This document discusses strategies for making e-learning more effective and disruptive. It suggests that e-learning has not fully replaced traditional education and proposes ideas to disrupt traditional pedagogies, including shifting from learning management systems to digital repositories, focusing on learning activities rather than content, and supporting interaction over information delivery. It also advocates assessing learning journeys rather than just end products.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
This document provides an overview of blended learning, including definitions, models, benefits and challenges. It defines blended learning as combining face-to-face instruction with online and mobile learning to provide flexible educational experiences. Case studies from Victorian schools demonstrate blended learning approaches incorporating tools like Skype, blogs, cameras and online content. Research shows benefits for learning outcomes, student engagement and addressing disadvantage when online activities supplement traditional teaching. Effective implementation requires consideration of pedagogy, teacher support and technological challenges to realize strategic advantages for education.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
The document summarizes a study on reducing energy consumption in New Zealand through the use of an educational wiki project. Students in a class of 29 worked on developing a wiki to discuss New Zealand's energy issues and propose innovative solutions. The aims of the project were to improve the students' information literacy skills and demonstrate key competencies outlined in the New Zealand curriculum. The wiki project allowed students to learn collaboratively while developing important 21st century skills needed to address complex issues like energy consumption.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
1) The document discusses the incorporation of information and communication technologies (ICTs) into task-based language learning.
2) It notes that technologies should be used to radically change teaching practices, not just as replacements for traditional tools, and that teachers must rethink how technologies can positively intervene in their syllabus design.
3) Interviews found that while teachers see benefits of technologies like making their jobs easier, they mainly discuss student "fun" rather than educational benefits; more focus is needed on collaborative and creative uses of technologies.
Learning in the 21st Century: Taking it Mobile!Blackboard
This deck was presented by Julie Evans, CEO of Project Tomorrow. It outlines key findings from the Speak Up 2009 trends report and from interviews with innovative educators who are leveraging mobile devices for learning. Stories from these cutting-edge education leaders illustrate emerging trends, implementation considerations and strategies for launching mobile learning initiatives.
The document discusses the ongoing challenges of integrating technology meaningfully in K-12 classrooms. It outlines that while technology has changed how classrooms operate, teachers often struggle to use technology in ways that enhance learning. One of the biggest inhibitors is lack of time for teachers to learn technology and how to apply it to their curriculum. The document proposes using curriculum mapping to help teachers better understand what students need to learn, which could then help teachers integrate technology as a tool to support student inquiry and engagement.
This document provides an overview of blended learning, including definitions, models, benefits and challenges. It defines blended learning as combining face-to-face instruction with online and mobile learning to provide flexible educational experiences. Case studies from Victorian schools demonstrate blended learning approaches incorporating tools like Skype, blogs, cameras and online content. Research shows benefits for learning outcomes, student engagement and addressing disadvantage when online activities supplement traditional teaching. Effective implementation requires consideration of pedagogy, teacher support and technological challenges to realize strategic advantages for education.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
The document summarizes a study on reducing energy consumption in New Zealand through the use of an educational wiki project. Students in a class of 29 worked on developing a wiki to discuss New Zealand's energy issues and propose innovative solutions. The aims of the project were to improve the students' information literacy skills and demonstrate key competencies outlined in the New Zealand curriculum. The wiki project allowed students to learn collaboratively while developing important 21st century skills needed to address complex issues like energy consumption.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
1) The document discusses the incorporation of information and communication technologies (ICTs) into task-based language learning.
2) It notes that technologies should be used to radically change teaching practices, not just as replacements for traditional tools, and that teachers must rethink how technologies can positively intervene in their syllabus design.
3) Interviews found that while teachers see benefits of technologies like making their jobs easier, they mainly discuss student "fun" rather than educational benefits; more focus is needed on collaborative and creative uses of technologies.
Learning in the 21st Century: Taking it Mobile!Blackboard
This deck was presented by Julie Evans, CEO of Project Tomorrow. It outlines key findings from the Speak Up 2009 trends report and from interviews with innovative educators who are leveraging mobile devices for learning. Stories from these cutting-edge education leaders illustrate emerging trends, implementation considerations and strategies for launching mobile learning initiatives.
Design of a standardized tool to integrate learning scenarios in mobile learn...Mª Luz Guenaga Gómez
This document outlines a project to integrate mobile learning experiences into university courses. It aims to make the work of teachers easier by developing a conceptual framework and standardized digital learning scenarios that incorporate mobile devices. The project will define scenarios based on competency-based learning and five categories of teaching activity. An experimental phase will assess the impact on student motivation and results, and teacher preparation efforts. The goal is to standardize high-quality mobile learning experiences across different competencies and conclude by expanding the framework to all university competencies.
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
The document discusses educational technology and its role in education. It defines educational technology as the effective use of technological tools in learning, including media, machines, and networking hardware. The document also discusses how information technology allows for access to learning resources anytime and anywhere, collaborative learning, and teaching subjects in interesting multimedia ways. Finally, the document discusses how the student learned that educational technology helps students understand and absorb lessons, and how as a future teacher, they can use technology as an effective teaching tool.
The document outlines UNESCO's policy guidelines for mobile learning. It begins by defining mobile learning as involving the use of mobile technology, either alone or in combination with other ICT, to enable learning anytime and anywhere. It then discusses some of the unique benefits of mobile learning, including expanding access to education, facilitating personalized learning, providing immediate feedback and assessment, enabling anytime/anywhere learning, and improving communication and administration. The document concludes by providing 10 policy guidelines for mobile learning that focus on areas such as developing policies, training teachers, creating educational content, ensuring gender equality, expanding connectivity, and promoting safe and responsible use of mobile technologies.
