Effectiveness of distance education technology
•Download as PPSX, PDF•
0 likes•161 views
This document summarizes two studies on the effectiveness of interactive videodisc instruction (IVDI) and distance learning technologies: 1. A 1990 study by Fletcher found that IVDI increased achievement over conventional instruction in military training by 65% and in higher education by 75%. IVDI was also found to be more cost effective than conventional instruction. 2. A 1990 study by Hobbs in North Dakota found no difference in achievement between distance learning technologies (interactive TV, audiographic tele-learning, instruction by satellite) and traditional foreign language instruction. The conclusion is that the technology used is less important than how, when, and for whom the education is delivered, as both traditional and distance learning can be effective
Report
Share
Report
Share
![Done by: ,[object Object]](https://image.slidesharecdn.com/effectivenessofdistanceeducationtechnology-110101231752-phpapp01/85/Effectiveness-of-distance-education-technology-1-320.jpg)
Recommended
BVC ICT Train Pres
This document discusses ICT innovations on a train and aims to integrate technology into education. It mentions a train with 3 carriages and asks which carriage someone is in via an online poll. It also lists aims to integrate a broad range of technologies into learning, think creatively about using technology across subjects, and help other educators incorporate technology into their teaching.
IUADigEd pilots
The document describes several digital education initiatives at different Irish universities:
1. Maynooth University is piloting professional learning workshops on digital assessment for faculty across various disciplines.
2. NUI Galway has a pilot group of 16 faculty participating in workshops on learning design frameworks and developing interactive digital content and resources.
3. UCD provided training to over 1700 faculty and staff on its new learning management system and developed a module on flipped classroom pedagogy.
4. UCC is recruiting educational technologists and offering training sessions to support the development of digital teaching and learning capabilities among faculty.
5. The University of Limerick piloted digital peer review assignments and having students create animated video
Embedding Esol Into Ict Courses
Presentation given to NATECLA national conference 2009 on delivering ICT qualifications to ESOL learners
Videoconference System for Rural Education: Issues, Challenges, and Solutions...
In this paper, we presented issues, challenges, and solutions of videoconference
system for rural education. First, we discussed several issues on the implementation of
videoconference system for education, particulary in rural area in Indonesia, which covered
videoconference requirement, rural condition, and education needs. Second, we presented
several challenges consisted of choosing videoconference technology, choosing compression
method, system and application development, ensuring quality of services, and ensuring quality
of experiences. Based on the issues and challenges, we proposed a solution of
videoconference system which is specifically deployed in rural education. The solution was
based on WebRTC technology implemented in Intel i5 core miniPC choosen to increase
portability of the system. A STUN server was built on Javascript to facilitate communication
between each client terminal. A simple and intuitive user interface was designed to facilitate the
use of application by rural people. The system was deployed at two elementary schools in
Cianjur, West Java, representing rural education in Indonesia. From the experiment, we
obtained video sent data rate 82 kbit/s, video received data rate 245 kbit/s, average delay 316
ms and packet lost rate 1.32%. The experiment results showed that the audio and video quality
can be accepted by users to implement distance learning.
Greenwich community college and nescot
The project to create a shared virtual learning environment (VLE) cloud between Greenwich Community College and NESCOT began in September 2012. The procurement process identified Synergy Learning as the best company to host and develop courses for the portal based on specifications from each college. Pilot testing showed that the login process was seamless for students and 100% found the initial content easy to complete, with 75% feeling more confident in their reading skills as a result. Further evaluation is needed to design differentiated content and gauge student interest in collaborative work between colleges. Initial implementation has been trouble-free and the partnership has provided higher quality interactive content with potential for more subject-specific materials.
E-Maginarium - National VET e-learning strategy NT - Roger Bryett
The document discusses Australia's vocational education and training system and e-learning strategies. It provides an overview of the Australian vocational education system and outlines some of the government's reforms, including introducing a national regulator and industry initiatives. It then discusses Australia's investments in a national broadband network and how e-learning strategies from 2000-2011 focused on capability building, client engagement, and integration. Finally, it presents Australia's National Vocational Education and Training E-Learning Strategy from 2012-2015, which has the vision of a globally competitive training system underpinned by e-learning. The strategy has three goals: leveraging the national broadband network, workforce development through innovative training solutions, and expanding access and participation through targeted e
Molenet2009bsfckgv
The two colleges have a history of collaboration over the last two years where their technical teams worked closely on a daily basis. They felt a need to support learners outside the classroom in an exciting and innovative way. The solution allows learners to access college applications and files from mobile devices anywhere, and is scalable and sustainable. It builds on each college's expertise in thin client application delivery and creates a virtual infrastructure for mobile devices. They will evaluate appropriate technologies, conduct learner-focused research, and publish case studies to guide mobile learning approaches using thin clients.
