-based approach to school improvement. Key points include:
- The school is located in Walsall, UK and had over 700 pupils and staff of 40 teachers and 20 support staff. It aimed to improve from "Requires Improvement" to "Outstanding" through technology.
- The school created a vision for technology-enhanced learning, with priorities like improving teaching/learning with ICT, developing a digital workforce, and engaging learners.
- It established a SMART Collaborative Classroom for new learning scenarios like collaborative projects using interactive displays. Staff also received training to enhance teaching with technology.
- Student voice was considered to provide
WeLMS intro brochure-EN
This document discusses the benefits of a unified learning management platform for digital transformation in education. It argues that a centralized platform can more equitably distribute resources, reduce costs through economies of scale, facilitate management and data sharing, utilize existing infrastructure, and foster knowledge transfer and new teaching styles. The proposed platform would consolidate educational resources, drive digital transformation above just implementing individual ICT projects, and support personalized and interactive learning. Metrics from the platform could provide insights to instructors on student engagement and mastery. An agile, customizable platform combined with professional services and training could help accelerate organizations' adoption of digital education strategies.
Strategies and Integrational Pedagogy for Instructional Technology
This document discusses various strategies for integrating instructional technology. It begins by distinguishing between using technology versus integrating it. Technology integration is planned and purposeful, supports learning objectives, and facilitates collaboration. The document then covers several models for conceptualizing levels of technology integration, including the SAMR model and the TPACK framework. It provides considerations for integrating technology based on content, students, instructors, institutions, and specific technologies. Overall, the document provides an overview of key strategies and frameworks for meaningfully integrating technology to support learning objectives.
Instructional materials & ict
The document discusses the role and potential of instructional technologies and ICT in education. It outlines several dilemmas and realities in effectively integrating ICT. The key potentials of ICT include expanding access to education, increasing efficiency, enhancing the quality of learning and teaching, facilitating skill formation, and improving planning and management. Realizing this potential requires addressing prerequisites like infrastructure, content, personnel training, and financial resources. The document concludes that ICT can make education more effective and responsive when properly integrated, though we must not lose sight of learning itself in marveling over the technologies.
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Instructional strategies for technology integration
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Definitions, history, and theories of distance education powerpoint
Distance education has evolved over time, beginning with correspondence learning in the 1840s. By the 1890s, universities offered hundreds of distance courses through correspondence. In the 1920s, educational radio stations and television courses in the 1950s expanded access to distance education. Theories of distance education include those focused on learner independence, industrializing teaching, and communication/interaction among learners and instructors. Distance education aims to increase access to education by allowing people to learn while living their lives.
Foundations of distance education
Distance learning, also called distance education, e-learning, or web-based learning, involves the separation of teachers and students during instruction and the use of technology to facilitate communication. It has traditionally focused on non-traditional students but is now a major part of education with growing enrollment numbers. For example, in the U.S. over 5.6 million college students took at least one online course in 2009, a significant increase from 1.6 million in 2002. Pioneers in the field include the University of Phoenix, which was one of the first to utilize distance learning technologies and now has over 400,000 enrolled students, showing the increasing role of distance education.
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The document discusses several legal issues related to emerging technologies. It covers privacy issues like security vulnerabilities that can allow hackers access. It also discusses how new technologies like smart devices can spread malware throughout connected systems. The document also examines patent issues, noting that while some countries prohibit software patents, others allow them, but most place limits. It provides examples of how different countries like the US and Europe regulate patents.
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Chapter 10 (11 in my book)
The document discusses the process of formative evaluation of instructional materials and instructor-led instruction. It describes conducting evaluations in three phases - one-to-one, small group, and field trial - to identify issues, improve the instruction, and determine effectiveness. The goal is to evaluate and revise materials based on learner performance and feedback before full implementation, in order to ensure the instruction is clear, impactful and feasible for its intended audience. Specialists may provide input during development, and the evaluations involve collecting various data on learner comprehension, reactions, and skill demonstration.
Chapter 10
The document discusses several key points about instructional design and materials development:
1) It emphasizes that the design of instruction, not the delivery medium, most impacts student learning and attitudes.
2) New technologies continue to change best practices, and research in this area is ongoing.
3) Instructional materials include content for students to achieve objectives, assessments, and course management information like an instructor's manual.
4) Existing materials should be evaluated for fit with objectives and learners before being adapted or replaced.
Instructional Strategy
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Distance tehcnologies
- 2. BACKGROUND • Distance Learning and Online Instructions focuses on distance learning and telecommunications that includes the history, research, technology, uses, policy issues, and applications of distance learning within educational, business, and health related settings
- 3. • Distance education is now at the forefront of our society. • The global pandemic has created a boom in the need for distance technology
- 4. • Although there are mainly positive outlooks on distance technology and education, there are some cause for concern too. • Educators worry students will begin to prefer this type of learning over person to person.
- 5. • Slide share allows learners to communicate easily as well. The instructor can provide feedback while peer learning can occur when students interact using the platform.
- 6. • Media is frequent in distance technology as well. Simple things we use every day like telephones and telegrams are considered distance technology.
- 7. TEST ITEM CRITERIA • Goal-Centered-test items measure exact behavior in objective • Learner-Centered-suited to characteristics and needs of learners • Context-Centered-transfer of knowledge and skills from learning to performance environment • Assessment-Centered-producing clear, organized questions; all necessary information given
- 8. MASTERY CRITERIA • To assess: • Intellectual skills- three or more opportunities to demonstrate skill • Psychomotor skills-ask student to perform the skill
- 9. • Live video first became popular in the 1950s and is most known for being known as broadcasting, These were considered one of the first forms of television.
- 10. While classroom learning offers a more hands on experience, distance technology allows students to learn in their own way with their own interpretation of the material.