Digital natives are defined as individuals born after widespread adoption of digital technology who are fluent in the digital language. Today's students have grown up surrounded by computers, video games, and the internet and have spent more time engaged with digital media than reading. This has implications for how teachers should integrate technology into their lessons to actively engage digital native students. Policymakers also need to develop technology standards and assessments that measure 21st century skills like problem solving and collaboration using technology. When used properly, technology integration can enhance student learning, provide equitable access to knowledge, and support a variety of learning styles through tools like videos and online discussions.
The document discusses the differences between technology use and integration in classrooms. While some see technology as a hindrance, others believe it can improve learning when used effectively. Critics argue that schools cannot afford technology and that it takes away from classroom time, though some studies show it can boost grades when integrated into lessons in a meaningful way. The document ultimately argues that technology skills are important for students' futures and that schools should teach students to use technology productively.
The document discusses mobile learning and educational apps. It provides research on the benefits of mobile learning, such as increased student engagement, motivation, and literacy. Mobile devices can enhance learning in core subjects and support collaboration. The document also shares examples of mobile learning projects and reviews of educational apps. It emphasizes that curriculum should drive the use of technology and provides tips for developing an effective implementation strategy for mobile devices in schools.
The document discusses trends and challenges in higher education in a digital age. Some key points:
- Digital technologies will dominate communication and information, which will be globally accessible through personal networks. Competition for middle-class jobs will intensify.
- The assumptions that knowledge work will be highly rewarded and concentrated among global elites, and that UK graduates will be competitively placed, are troubled by trends like offshoring and increasing supply of graduates globally.
- Students face challenges in fitting flexible learning around other responsibilities, staying motivated without consistent support systems, and developing digital and information literacy skills.
- Institutions must transform curricula through open educational resources and practices, collaborative online learning communities, and ensuring students
Toys to Tools: Connecting Student Cell Phones to Education
Liz Kolb
http://joaojosefonseca1.blogspot.com/
Joao Jose Saraiva da Fonseca
Educacao a distancia
The document summarizes a case study conducted at the North Routt Community Charter School in Colorado. The school has integrated technology into its Expeditionary Learning curriculum with limited resources. Key findings include: 1) Teachers utilized available iPads and laptops for research, presentations, and literacy support despite lacking resources like SMART Boards. 2) Lack of technology training for teachers posed challenges but teachers remained determined to enhance learning. 3) Available technology appeared a natural fit for the school's emphasis on student-centered, self-guided learning.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Passey & Zozimo 2014, MLEARN Research Report WP5, European CommissionJoana Zozimo
The document provides a summary of the findings from a training needs analysis conducted with teachers, trainers and partners across 4 countries involved in the MLEARN project. The analysis found that:
1) Teachers reported using digital technologies like PCs and laptops for teaching, but less so handheld devices. Benefits of handhelds cited were engagement and course management. Barriers identified were technological issues.
2) Partners and trainers reported using interactive whiteboards and laptops more than teachers. They requested support on issues, technology and pedagogy. Benefits cited included mobility and special needs support.
3) Responses from Italy indicated higher prior use of handhelds than average. Issues identified included
This document summarizes a discussion session hosted by Cengage Learning at TED2011 about the future of education and technology. It explores how technology is changing learning behaviors and preferences of today's students. While technology can improve engagement if used thoughtfully, content remains essential. Looking ahead, educational technologies that are most effective will be personalized, interactive, social, and keep content timely. Challenges include adoption rates, searchability, and ensuring the human element remains.
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
This document discusses mobile learning (m-learning), which is defined as learning across contexts through social interaction and content engagement using personal electronic devices. It covers the background of m-learning, different approaches like classroom and blended learning, challenges including technical issues and assessing learning outside the classroom, and technologies that support m-learning like smartphones and e-books. The key benefits of m-learning are improved accessibility, collaboration, and providing learning opportunities outside traditional settings.
The Teacher Use of ET for Motivating English Majors in EFL Speaking Class at ...Tuấn Phan Đình
This document is an assignment cover sheet and paper for a case study on the use of educational technology (ET) to motivate English majors in EFL speaking classes at Bentre College in Vietnam. The paper includes an abstract, introduction discussing education reforms in Vietnam and the role of ET, literature review on definitions of ET and its impacts on EFL teaching and learning. It also describes the methodology used, which involves classroom observations, surveys, and interviews. Results and discussion are presented on student attitudes, effectiveness of ET tools, and challenges of ET. The conclusion suggests ET has benefits but also challenges for EFL learners and teachers.
This document discusses strategies for effectively using interactive whiteboards in K-12 classrooms. It notes that while interactive whiteboards have been implemented in many classrooms, teachers often receive little training on how to use them beyond basic functions. The document reviews research showing interactive whiteboards can improve standardized test scores when used with strong teaching strategies that make lessons more student-centered rather than teacher-centered. It aims to provide teachers with a handbook of strategies for adapting existing lessons to make full use of interactive whiteboards' interactive capabilities in order to improve student understanding.
This article discusses how multimedia technology is revolutionizing education by allowing interactive learning from anywhere. It enables presenting content through various media like audio, video and graphics to engage different learning styles. Distance learning is becoming more effective through tools like CD-ROMs, online databases and networks. While some miss the human element of traditional classrooms, multimedia enhances the educational experience for online students. Future developments will continue transforming teaching and learning, with education becoming an integrated, omnipresent activity through ubiquitous technology.
