EducATIONAL techECHOLOGY 2_lesson 7 and 8_quibz
•Download as PPTX, PDF•
0 likes•723 views
This document discusses using computer-based technologies to develop higher-order thinking skills and creativity. It proposes upgrading the traditional project method using a constructivist paradigm. Learners would engage in resource-based, guided hypermedia, and web-based projects that emphasize information gathering, analysis, and design. These I.T.-based projects aim to cultivate skills like complex thinking, imagination, and synthesis through a focus on the learning process over simple product creation.
Report
Share
Report
Share
Recommended
Remembering today tomorrow 2012198073 yeinjo
This document summarizes a study exploring how to design digital mementos in a human-centered way. It discusses conducting field studies to understand how physical objects become meaningful mementos and people's practices around remembering. It then describes a design study where participants and designers worked together in workshops to develop artifacts and understand needs for technology to better support personal memories. The conclusion is that reflection is key, and digital devices should be accessible, discoverable, and reflective of memories to integrate better into people's lives.
Pbl Camelot
The document outlines an agenda for a Project Based Learning meeting. It discusses establishing operational definitions and guiding principles of PBL. Effective projects should probe important matters, mirror authentic professional work, and allow for ambiguity, multiple directions for learning, and outcomes beyond just understanding. They may involve some kind of action or resolution and should be appropriately sized to spin off in unanticipated ways.
Presentation2
This document discusses four types of IT-based projects that can engage students in higher-order thinking: resource-based projects, webquests, simple creations, and guided hypermedia/web-based projects. Resource-based projects involve students finding information to address a problem or question, beyond just textbooks. Webquests are inquiry-oriented activities where students draw most information from the web. Simple creations develop skills like analyzing, synthesizing, and promoting new ideas. Guided hypermedia/web-based projects can involve students creating presentations or multimedia works to share more widely via the internet. The goal is to move beyond traditional teaching toward more student-centered, discovery-based learning.
Higher Thinking Skills Through IT-Based Projects
The document discusses four types of IT-based projects that can develop higher-level thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on textbooks. 2) Simple creations where students use software to create their own materials. 3) Guided hypermedia projects where students produce multimedia presentations on a topic. 4) Web-based projects where students create and post webpages, though this may be too advanced for most students. The goals are to move beyond traditional teaching where teachers provide all information, and instead facilitate students' independent research, organization, and presentation of ideas.
Guided Hypermedia Projects
The document discusses instructive and constructive tools for student multimedia projects. It explains that instructive tools include presentations using programs like PowerPoint, while constructive tools involve more multimedia elements like text, graphics, audio, and video. The document also discusses having students create web pages on topics and posting them online, though notes this may be too advanced currently for teaching purposes. It concludes by asking which tool, instructive or constructive, is best and why.
Guided Hypermedia Project
This is a powerpoint presentation about one of the I.T Based Project which is the Guided Hypermedia Project, it's one of the topics in MS4Ed Educational Technology 2, I hope that this would help pre-service teachers out there and also the ones who are exploring Educational Technology.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
January 16, 2014 -MICRO LESSON PROJECT(EDUC.TECH2)
This document discusses using IT-based projects to develop higher thinking skills and creativity. It contains two chapters that outline different types of IT projects: resource-based projects where students find their own information on a given topic, simple creations where students make their own materials, guided hypermedia projects where students create multimedia presentations, and web-based projects where students build websites. It also compares the traditional learning model where teachers provide information to students, to the resource-based model where students explore topics independently. Finally, it lists different complex thinking skills and sub-skills that can be developed through IT projects, such as focusing, analyzing, generating, organizing, and evaluating.
Recommended
Remembering today tomorrow 2012198073 yeinjo
This document summarizes a study exploring how to design digital mementos in a human-centered way. It discusses conducting field studies to understand how physical objects become meaningful mementos and people's practices around remembering. It then describes a design study where participants and designers worked together in workshops to develop artifacts and understand needs for technology to better support personal memories. The conclusion is that reflection is key, and digital devices should be accessible, discoverable, and reflective of memories to integrate better into people's lives.
Pbl Camelot
The document outlines an agenda for a Project Based Learning meeting. It discusses establishing operational definitions and guiding principles of PBL. Effective projects should probe important matters, mirror authentic professional work, and allow for ambiguity, multiple directions for learning, and outcomes beyond just understanding. They may involve some kind of action or resolution and should be appropriately sized to spin off in unanticipated ways.