Tien3 2 df
This document discusses training and technology transfer efforts related to cloud computing from an EU perspective in the Asia-Pacific region. It describes training events conducted as part of the EGEE and ICEAGE projects, including 185 events attended by over 2,300 participants worldwide. It also discusses the development of 104 accredited trainers and efforts to establish an e-learning version of the International Summer School in Grid Computing. Finally, it explores opportunities for deploying cloud computing technologies at the National Grid Service in Edinburgh, including prototyping the Eucalyptus platform and attracting over 25 initial users across various research domains.
Recommended
BVC ICT Train Pres
This document discusses ICT innovations on a train and aims to integrate technology into education. It mentions a train with 3 carriages and asks which carriage someone is in via an online poll. It also lists aims to integrate a broad range of technologies into learning, think creatively about using technology across subjects, and help other educators incorporate technology into their teaching.
IUADigEd pilots
The document describes several digital education initiatives at different Irish universities:
1. Maynooth University is piloting professional learning workshops on digital assessment for faculty across various disciplines.
2. NUI Galway has a pilot group of 16 faculty participating in workshops on learning design frameworks and developing interactive digital content and resources.
3. UCD provided training to over 1700 faculty and staff on its new learning management system and developed a module on flipped classroom pedagogy.
4. UCC is recruiting educational technologists and offering training sessions to support the development of digital teaching and learning capabilities among faculty.
5. The University of Limerick piloted digital peer review assignments and having students create animated video
Embedding Esol Into Ict Courses
Presentation given to NATECLA national conference 2009 on delivering ICT qualifications to ESOL learners
Videoconference System for Rural Education: Issues, Challenges, and Solutions...
In this paper, we presented issues, challenges, and solutions of videoconference
system for rural education. First, we discussed several issues on the implementation of
videoconference system for education, particulary in rural area in Indonesia, which covered
videoconference requirement, rural condition, and education needs. Second, we presented
several challenges consisted of choosing videoconference technology, choosing compression
method, system and application development, ensuring quality of services, and ensuring quality
of experiences. Based on the issues and challenges, we proposed a solution of
videoconference system which is specifically deployed in rural education. The solution was
based on WebRTC technology implemented in Intel i5 core miniPC choosen to increase
portability of the system. A STUN server was built on Javascript to facilitate communication
between each client terminal. A simple and intuitive user interface was designed to facilitate the
use of application by rural people. The system was deployed at two elementary schools in
Cianjur, West Java, representing rural education in Indonesia. From the experiment, we
obtained video sent data rate 82 kbit/s, video received data rate 245 kbit/s, average delay 316
ms and packet lost rate 1.32%. The experiment results showed that the audio and video quality
can be accepted by users to implement distance learning.
Greenwich community college and nescot
The project to create a shared virtual learning environment (VLE) cloud between Greenwich Community College and NESCOT began in September 2012. The procurement process identified Synergy Learning as the best company to host and develop courses for the portal based on specifications from each college. Pilot testing showed that the login process was seamless for students and 100% found the initial content easy to complete, with 75% feeling more confident in their reading skills as a result. Further evaluation is needed to design differentiated content and gauge student interest in collaborative work between colleges. Initial implementation has been trouble-free and the partnership has provided higher quality interactive content with potential for more subject-specific materials.
E-Maginarium - National VET e-learning strategy NT - Roger Bryett
The document discusses Australia's vocational education and training system and e-learning strategies. It provides an overview of the Australian vocational education system and outlines some of the government's reforms, including introducing a national regulator and industry initiatives. It then discusses Australia's investments in a national broadband network and how e-learning strategies from 2000-2011 focused on capability building, client engagement, and integration. Finally, it presents Australia's National Vocational Education and Training E-Learning Strategy from 2012-2015, which has the vision of a globally competitive training system underpinned by e-learning. The strategy has three goals: leveraging the national broadband network, workforce development through innovative training solutions, and expanding access and participation through targeted e
Molenet2009bsfckgv
The two colleges have a history of collaboration over the last two years where their technical teams worked closely on a daily basis. They felt a need to support learners outside the classroom in an exciting and innovative way. The solution allows learners to access college applications and files from mobile devices anywhere, and is scalable and sustainable. It builds on each college's expertise in thin client application delivery and creates a virtual infrastructure for mobile devices. They will evaluate appropriate technologies, conduct learner-focused research, and publish case studies to guide mobile learning approaches using thin clients.