This document proposes 10 innovations in teaching, learning, and assessment:
1. Massive open social learning aims to engage thousands of learners in online discussions and projects to build shared knowledge.
2. Learning design informed by analytics uses data on learner activities to evaluate and improve course design in an iterative process.
3. Flipped classroom moves direct instruction outside the classroom, using class time for activities that develop critical thinking skills.
4. Bring your own devices changes the relationship between students and teachers as students bring their own technologies and learning networks to school.
5. Learning to learn teaches students to become effective, self-determined learners who can manage their own learning processes and reflect on how to improve.
The document provides an analysis of the B2B e-commerce opportunities for Noisypool.com. It defines B2B commerce, outlines strengths, weaknesses, opportunities and threats in a SWOT analysis, and discusses partnering with pool supply stores, builders, pump manufacturers and international wholesalers to expand their B2B supply chain.
This document discusses various aspects of temporal vision:
1) Temporal vision refers to time-related changes in vision and the analysis of luminance over time, such as detecting flickering lights.
2) Temporal stimuli are often modulated sinusoidally over time, varying in depth of modulation and temporal frequency. Higher modulation causes flickering while lower frequencies appear steady.
3) The critical flicker fusion frequency (CFF) is the highest rate at which a flickering light appears fused rather than flickering and depends on factors like luminance.
4) Temporal modulation transfer functions (TMTF) describe sensitivity to modulation at different frequencies, showing band-pass characteristics with reduced sensitivity at very low and
Design of a standardized tool to integrate learning scenarios in mobile learn...Mª Luz Guenaga Gómez
This document outlines a project to integrate mobile learning experiences into university courses. It aims to make the work of teachers easier by developing a conceptual framework and standardized digital learning scenarios that incorporate mobile devices. The project will define scenarios based on competency-based learning and five categories of teaching activity. An experimental phase will assess the impact on student motivation and results, and teacher preparation efforts. The goal is to standardize high-quality mobile learning experiences across different competencies and conclude by expanding the framework to all university competencies.
This document provides an overview of mobile learning (mLearning) including definitions, benefits of learning with portable technologies, examples of mLearning projects, and issues to consider. It discusses delivering course content and activities to students on mobile devices anywhere and anytime. Projects demonstrated using text messages, audio/video push notifications, lecture podcasts, and location-based reminders. Key benefits included accessibility, review capabilities, and learning in context. Challenges involved content formats, navigation, and ensuring optional, transformative learning experiences.
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
The document discusses educational technology and its role in education. It defines educational technology as the effective use of technological tools in learning, including media, machines, and networking hardware. The document also discusses how information technology allows for access to learning resources anytime and anywhere, collaborative learning, and teaching subjects in interesting multimedia ways. Finally, the document discusses how the student learned that educational technology helps students understand and absorb lessons, and how as a future teacher, they can use technology as an effective teaching tool.
The document outlines UNESCO's policy guidelines for mobile learning. It begins by defining mobile learning as involving the use of mobile technology, either alone or in combination with other ICT, to enable learning anytime and anywhere. It then discusses some of the unique benefits of mobile learning, including expanding access to education, facilitating personalized learning, providing immediate feedback and assessment, enabling anytime/anywhere learning, and improving communication and administration. The document concludes by providing 10 policy guidelines for mobile learning that focus on areas such as developing policies, training teachers, creating educational content, ensuring gender equality, expanding connectivity, and promoting safe and responsible use of mobile technologies.
Digital natives are defined as individuals born after widespread adoption of digital technology who are fluent in the digital language. Today's students have grown up surrounded by computers, video games, and the internet and have spent more time engaged with digital media than reading. This has implications for how teachers should integrate technology into their lessons to actively engage digital native students. Policymakers also need to develop technology standards and assessments that measure 21st century skills like problem solving and collaboration using technology. When used properly, technology integration can enhance student learning, provide equitable access to knowledge, and support a variety of learning styles through tools like videos and online discussions.
The document discusses the differences between technology use and integration in classrooms. While some see technology as a hindrance, others believe it can improve learning when used effectively. Critics argue that schools cannot afford technology and that it takes away from classroom time, though some studies show it can boost grades when integrated into lessons in a meaningful way. The document ultimately argues that technology skills are important for students' futures and that schools should teach students to use technology productively.
The document discusses mobile learning and educational apps. It provides research on the benefits of mobile learning, such as increased student engagement, motivation, and literacy. Mobile devices can enhance learning in core subjects and support collaboration. The document also shares examples of mobile learning projects and reviews of educational apps. It emphasizes that curriculum should drive the use of technology and provides tips for developing an effective implementation strategy for mobile devices in schools.
The document discusses trends and challenges in higher education in a digital age. Some key points:
- Digital technologies will dominate communication and information, which will be globally accessible through personal networks. Competition for middle-class jobs will intensify.
- The assumptions that knowledge work will be highly rewarded and concentrated among global elites, and that UK graduates will be competitively placed, are troubled by trends like offshoring and increasing supply of graduates globally.
- Students face challenges in fitting flexible learning around other responsibilities, staying motivated without consistent support systems, and developing digital and information literacy skills.