Presentation2
This document discusses four types of IT-based projects that can engage students in higher-order thinking: resource-based projects, webquests, simple creations, and guided hypermedia/web-based projects. Resource-based projects involve students finding information to address a problem or question, beyond just textbooks. Webquests are inquiry-oriented activities where students draw most information from the web. Simple creations develop skills like analyzing, synthesizing, and promoting new ideas. Guided hypermedia/web-based projects can involve students creating presentations or multimedia works to share more widely via the internet. The goal is to move beyond traditional teaching toward more student-centered, discovery-based learning.
Higher Thinking Skills Through IT-Based Projects
The document discusses four types of IT-based projects that can develop higher-level thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on textbooks. 2) Simple creations where students use software to create their own materials. 3) Guided hypermedia projects where students produce multimedia presentations on a topic. 4) Web-based projects where students create and post webpages, though this may be too advanced for most students. The goals are to move beyond traditional teaching where teachers provide all information, and instead facilitate students' independent research, organization, and presentation of ideas.
Guided Hypermedia Projects
The document discusses instructive and constructive tools for student multimedia projects. It explains that instructive tools include presentations using programs like PowerPoint, while constructive tools involve more multimedia elements like text, graphics, audio, and video. The document also discusses having students create web pages on topics and posting them online, though notes this may be too advanced currently for teaching purposes. It concludes by asking which tool, instructive or constructive, is best and why.
Guided Hypermedia Project
This is a powerpoint presentation about one of the I.T Based Project which is the Guided Hypermedia Project, it's one of the topics in MS4Ed Educational Technology 2, I hope that this would help pre-service teachers out there and also the ones who are exploring Educational Technology.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
January 16, 2014 -MICRO LESSON PROJECT(EDUC.TECH2)
This document discusses using IT-based projects to develop higher thinking skills and creativity. It contains two chapters that outline different types of IT projects: resource-based projects where students find their own information on a given topic, simple creations where students make their own materials, guided hypermedia projects where students create multimedia presentations, and web-based projects where students build websites. It also compares the traditional learning model where teachers provide information to students, to the resource-based model where students explore topics independently. Finally, it lists different complex thinking skills and sub-skills that can be developed through IT projects, such as focusing, analyzing, generating, organizing, and evaluating.
higher thinking skills-ed.tech2
This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
Redwood City: A Case, A Place, & Time for Disruptive Innovation
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
Edtek.cherry
Traditional teaching methods focused on lower-order thinking skills like memorization through authoritarian instruction. Modern methods aim to develop higher-order thinking skills like analysis, synthesis and evaluation through more democratic and participatory lessons using diverse technology. The document proposes a revised project method where students work independently on in-depth, complex and real-world projects over time while teachers guide and facilitate. Examples of higher-level IT-based projects include resource-based assignments, simple creations and guided hypermedia projects.
Stephanie williams-internet-based projects
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
Enhance engage and
This document discusses enhancing education through social media tools and digital literacy. It recommends starting simply, such as using interactive videos and discussions to promote understanding and collaboration. More advanced techniques include learner blogs, Elluminate for virtual meetings, and QR codes linking to online resources. The key is identifying existing tools, how to use them effectively, and determining new approaches that enrich learning while developing students' digital skills. Educators should evaluate their own abilities and readiness to incorporate relevant technologies.
higher thinking skills through IT-based project part 2
The document outlines a seminar lesson plan focused on developing higher-order thinking skills through IT-based projects. The objectives are for students to develop higher-level thinking through four IT projects and to create and decide on their own through developing thinking skills step-by-step. It introduces four types of IT-based projects: resource-based projects where students find their own information to solve problems; and simple creations involving analyzing, synthesizing, and promoting ideas. The document compares traditional and resource-based learning models and ways of traditional learning versus social learning.
Is technology transforming the way we teach?
These slides explore whether technology has transformed K-12 education. They also present strategies for optimizing technology use in order to amplify school learning. Some of the detail is lost without the narrative. These slides were prepared for a variety of presentations in 2017. You can watch the webinar where I presented them first here: https://www.youtube.com/watch?v=UNsZUN7jgDc.
NECC2009
Dr. Helen Barrett gave a presentation on ePortfolios 2.0 and how Web 2.0 tools can be used to improve and showcase student technology literacy. She discussed how ePortfolios can have multiple purposes from hidden assumptions and outlined key components of ePortfolios including digital repositories and multiple tools. Barrett also explored how ePortfolios can enhance students' technology skills and aligned ePortfolio development with new frameworks for 21st century skills. Web 2.0 technologies like blogs, wikis and Google tools were presented as ways to move ePortfolios beyond text and encourage reflection through multimedia.