Tien3 2 df
This document discusses training and technology transfer efforts related to cloud computing from an EU perspective in the Asia-Pacific region. It describes training events conducted as part of the EGEE and ICEAGE projects, including 185 events attended by over 2,300 participants worldwide. It also discusses the development of 104 accredited trainers and efforts to establish an e-learning version of the International Summer School in Grid Computing. Finally, it explores opportunities for deploying cloud computing technologies at the National Grid Service in Edinburgh, including prototyping the Eucalyptus platform and attracting over 25 initial users across various research domains.
Lesson 6:Developing Basic Digital Skills
As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
Ppt hypermedia by daisery pasumbal
Hypermedia is multimedia that presents information and learning activities in a virtual environment. It uses a nonlinear structure to link a variety of media like text, graphics, audio, animation and video through hyperlinks. Hypermedia applications have learner control and allow navigation through different routes. They include tutorial software, webpages, simulations, and project management tools. Effective instruction with hypermedia gets the learner's attention, recalls prior learning, states objectives, introduces features, guides learning with feedback, and assesses performance to enhance retention.
Nets for coaches (fatam al shehhi & intisar al-shukri)
The document outlines the NETS for Coaches (NETS-C), which provides a framework for the role and responsibilities of technology coaches. It describes six key areas of focus for technology coaches: 1) Visionary Leadership, 2) Teaching, Learning, and Assessments, 3) Digital Age Learning Environments, 4) Professional Development and Program Evaluation, 5) Digital Citizenship, and 6) Content Knowledge and Professional Growth. For each area, it lists specific actions technology coaches should take to support teachers and students in effectively leveraging technology in teaching and learning.
Developing interdisciplinary understanding and dialogie between engineering a...
Engineers and Architects require effective communication and
interdisciplinary team working to be successful throughout their career which, is often overlooked during formal undergraduate education. The
purpose of this paper is to disseminate the novel design and evaluation of a module on communication and interdisciplinary team working in the combined teaching of undergraduate Engineering and Architecture students. An Interdisciplinary Problem-Based Learning (IPBL) approach is used and the theoretical construct for this work is the application of dialogical theory to the shared habitus between engineers and architects. The constructivist theory of learning was employed in the design and delivery of this module. It is an action research pedagogical
intervention to support the improvement in the teaching and learning of communications and teamwork between architects and engineers. Feedback shows students identified improvement in their communication and teamwork skills at the end of the module.
GRM 2014: Ndeye Ndack Diop on Capacity Development
This document discusses capacity building activities for the Breeding Management System (BMS) in phase 2 of the Integrated Breeding Platform (IBP). It outlines plans to:
1) Introduce and provide support for the BMS to users through meetings, conferences, and timely assistance.
2) Conduct training on the BMS at local and regional levels for scientists and technicians.
3) Collaborate with universities and breeding academies to incorporate aspects of the BMS into their curriculums to train the next generation of plant breeders.
Developing basic digital skill lesson 6
This document discusses the basic digital literacies needed for students in the new digital world. It identifies 6 key areas: 1) information fluency involving accessing, retrieving, and assessing information, 2) communication fluency through virtual interactions and social media, 3) media fluency requiring analytical and creative abilities to evaluate and publish digital messages, 4) creative fluency using design, art, and storytelling to package messages, 5) global citizenship guided by leadership and environmental principles, and 6) problem solving through a structured process of defining problems, designing solutions, implementing work, and debriefing on outcomes.
CUA RPL ALTC Winter Conference Presentation
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
eCPD1
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
With effects
The document outlines six essential skills needed to develop basic digital literacy:
1) Solution fluency, which is the ability to define and solve problems creatively using whole brain thinking.
2) Information fluency, which includes accessing, retrieving, and assessing information from various sources like the internet and CD-ROMs.
3) Collaboration fluency, which allows students to work virtually or in-person with partners online through social networking and gaming.
4) Media fluency, which teaches students to evaluate and create digital messages using various mass communication channels.
5) Creativity fluency, which adds meaning through design, art, and storytelling when packaging digital messages.
6) Digital ethics guided by
Developing Basic Digital skill (w/motivation)
The document discusses different types of digital literacy skills including solution fluency, information fluency, collaboration fluency, media fluency, and creativity fluency. It emphasizes that information fluency involves the ability to access, retrieve, and assess information from various sources. Collaboration fluency refers to teamwork in online environments while media fluency relates to channels of mass communication. The document stresses that education is important for acquiring digital skills and reminds readers to think before clicking online.
T. Daniel Crawford' presentation at WSSSPE 2013 at SC13.
Summary of papers related to "Education and Training" component of the first Workshop on Sustainable Software for Science: Practice and Experiences held Sunday, November 17th, at SC13 in Denver, CO.