- Institutions must transform curricula through open educational resources and practices, collaborative online learning communities, and ensuring students
Toys to Tools: Connecting Student Cell Phones to Education
Liz Kolb
http://joaojosefonseca1.blogspot.com/
Joao Jose Saraiva da Fonseca
Educacao a distancia
The document summarizes a case study conducted at the North Routt Community Charter School in Colorado. The school has integrated technology into its Expeditionary Learning curriculum with limited resources. Key findings include: 1) Teachers utilized available iPads and laptops for research, presentations, and literacy support despite lacking resources like SMART Boards. 2) Lack of technology training for teachers posed challenges but teachers remained determined to enhance learning. 3) Available technology appeared a natural fit for the school's emphasis on student-centered, self-guided learning.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Passey & Zozimo 2014, MLEARN Research Report WP5, European CommissionJoana Zozimo
The document provides a summary of the findings from a training needs analysis conducted with teachers, trainers and partners across 4 countries involved in the MLEARN project. The analysis found that:
1) Teachers reported using digital technologies like PCs and laptops for teaching, but less so handheld devices. Benefits of handhelds cited were engagement and course management. Barriers identified were technological issues.
2) Partners and trainers reported using interactive whiteboards and laptops more than teachers. They requested support on issues, technology and pedagogy. Benefits cited included mobility and special needs support.
3) Responses from Italy indicated higher prior use of handhelds than average. Issues identified included
This document summarizes a discussion session hosted by Cengage Learning at TED2011 about the future of education and technology. It explores how technology is changing learning behaviors and preferences of today's students. While technology can improve engagement if used thoughtfully, content remains essential. Looking ahead, educational technologies that are most effective will be personalized, interactive, social, and keep content timely. Challenges include adoption rates, searchability, and ensuring the human element remains.
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
This document discusses mobile learning (m-learning), which is defined as learning across contexts through social interaction and content engagement using personal electronic devices. It covers the background of m-learning, different approaches like classroom and blended learning, challenges including technical issues and assessing learning outside the classroom, and technologies that support m-learning like smartphones and e-books. The key benefits of m-learning are improved accessibility, collaboration, and providing learning opportunities outside traditional settings.
The Teacher Use of ET for Motivating English Majors in EFL Speaking Class at ...Tuấn Phan Đình
This document is an assignment cover sheet and paper for a case study on the use of educational technology (ET) to motivate English majors in EFL speaking classes at Bentre College in Vietnam. The paper includes an abstract, introduction discussing education reforms in Vietnam and the role of ET, literature review on definitions of ET and its impacts on EFL teaching and learning. It also describes the methodology used, which involves classroom observations, surveys, and interviews. Results and discussion are presented on student attitudes, effectiveness of ET tools, and challenges of ET. The conclusion suggests ET has benefits but also challenges for EFL learners and teachers.
This document discusses strategies for effectively using interactive whiteboards in K-12 classrooms. It notes that while interactive whiteboards have been implemented in many classrooms, teachers often receive little training on how to use them beyond basic functions. The document reviews research showing interactive whiteboards can improve standardized test scores when used with strong teaching strategies that make lessons more student-centered rather than teacher-centered. It aims to provide teachers with a handbook of strategies for adapting existing lessons to make full use of interactive whiteboards' interactive capabilities in order to improve student understanding.
This article discusses how multimedia technology is revolutionizing education by allowing interactive learning from anywhere. It enables presenting content through various media like audio, video and graphics to engage different learning styles. Distance learning is becoming more effective through tools like CD-ROMs, online databases and networks. While some miss the human element of traditional classrooms, multimedia enhances the educational experience for online students. Future developments will continue transforming teaching and learning, with education becoming an integrated, omnipresent activity through ubiquitous technology.
This document proposes 10 innovations in teaching, learning, and assessment:
1. Massive open social learning aims to engage thousands of learners in online discussions and projects to build shared knowledge.
2. Learning design informed by analytics uses data on learner activities to evaluate and improve course design in an iterative process.
3. Flipped classroom moves direct instruction outside the classroom, using class time for activities that develop critical thinking skills.
4. Bring your own devices changes the relationship between students and teachers as students bring their own technologies and learning networks to school.
5. Learning to learn teaches students to become effective, self-determined learners who can manage their own learning processes and reflect on how to improve.
The document provides an analysis of the B2B e-commerce opportunities for Noisypool.com. It defines B2B commerce, outlines strengths, weaknesses, opportunities and threats in a SWOT analysis, and discusses partnering with pool supply stores, builders, pump manufacturers and international wholesalers to expand their B2B supply chain.
This document discusses various aspects of temporal vision:
1) Temporal vision refers to time-related changes in vision and the analysis of luminance over time, such as detecting flickering lights.
2) Temporal stimuli are often modulated sinusoidally over time, varying in depth of modulation and temporal frequency. Higher modulation causes flickering while lower frequencies appear steady.
3) The critical flicker fusion frequency (CFF) is the highest rate at which a flickering light appears fused rather than flickering and depends on factors like luminance.
4) Temporal modulation transfer functions (TMTF) describe sensitivity to modulation at different frequencies, showing band-pass characteristics with reduced sensitivity at very low and
This document describes 20 different visual symptoms and provides information on their definitions, etiologies, and relevant clinical presentations. The visual symptoms included blurred vision, double vision, vision loss, photopsia, hallucinations, floaters, colored halos, photophobia, glare discomfort, chromatopsia, heightened color perception, nyctalopia, hemeralopia, oscillopsia, color blindness, palinopsia, visual agnosia, ocular lateropulsion, pain in and around the eye, and headache. For each symptom, the document discusses possible medical causes, clinical features to note during history taking, and distinguishing characteristics.