Rapid elearning tools and techniques
The document discusses rapid e-learning tools and techniques. It outlines some of the benefits of rapid e-learning such as lower costs, reduced development time, and increased ability to respond quickly to emerging needs. It then discusses some misconceptions about rapid e-learning and outlines four techniques for rapid e-learning: using prototypes to change the development process, employing small multi-skilled teams, leveraging templates and patterns for reusability, and using new web tools to keep content current. Real-world examples are provided that demonstrate how rapid e-learning can deliver cost-effective and timely solutions.
Lesson 7
The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
Lesson 7
The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
E-Assessment ~ Vet Development Centre
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Creating Digital Content for Learning Purposes in Sciences using Project Base...
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
It based project
This document discusses four types of IT-based projects that can engage students in higher-level thinking: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students researching a topic and organizing information to address problems or questions, going beyond textbooks. Simple creations have students use software to create supplemental learning materials. Guided hypermedia uses multimedia for presentations, while web-based projects involve students creating single-page websites on topics. The goal is for students to develop complex thinking skills through constructive learning processes in completing such projects.
Psychology of Growing a Large Social Learning Community
This document summarizes a webinar on growing a large learning community. It discusses tracking key metrics like member growth, activity levels, and relationships to benchmark progress. It also covers strategies for facilitating relationships, applying learning, and maintaining an engaging community through fresh content, tools, and activities. The goal is to establish a thriving social learning network that meets member needs and drives business objectives.
Usage of online focus group
This document summarizes the use of online focus groups for qualitative research. It discusses that online focus groups have advantages such as lower costs since participants can participate from anywhere without travel expenses. However, disadvantages include lack of control over who participates and potential for multitasking. The document then outlines the process for conducting an online focus group, including scheduling groups, creating a discussion guide, inviting participants, moderating the discussion, and reporting results. It provides an example of recruiting teenagers for a study on user-generated content and motivations for content creation.
YWCA eLearning Workshop
The document discusses eLearning topics that will be covered in a workshop, including what eLearning is, processes and tools used in eLearning like blogs and wikis, and an introduction to a learning management system called WebTrain. It also discusses early examples of eLearning from the 1970s, key components of eLearning like objectives and feedback, and the eLearning development process. Web 2.0 technologies like blogs and wikis are presented as tools that can be used to build an "eLearning village" and enhance collaboration.
KTI15 SAMR and TPACK
This document discusses frameworks for integrating technology into teaching and learning, including SAMR and TPACK models. It emphasizes the need for students to develop digital skills to be successful in the digital age. Various strategies are presented for instructional design, including differentiating instruction, project-based learning, and assessing students' technology skills along with content mastery. Tools are introduced to help map curricula to frameworks and plan technology-integrated learning activities that increase cognitive engagement.
Higher Thinking Skills Through IT-Based Projects
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
More Related Content
Similar to EducATIONAL techECHOLOGY 2_lesson 7 and 8_quibz
higher thinking skills-ed.tech2
This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
Redwood City: A Case, A Place, & Time for Disruptive Innovation
Molly B. Zielezinski believes technology can help prepare students for the future. She discusses how technology has transformed learning by making it more interest-driven, goal-oriented, and accessible. However, simply adding technology to the existing model is not enough. True innovation requires disrupting outdated approaches and using technology to support activities like critical consumption, digital portfolios, content creation, and collaborative problem solving. Molly advocates using technology to promote higher-order skills and meaningful digital learning.
Edtek.cherry
Traditional teaching methods focused on lower-order thinking skills like memorization through authoritarian instruction. Modern methods aim to develop higher-order thinking skills like analysis, synthesis and evaluation through more democratic and participatory lessons using diverse technology. The document proposes a revised project method where students work independently on in-depth, complex and real-world projects over time while teachers guide and facilitate. Examples of higher-level IT-based projects include resource-based assignments, simple creations and guided hypermedia projects.
Stephanie williams-internet-based projects
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
Enhance engage and
This document discusses enhancing education through social media tools and digital literacy. It recommends starting simply, such as using interactive videos and discussions to promote understanding and collaboration. More advanced techniques include learner blogs, Elluminate for virtual meetings, and QR codes linking to online resources. The key is identifying existing tools, how to use them effectively, and determining new approaches that enrich learning while developing students' digital skills. Educators should evaluate their own abilities and readiness to incorporate relevant technologies.
higher thinking skills through IT-based project part 2
The document outlines a seminar lesson plan focused on developing higher-order thinking skills through IT-based projects. The objectives are for students to develop higher-level thinking through four IT projects and to create and decide on their own through developing thinking skills step-by-step. It introduces four types of IT-based projects: resource-based projects where students find their own information to solve problems; and simple creations involving analyzing, synthesizing, and promoting ideas. The document compares traditional and resource-based learning models and ways of traditional learning versus social learning.