Telecollaboration symposium 2016 tm
This document discusses telecollaboration and online intercultural exchange for language learning. It identifies existing activities in computer-mediated communication, barriers to mainstreaming online exchange, and resources and research to support practitioners. Finally, it provides recommendations for facilitating the embedding of online intercultural exchange as part of an internationalized student experience, including acceptance of new communication modes, support for virtual mobility models, and incentives for student participation.
European Framework for the Digital Competence of Educators. DigCompEdu
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Project briefing sheet
The JISC OER3 Project aimed to produce an open textbook on digital literacy for teacher education from October 2011 to October 2012 with £196,000 in funding. The textbook would include materials for a module accredited by Sheffield Hallam University and the University of Sheffield for trainee teachers, focusing on digital literacy in the context of professional development. It would also provide tools and resources equivalent to 120 hours of study for embedding open educational resources in primary and secondary schools through collaboration with teachers and students in South Yorkshire schools. The main output would be this open textbook along with documentation exploring challenges of digital literacy for learners.
Smart goals
This teacher conducted a self-assessment and identified strengths and areas for development in their science teaching. Their strengths included effective communication, safety practices, assessing learning, and engaging in professional development. Areas for development were incorporating ICT, supporting students with disabilities, and including the cross-curriculum priority of Asia engagement. The teacher outlined three goals to address these areas: 1) Incorporate Asia engagement authentically in lessons, 2) Improve use of ICT strategies regularly in lessons, and 3) Connect with the community and learn strategies to support students with physical disabilities in active science lessons.
Marketing Flyer
The Model3D Project at Wake Technical Community College aims to: 1) Revitalize STEM learning through new technologies like 3D printing; 2) Reinforce engineering design principles in applied and university transfer courses; and 3) Increase access for students with physical challenges through universal design. Funded by the National Science Foundation, the three-year Model3D project uses 3D printing and modeling in courses like biology, anatomy, engineering graphics, and physics to boost STEM success and inclusion.
Digital Skills
This document outlines six essentials to equip students for success in the digital world: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics. It defines each essential and provides examples. The objectives are to identify and describe the differences of the six essentials and understand their importance. As teachers adjust to the digital world, they must develop these basic digital literacy skills in students, which complement but do not replace traditional skills like reading, writing, and arithmetic.
lesson 6
This document provides an introduction to developing basic digital skills for teachers. It identifies six areas of digital fluency that students need to develop: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics. Each area is defined, with information fluency further broken down into accessing, retrieving, and assessing information. Higher-order thinking skills are also discussed in relation to Bloom's Taxonomy. The document concludes with notes on engaging both hemispheres of the brain for digital learning.
Sustainability in Education
In December 2014 the Higher Education Funding Council for England (HEFCE) published, ‘Sustainable development in higher education - HEFCE’s role to date and a framework for its future actions’, outlining some of the ways higher education can contribute to sustainable development. The document included a framework for HEFCE’s support for the sector, whilst encompassing their earlier policy statements on sustainable development and carbon reduction. This will also have a bearing on future funding.
Key points from the document:
Protecting and enhancing quality of life for current and future generations is central to sustainable development. There are social, environmental and economic dimensions to this, and the benefits and the challenges are considerable.
Higher education is working to address these challenges from a unique position in society. Its institutions can play a substantial role through teaching and research, through influence on staff and students, through business operations, and through the sustainability of their campuses. We want sustainable development to be central to higher education.
In 2010, HEFCE, Universities UK and GuildHE demonstrated co-leadership by publishing carbon reduction targets for higher education in England. These targets were based on extensive research and wide consultation. The overall sector target is reduction of Scope 1 and 2 carbon emissions by 34 per cent by 2020 and 80 per cent by 2050, against a 1990 baseline.
The higher education sector has demonstrated strong commitment to these targets, with each higher education institution producing a carbon management plans which move the sector substantially towards the afore mentioned targets. Research published by HEFCE in 2010 showed that for the 45 universities with data for both years, emissions per full-time equivalent student were on average 39 per cent lower in 2005 than in 1990.
Institutions have risen to the challenge of reducing environmental impacts by setting themselves stretching targets for carbon reduction. They have made significant investments and altered their ways of working, monitoring their progress with increasingly sophisticated systems whilst disseminating good practice and helping institutions learn from each other.
Although these achievements are creditable, more needs to be done if the sector’s contribution to internationally agreed target carbon reductions is to be achieved.