This document discusses convergence insufficiency (CI), a binocular vision problem characterized by an inability to converge the eyes or sustain convergence. CI causes symptoms like headaches, eye strain, and blurred vision during close work. The document summarizes a clinical trial finding that office-based vision therapy is an effective treatment for CI, improving symptoms and convergence measures, while home exercises and placebo therapy were less effective. It encourages optometrists to screen for CI using tests like near point of convergence, recognize symptoms, and inform patients that vision therapy can effectively treat this common problem.
The vascular coat of the eye, also known as the uvea, lies between the fibrous outer coat and the nervous inner coat. It regulates light entry and nourishes the retina. The three components of the vascular coat are the iris, ciliary body, and choroid. The iris controls the size of the pupil and contains two muscles that allow for dilation and constriction. The ciliary body produces aqueous humor and allows for accommodation. The choroid contains many blood vessels that nourish the outer retina and absorb reflected light.
Age related macular degeneration from Optometrist Point of ViewAnis Suzanna Mohamad
Age-related macular degeneration (ARMD) is a degenerative eye disease that affects the macula and can cause vision loss, with risk factors including aging, smoking, and family history. It has early and late stages, with the late stage including dry ARMD characterized by retinal pigment epithelium and photoreceptor atrophy, and wet ARMD involving abnormal blood vessel growth beneath the retina. Treatment options depend on the stage and type of ARMD, with anti-VEGF injections and photodynamic therapy used for wet ARMD to prevent further vision loss.
The document describes a case of Duane's syndrome in a 10-year-old male patient. Clinical findings showed limitation of adduction and globe retraction of the left eye, consistent with Duane's syndrome type 2. Refraction found low myopia and astigmatism, causing reduced vision. The patient was prescribed glasses and referred to a hospital for further evaluation and possible surgery due to a marked alternating head posture. Duane's syndrome is a congenital eye movement disorder caused by abnormal innervation of the eye muscles.
This document provides information on different types of esotropia (convergent squint), including fully accommodative esotropia, convergence excess esotropia, near esotropia, distance esotropia, primary cyclic esotropia, primary constant esotropia, essential infantile esotropia, secondary esotropia, and consecutive esotropia. For each type, the document discusses etiology, investigations such as refraction and eye movement testing, and management approaches including glasses, occlusion, orthoptic exercises, surgery, and in some cases prism therapy. The goal of investigations is to accurately diagnose the type of esotropia and assess if binocular vision is
This document records the progress of a patient undergoing orthokeratology treatment over several visits. At the initial visit, the patient's vision and corneal topography were assessed. After being fitted with lenses, follow up visits evaluated vision, fitting, and topography. The topography initially showed a decentered pattern in the left eye, but after changing to flatter lenses, both eyes showed a centered treatment pattern. Orthokeratology uses rigid lenses to temporarily reshape the cornea and reduce refractive error by being worn overnight. Regular follow up assessments including topography are important to monitor treatment progress and address any fitting issues.
Binocular anomalies refer to disorders of binocular vision that include strabismus, amblyopia, and anomalies of vergence and accommodation. Some common binocular anomalies are esotropia, exotropia, vertical deviations, convergence insufficiency, and accommodative disorders. Causes can include refractive errors, ocular misalignment, neurological issues, or trauma. Symptoms may include diplopia, headaches, asthenopia, or blurred vision. Diagnosis involves assessing ocular alignment, binocular vision functions like stereopsis and suppression, and accommodative and vergence abilities. Treatment depends on the specific anomaly but may involve optical correction, vision therapy, or surgery.
National Ocular Biometry Course (NOBC) 2015 An echoslide presentation Anis Suzanna Mohamad
This powerpoint presentation is basically about ocular biometry. Echo presentation is one of the method to deliver infomation that obtain from the course we attend to other staff in our Ophthalmology Department.
Third nerve palsy is a condition that leads to impairment of motor function as the third cranial nerve innervates most eye muscles. It can be congenital or acquired through conditions like diabetes, hypertension, tumors or trauma. Acquired third nerve palsy often involves patients over 45 and can cause ptosis and pupil involvement while congenital palsy is usually unilateral and incomplete without ptosis. The document discusses a case study of a 18-year old female referred for assessment of right eye exotropia secondary to trauma as a child. Her examination findings and diagnosis of right eye exotropia are presented along with a management plan of unilateral eye muscle surgery.
Amblyopia, commonly known as a "lazy eye", is a reduction in vision that occurs in one or both eyes due to abnormal visual development during childhood. There are several causes of amblyopia including unequal refractive errors between the eyes (anisometropia), misaligned eyes (strabismus), visual deprivation from conditions like cataracts, and high amounts of uncorrected refractive errors. Amblyopia is assessed through visual acuity tests, refractive error checks, and examinations for eye alignment and movement. Treatment involves correcting any refractive errors, wearing an eye patch over the strong eye to encourage use of the weak eye, atropine eye drops to blur vision in the strong eye, or active visual stimulation therapies
This document discusses corneal nutrition, metabolism, and the effects of hypoxic conditions. There are three main metabolic processes in the cornea: 1) the pentose phosphate pathway, which produces intermediates for nucleic acid synthesis, 2) glycolysis, which converts glucose to pyruvate and yields 2 ATP per glucose molecule, and 3) the Krebs cycle, which fully breaks down glucose under aerobic conditions to produce 36 ATP per cycle. Hypoxic conditions like prolonged contact lens wear can increase lactate production and induce stromal edema, leading to clinical issues like halos and decreased visual acuity. Maintaining adequate oxygen is important for normal corneal function and health.