Is technology transforming the way we teach?
These slides explore whether technology has transformed K-12 education. They also present strategies for optimizing technology use in order to amplify school learning. Some of the detail is lost without the narrative. These slides were prepared for a variety of presentations in 2017. You can watch the webinar where I presented them first here: https://www.youtube.com/watch?v=UNsZUN7jgDc.
NECC2009
Dr. Helen Barrett gave a presentation on ePortfolios 2.0 and how Web 2.0 tools can be used to improve and showcase student technology literacy. She discussed how ePortfolios can have multiple purposes from hidden assumptions and outlined key components of ePortfolios including digital repositories and multiple tools. Barrett also explored how ePortfolios can enhance students' technology skills and aligned ePortfolio development with new frameworks for 21st century skills. Web 2.0 technologies like blogs, wikis and Google tools were presented as ways to move ePortfolios beyond text and encourage reflection through multimedia.
Rapid elearning tools and techniques
The document discusses rapid e-learning tools and techniques. It outlines some of the benefits of rapid e-learning such as lower costs, reduced development time, and increased ability to respond quickly to emerging needs. It then discusses some misconceptions about rapid e-learning and outlines four techniques for rapid e-learning: using prototypes to change the development process, employing small multi-skilled teams, leveraging templates and patterns for reusability, and using new web tools to keep content current. Real-world examples are provided that demonstrate how rapid e-learning can deliver cost-effective and timely solutions.
Lesson 7
The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
Lesson 7
The document discusses how modern technology can be used to develop students' higher-level thinking skills and creativity. It presents a framework of complex thinking skills like focusing, analyzing, generating, and evaluating. These skills can be nurtured when students are given independence to produce projects using computer software rather than traditional teaching methods. Some examples of IT-based projects are described, like resource-based projects where students find their own materials, simple software creation, guided hypermedia presentations, and web-based projects. The goal is to move beyond rote learning and testing to more open-ended, real-world projects.
E-Assessment ~ Vet Development Centre
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Creating Digital Content for Learning Purposes in Sciences using Project Base...
This is an infant project that attempts to provide answers to fundamental problems facing the study of sciences in Uganda and the rest of Africa. Its main trust is project based learning concept that aims at empowering the participating young people with knowledge, skills and attitudes to enable them become problem solvers of identified needs in the study of sciences rather than passive learners. The project aims beyond learner excellence of attaining set standards through mere memorizing or rote learning to pass exams.
Unlike the traditional mode of teaching and learning in most schools in Africa, here the learners remain the driving force and creators of content for learning purposes. Young people are very curious, very imaginative and fearless at trying new grounds - three very important ingredients for innovation in sciences but largely over looked or - worst still - killed off by schools of today. This project seeks to appeal to these important elements to capture the young learners’ interests in coming up with creative ideas for the project. In the whole process the educator is more of a guide, facilitator or mentor - creating the necessary environment and support that the learners may need to experience learning.
Once a problem area in sciences has been identified, the learners generally use the multimedia production stages to execute their task backed by research work, consulting and soliciting for expert input of resource persons. This from time to time is punctuated by self-evaluations or reflections. Once the product is completed, it is made available on DVD’s and uploaded on Multimedia website (YouTube) to be utilized for free. The learners are also given opportunity to share their work at exhibitions whenever the opportunity avails itself or they create it themselves.
While the main thrust is digital creation of learning contents for sciences, the project is actually broad and diverse in the skills it develops. The project is conscious of individual difference among the learners so that each of them discovers his/her potentials and interest that can be utilized in the project and may determine the learners’ career goals. The project subjects the learners to very crucial skills and appreciation of team work, collaboration, negotiating in a group, communication skills, research mentality, learning to take advantage of available technology, working with minimum supervision, self-evaluation, social responsibility and global citizenship. The ultimate test is not so much in the end products of the project but the change brought about in the learner by the whole process. The learner’s level of involvement in the project is therefore very vital.