This document provides an overview of streak retinoscopy. It describes the Welch Allyn Elite streak retinoscope and its components. The projection system illuminates the retina using a light source, condensing lens, mirror, and focusing sleeve. The observation system allows the observer to see the retinal reflex through a peephole. By examining how the streak moves with different lenses, the observer can determine a patient's refractive error and prescription. The Elite provides advantages like increased brightness and reduced glare. Disadvantages include potential fingerprints on the optics and shorter battery life due to the bright bulb. In conclusion, streak retinoscopy is a useful technique for examining patients, and the skill of the observer is more important than the brand of
Dokumen ini memberikan penjelasan mengenai teknik refraksi mata yang meliputi refraksi objektif menggunakan retinoskop dan refraksi subjektif untuk menentukan kuasa akhir. Ia juga menjelaskan beberapa masalah yang mungkin dihadapi dan langkah untuk mengatasinya seperti masalah melihat refleks akibat ralat refraksi tinggi atau pupil kecil.
Saringan penglihatan kanak-kanak penting untuk mengenal pasti kecacatan penglihatan awal. Ia terdiri daripada tiga komponen utama iaitu pengukuran tahap penglihatan, pemeriksaan medan penglihatan, dan ujian penglihatan warna untuk mengesan masalah seperti rabun warna. Saringan perlu dilakukan mengikut umur kanak-kanak dengan menggunakan pelbagai peralatan untuk memastikan peng
This document discusses the future of e-learning and how it can be improved. It examines how e-learning has failed to live up to early expectations and suggests the need for a paradigm shift to "disruptive pedagogies" that better exploit technology. Two main challenges are explored: the rapidly changing e-landscape of technologies and finding ways for teachers to use these technologies. The document reviews studies showing that e-learning is mainly used for information provision rather than interactive learning. It argues disruptive technologies and pedagogies are needed for e-learning to achieve its potential to engage students and improve higher-order thinking.
The document discusses the impact of information and communication technologies (ICT) in education across several areas:
1) ICT has positively impacted learning processes and student achievement, though more rigorous research is still needed.
2) ICT integration has enhanced communication skills and allowed for asynchronous teaching approaches. It has also changed the role of teachers to more of mentors.
3) The interactive use of ICT between students, teachers, and parents has shown benefits to math learning outcomes for students. ICT also allows for teacher self-improvement through professional development opportunities.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
The document discusses the benefits and drawbacks of using internet and technology in education. It notes that while technology enhances learning through improved assessment, research capabilities, and access to information, it also limits direct teacher-student interaction and feedback. Online education increases costs savings and flexibility but can contribute to higher dropout rates if students cannot learn independently. Overall, the document concludes that technology transforms education by providing more opportunities, but should not replace traditional classrooms due to the importance of interaction.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
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.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
Lami 2Shaymaa lami William MatterEnglish 1301March 08,20.docxsmile790243
Lami 2
Shaymaa lami
William Matter
English 1301
March 08,2018
Technology and Education
The technology has done tremendous things on our society today particularly in the field of education. In medieval times, books were rare and only an elite few had access to educational opportunities. Today, massive amounts of books, audio, images, and videos, are available at one’s fingertips, the opportunities for formal learning are available online worldwide, access to learning opportunities today is unprecedented in scope thanks to technology, So, It has to be understood that the schooling system has been positively impacted as both students and teachers are now able to perform their task efficiently (Collins, 2013). The using technology is becoming a universal medium and source for most of the information that flows through eyes, will be facilitate the process of education on widely and availability of computers in schools these days has enabled students and teachers have unlimited access to many categories of education. The advances in the technology are very helpful in distance learning and transforming the way people are educated.
I think the technology has helped a lot in raising the understanding level of students and improving education in many ways, it is good tool in building interest in studies as a result students' attendance is increased in institutions which availing technology education. "Technology can give teachers and students great resources, new opportunities for learning, ways to collaborate and create, and save money. Technology is a very powerful tool for education" (David Andrade, 2009). The technology can improve student achievement and it is improving education in many ways, of which active Learning Interactive technologies supply stimulating environments that encourage student involvement in the learning process, there are many studies that support the advantages of using multimedia to help students construct knowledge and work cooperatively. Interactive technologies aid teachers with creating new learning environments.
Let’s look at assistive education technology and how that can the improve the functional capabilities of a child with a disability. Online learning, can offer disabled students some additional perks, most notably the convenience and flexibility to accommodate individual needs and the people separated by distance and time and often do not include consideration of the needs of people with disabilities. In fact, the design of many distance learning courses erects barriers to the full participation of students and instructors with some types of disabilities.
Introduction of any new tool into academia is a matter of great interest among educators, this is particularly evident when the tool is technology and the domain of academia. The teachers already shoulder tremendous responsibilities; technology can create an equitable and efficient system that supports both teaching and ...
This document discusses the impact of technology on education. It explains how technology has transformed classrooms from teacher-centered environments to more student-focused settings. While technology has improved presentation of information and access to resources, challenges remain in integrating it fully into curriculums and training teachers to use it effectively. The future may see technology replace physical classrooms and enable personalized education anywhere. However, ensuring teachers and students have necessary skills will be key to realizing technology's potential benefits.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
A Framework For A Cyber Classroom Towards A Human-Centric Virtual ClassroomMichele Thomas
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
This document discusses how technology has changed education. It explores how computers have transformed teaching methods from teacher-centered to more student-focused. Technology allows for more individualized and visual learning approaches. It has increased access to information and reduced learning times. However, challenges remain in fully integrating technology into curriculums and training teachers. The definition of a "classroom" is also changing as virtual classrooms may someday replace physical schools, transforming the education process.
ICT and the changing role of the teacherSteve Wheeler
This document discusses the changing role of teachers with the introduction of information and communication technologies (ICT) in schools. It explores how ICT affects teaching and learning by promoting collaborative and autonomous learning. The introduction of ICT raises questions about the nature of teaching and requires teachers to acquire new skills. The document evaluates uses of ICT in US and UK schools, finding that ICT allows for shared resources and learning spaces. It concludes that ICT will continue to change teaching practices and the role of teachers.
This document discusses the debate around how teachers should use technology in the classroom. Some argue that students today are "digital natives" who are comfortable with new technologies. However, others counter that while students are frequent users of basic technologies like email and browsing, they need guidance from teachers on more creative uses. The document concludes that teachers should not assume all students are technologically literate and should actively demonstrate new technologies to encourage collaboration.
1. “E-learning Futures : Speculations for a time yet to come” John G. Hedb 8/14/2010 ESTHER JOY DE ASIS 1
2. The rest of this paper will examine ideas and strategies that confront Fraser’s claim and which might result in amore effective match between e-learning pedagogies, the affordances of the technologies and the motivation of learners as they achieve effective e-learning outcomes. 8/14/2010 2
3. In fact, it requires a careful process of ensuring collaboration between teachers and experts, gaining successful experience in teaching with the technologies and participating in a community that provides continuous support. 8/14/2010 3
4. Certainly, many instructors have never used e-learning strategies in their student role nor have they had training in, or previous experience of, teaching with e-learning strategies. The rapidly changing context in which e-learning is occurring makes the challenge for these teachers just that little bit harder. 8/14/2010 4
5. Obstacles to integrating ICT in the classroom (Vrasidas & Glass, 2005, p. 8) The conservative nature of the traditional culture of schooling and classroom instruction. Teachers’ resistance to changing their traditional teaching approaches. Lack of time for teachers to learn how to use and integrate ICT in their teaching. Lack of technology infrastructure. Lack of specific technologies that address the specific needs of teachers and students. 8/14/2010 5
6. Lack of ongoing support. Lack of release time and incentives for teacher innovators. Incompatibility of traditional teaching with the constructivist framework fostered by ICT. Need for teachers to unlearn traditional teaching beliefs and practices. Need to prepare teachers to integrate ICT by integrating ICT in teacher preparation programmes. Need for policy, curriculum and assessment reform. 8/14/2010 6
7. How should we select e-learning technologies to make a major difference in most teaching and learning contexts when most of the instances are not radical shifts in approach? 8/14/2010 7
8. Clayton Christensen (1997) proposed the idea of disruptive innovations. He claimed that a disruptive innovation or technology is one that eventually takes over the existing dominant technology in the market, despite the fact that the disruptive technology is both radically different from the leading technology and that it often initially performs less successfully than the leading technology according to existing measures of performance, but over time the functionality or the attributes of the new way of doing things replace the older technologies. 8/14/2010 8
9. The rise of the educational audiovisual movement was supported by the advent of cheap and accessible methods of capturing views of the world and situating challenges and learning in real-world contexts through the use of the photographic image. Then, in the second half of last century, we had a potentially disruptive technology in the Polaroid film process. 8/14/2010 9
10. The recording processes moved from analogue to digital recording mechanisms, suddenly the storage of images in a visually recognizable form was no longer required; they could be deconstructed, manipulated and retrieved at will. 8/14/2010 10
11. The digital images could also be transmitted with excellent quality anywhere in the world to be reconstructed to the same quality as was sent. Thus digital photographic technologies became disruptive technologies 8/14/2010 11
12. To search for the e-learning analogy While curriculum managers may have initially seen e-learning as a potentially disruptive innovation, it does not seem to have replaced the dominant paradigms. e-Learning has enabled the curriculum of the educational institution to be more efficiently recorded and transmitted to learners in many different contexts. 8/14/2010 12
13. It has enabled every institution to become a potential distance learning provider and it has encouraged many students and teachers to change the meeting times and places that they use on a daily basis. Today students who still meet in formal classes will ask for many aspects of their course to be provided online so that they can access them while managing a complex work and study schedule. 8/14/2010 13
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16. Most students still claim that it takes significant time to undertake online studies. (In fact, most good online facilitators also claim it takes more time to provide feedback and support online and to move students into effective online learning techniques.) However, even for this disadvantage there are positive elements. Many students report, for example, that if they are studying in a language that is not their first language the recorded nature of many of the interactions ensures that they are able to keep up and understand with reference to dictionaries and mutually supportive self-help groups. 8/14/2010 16
17. However, the move into e-learning has not been without casualties. In spite of recognizing that there are advantages for teachers and students, several institutions have pulled out of offering courses. The closure of the UK eUniversitiesWorldwide (UKeU) follows the earlier failure of such schemes in the USA, where the low numbers of enrolled students indicate that this is not always what the majority of students seek for their university education. When reporting on the closure of the UKeUthe funding body stated that universities favored a blended approach ‘involving a mixture of IT, traditional, work-based and distance learning to meet the diverse needs of students’ (Higher Education Funding Council for England, 2004). 8/14/2010 17
18. Here it is important not to equate each technology employed in educational processes as operating in similar functional ways in each of its contexts of use. First, we need to be sensitive to the potential affordances of each technology and not simplistically classify their role as learning with text or image, which is a popular definition of multimedia learning (Mayer, 2005, p. 2). 8/14/2010 18
19. Second, we need to explore the complexity and time demands of the task of integrating a particular strategy or tool into a teaching programme. Third, we need to be aware of the organizational aspects of the institutions that are offering the learning experience. 8/14/2010 19