It based project
This document discusses four types of IT-based projects that can engage students in higher-level thinking: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students researching a topic and organizing information to address problems or questions, going beyond textbooks. Simple creations have students use software to create supplemental learning materials. Guided hypermedia uses multimedia for presentations, while web-based projects involve students creating single-page websites on topics. The goal is for students to develop complex thinking skills through constructive learning processes in completing such projects.
Psychology of Growing a Large Social Learning Community
This document summarizes a webinar on growing a large learning community. It discusses tracking key metrics like member growth, activity levels, and relationships to benchmark progress. It also covers strategies for facilitating relationships, applying learning, and maintaining an engaging community through fresh content, tools, and activities. The goal is to establish a thriving social learning network that meets member needs and drives business objectives.
Usage of online focus group
This document summarizes the use of online focus groups for qualitative research. It discusses that online focus groups have advantages such as lower costs since participants can participate from anywhere without travel expenses. However, disadvantages include lack of control over who participates and potential for multitasking. The document then outlines the process for conducting an online focus group, including scheduling groups, creating a discussion guide, inviting participants, moderating the discussion, and reporting results. It provides an example of recruiting teenagers for a study on user-generated content and motivations for content creation.
YWCA eLearning Workshop
The document discusses eLearning topics that will be covered in a workshop, including what eLearning is, processes and tools used in eLearning like blogs and wikis, and an introduction to a learning management system called WebTrain. It also discusses early examples of eLearning from the 1970s, key components of eLearning like objectives and feedback, and the eLearning development process. Web 2.0 technologies like blogs and wikis are presented as tools that can be used to build an "eLearning village" and enhance collaboration.
KTI15 SAMR and TPACK
This document discusses frameworks for integrating technology into teaching and learning, including SAMR and TPACK models. It emphasizes the need for students to develop digital skills to be successful in the digital age. Various strategies are presented for instructional design, including differentiating instruction, project-based learning, and assessing students' technology skills along with content mastery. Tools are introduced to help map curricula to frameworks and plan technology-integrated learning activities that increase cognitive engagement.
Higher Thinking Skills Through IT-Based Projects
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
Similar to EducATIONAL techECHOLOGY 2_lesson 7 and 8_quibz (20)
Redwood City: A Case, A Place, & Time for Disruptive Innovation
Redwood City: A Case, A Place, & Time for Disruptive Innovation
higher thinking skills through IT-based project part 2
higher thinking skills through IT-based project part 2
Creating Digital Content for Learning Purposes in Sciences using Project Base...
Creating Digital Content for Learning Purposes in Sciences using Project Base...
Psychology of Growing a Large Social Learning Community
Psychology of Growing a Large Social Learning Community
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
EducATIONAL techECHOLOGY 2_lesson 7 and 8_quibz
- 1. Prepared By: Mark John S. Kibo-Kibo BSED-3202
- 3. I.T for Higher Thinking Skills and Creativity Traditional information absorption model of teaching. Chalkboard Newspaper Photos Magazine Audio Videotape Books Home
- 4. I.T for Higher Thinking Skills and Creativity New Challenge The are methods proposed for the used of computer-based technologies as an integral support to higher thinking skills and creativity. Home
- 5. I.T for Higher Thinking Skills and Creativity The Upgraded Project Method Higher Level of Learning Outcomes Process Home
- 6. Higher Level of Learning Outcomes Complex Thinking Skills Focusing Information gathering Remembering Analyzing Generating Organizing Imagining Designing
- 7. The Upgraded Project Method Project Method Constructivist paradigm
- 8. Process Thinking Process Affective Process Psycho-motor Process Learning
- 9. Higher Thinking Skills Through I.T-Based Projects Resource-Based Projects Simple Creation Guided Hypermedia Projects Web-Based Projects Home
- 10. Higher Thinking Skills Through I.T-Based Projects Resource-Based Learning Model Teacher is a guide and facilitator. Source are varied. (print, video, Internet, etc.) Emphasis on process. Assessment is quantitative & qualitative.
- 11. Higher Thinking Skills Through I.T-Based Projects Simple Creation Analyzing Synthesizing Promoting
- 12. Higher Thinking Skills Through I.T-Based Projects Guided Hypermedia Projects Instructive tool Communication tool
- 13. Higher Thinking Skills Through I.T-Based Projects Web-Based Projects Web page Web site World Wide Web
- 14. Activity 1. Which is more important Process or Product? Defend your answer. 2. What are the four I.T-Based projects conducive to develop higher thinking skills and creativity among learners? And explain. Home
- 15. Reference • Paz I. Lucido, Ph.D, Educational Technology 2, Lesson 7 & 8, pages 41-55. Home