20. Tools to support e-learning At present e-learning seems to be an amalgamation of various web technologies that replicate the strategies available in the face-to-face classroom. Metaphors through which these components of e-learning create similar relationships to face-to-face contexts include discussion forums, online assessment and textbooks. 8/14/2010 20
21. However, at the tool level the technology affords much more than the elements available to the individual classroom teacher. For instance, in terms of display and representation of ideas the technology has enabled visual and aural information display within software packages. It is now possible to collect data from the field and represent that data in a graph or animated display that explains the ideas visually and succinctly. In fact, Jonassen (1996) has emphasized the role of technologies in supporting the thinking processes of learners, an approach termed cognitive tools or mindtools. 8/14/2010 21
22. Bereiter and Scardamalia (2005) suggested what A we need is a ‘dialogic literacy’where: In every kind of knowledge-based, progressive organization, new knowledge and new directions are forged through dialogue. . . . The dialogue in Knowledge Age organizations is not principally concerned with narrative, exposition, argument, and persuasion (the stand-bys of traditional rhetoric) but with solving problems and developing new ideas. (Bereiter & Scardamalia, 2005) 8/14/2010 22
23. So what should be part of a more disruptive e-learning? While many tools can be used as part of the representational framing of ideas, if they are to support a pedagogical structure they often need to be mixed with other components. 8/14/2010 23
24. For digital repositories to be considered a disruptive pedagogical innovation theircapabilities and affordances need to be reviewed. They have the potential to support learners in the construction of their own knowledge. They afford the capacity for personalized project management and for the collection of resources from more than one source, requiring comparisons and contrasting to ensure that the information found meets the learning goal. 8/14/2010 24
25. There were several IT literacy issues;students did not validate the information that they had retrieved from the web or therepository This means that the way the resources and information were presented did not raise any issue of veracity or interpretation concerns for the students. Thus, when designing learning activities there is a need to demand more conflicting but reasonable information in the task. 8/14/2010 25
26. There was also evidence that most of the groups were able to employ multimodality in the construction of their learning artifacts. 8/14/2010 26
27. students are tasked with the exploration of the resources by themselves, the understanding of the structure of the information, its modes of representation and methods for assuring the quality and appropriateness are not trivial skills, even for well-developed discipline knowledge specialists. 8/14/2010 27
28. Learning objects as potentially disruptive Other potential successful shifts from sustaining pedagogies to disruptive pedagogies might also exist in terms of learning objects. 8/14/2010 28
29. However, as mentioned previously, the commonly used objects at this time are often linked more closely to topics within a syllabus, making them less useable in different contexts. Interestingly, while learning object repositories have been developed in several countries, their usage is not as common as might be expected. 8/14/2010 29
30. Without exploring the range of reasons, the lack of use appears related to the type of objects being hared. Most are content dependent and contain elements that can only be used to teach a specific topic and ‘fit’ into the context for which it was devised. Learning objects represent the increasing modularization of individual elements that can be retrieved from databases and employed in a number of different learning contexts 8/14/2010 30
31. To create pedagogical experiences that make a significant impact on either teacher or learner it would seem that potentially disruptive pedagogical options need to be adopted. 8/14/2010 31
32. This would be likelyto result in: a shift from content management systems (LMS) to digital repositories; 2. a shift from learning objects (with content embedded) to learning activities that are shareable pedagogical sequences without content; 8/14/2010 32
33. 3. a shift from information delivery to more interaction support, thus enabling the social construction of meaningful knowledge; 4. a shift in focus from assessment of the end product to assessment of the learning journey, through keeping portfolios of en route products that indicate changes in understanding and reflection; 8/14/2010 33
34. 5. a shift from a focus on facts and principles to a focus on benchmarking of performance against many other examples, either within the class or between similar groups. 8/14/2010 34
35. What do we need to add for disruption The announcement of a merger by BlackBoard and Web CT (BlackBoard, 2005) has started many educators rethinking how educational institutions should approach their e-learning strategies and how they support links between and among students and teachers. 8/14/2010 35
36. It becomes a time in which new options in technology use might include open source software as an alternative to provide a less expensive learning management software environment or the rethinking of course design so that investment in one propriety system does not prohibit a later move or switch to another that offers a better pedagogical match. 8/14/2010 36
37. However, a better consideration might be not to overlay the decision with changes in the technology options, but rather to explore the match between pedagogy, tool And motivation to examine why the learner might commit more time and energy to learning. Several authors have suggested that strategies such as games and three dimensional virtual worlds might provide more disruptive pedagogical strategies (Barabet al., 2005). 8/14/2010 37
38. It is acknowledged that these environments do increase the motivation of the participants. The options for learners to construct their own spaces raises further challenges to perform at higher cognitive levels (Lim et al., 2006). 8/14/2010 38
39. In speaking on the topic of technology and engaged learning, Metros (2003) suggested the additional element of engagement. She argued that for students to become engaged with their learning, e-learning should be redesigned to move them through three processes: transfer of ideas, translation of ideas and transcending ideas. She defined these as involving the following. 8/14/2010 39
40. Transfer. Transfer conventional instructional tools, strategies, communication and delivery to a technology-enhanced learning environment. Translate. Redefine and shift conventional instructional tools, strategies, communication and delivery to the technology-enhanced learning environment. Transcend. Go beyond conventional instructional tools, strategies, communication and delivery to invent new paradigms for teaching and learning. 8/14/2010 40