Sustainable Education provided the platform for discussion and dissemination of good practice whilst also highlighting the tools and systems in place to ensure your institution adheres to carbon reduction targets and becomes economically and environmentally sustainable.
Definition of Distance Education
This document discusses distance education and its definition. It begins by having students search online definitions of distance education. It notes that understanding the definition provides a starting point to recognize its elements. The document has students clarify the definitions by discussing them in a team. They then add their own viewpoint, defining distance education as a complete teaching and learning system for physically separated students and instructor. The document also briefly outlines the history of distance education moving from printed materials to broadcasting to interactive technologies like computers and networking.
DE definition
This document discusses distance education and its definition. It begins by having students search online definitions of distance education. It notes that understanding the definition provides a starting point to recognize its elements. The document has students clarify the definitions by discussing them in a team. They then add their own viewpoint, defining distance education as a complete teaching and learning system for physically separated students and instructor. The document also briefly outlines the history of distance education moving from printed materials to broadcasting to interactive technologies like computers and networking.
Effectiveness of distance education technology
This presentation shows a comparison between two groups about the effectiveness of distance education.
More Related Content
What's hot
Lesson 6:Developing Basic Digital Skills
As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
Ppt hypermedia by daisery pasumbal
Hypermedia is multimedia that presents information and learning activities in a virtual environment. It uses a nonlinear structure to link a variety of media like text, graphics, audio, animation and video through hyperlinks. Hypermedia applications have learner control and allow navigation through different routes. They include tutorial software, webpages, simulations, and project management tools. Effective instruction with hypermedia gets the learner's attention, recalls prior learning, states objectives, introduces features, guides learning with feedback, and assesses performance to enhance retention.
Nets for coaches (fatam al shehhi & intisar al-shukri)
The document outlines the NETS for Coaches (NETS-C), which provides a framework for the role and responsibilities of technology coaches. It describes six key areas of focus for technology coaches: 1) Visionary Leadership, 2) Teaching, Learning, and Assessments, 3) Digital Age Learning Environments, 4) Professional Development and Program Evaluation, 5) Digital Citizenship, and 6) Content Knowledge and Professional Growth. For each area, it lists specific actions technology coaches should take to support teachers and students in effectively leveraging technology in teaching and learning.
Developing interdisciplinary understanding and dialogie between engineering a...
Engineers and Architects require effective communication and
interdisciplinary team working to be successful throughout their career which, is often overlooked during formal undergraduate education. The
purpose of this paper is to disseminate the novel design and evaluation of a module on communication and interdisciplinary team working in the combined teaching of undergraduate Engineering and Architecture students. An Interdisciplinary Problem-Based Learning (IPBL) approach is used and the theoretical construct for this work is the application of dialogical theory to the shared habitus between engineers and architects. The constructivist theory of learning was employed in the design and delivery of this module. It is an action research pedagogical
intervention to support the improvement in the teaching and learning of communications and teamwork between architects and engineers. Feedback shows students identified improvement in their communication and teamwork skills at the end of the module.
GRM 2014: Ndeye Ndack Diop on Capacity Development
This document discusses capacity building activities for the Breeding Management System (BMS) in phase 2 of the Integrated Breeding Platform (IBP). It outlines plans to:
1) Introduce and provide support for the BMS to users through meetings, conferences, and timely assistance.
2) Conduct training on the BMS at local and regional levels for scientists and technicians.
3) Collaborate with universities and breeding academies to incorporate aspects of the BMS into their curriculums to train the next generation of plant breeders.
Developing basic digital skill lesson 6
This document discusses the basic digital literacies needed for students in the new digital world. It identifies 6 key areas: 1) information fluency involving accessing, retrieving, and assessing information, 2) communication fluency through virtual interactions and social media, 3) media fluency requiring analytical and creative abilities to evaluate and publish digital messages, 4) creative fluency using design, art, and storytelling to package messages, 5) global citizenship guided by leadership and environmental principles, and 6) problem solving through a structured process of defining problems, designing solutions, implementing work, and debriefing on outcomes.
CUA RPL ALTC Winter Conference Presentation
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
eCPD1
1) The document discusses the structure and vision of an eCPD (electronic continuing professional development) program that aims to excite participants, support organizational e-learning strategies, and embed sustainable e-learning practices.
2) The program includes 30 hours of CPD training, an online learning space, and links to other programs and agencies to develop and sustain effective e-learning practices.
3) The role of PDAs (professional development advisors) in the program is outlined, including reviewing current e-learning, creating action plans, mentoring colleagues, and facilitating innovation to improve teaching and learning through technology.
With effects
The document outlines six essential skills needed to develop basic digital literacy:
1) Solution fluency, which is the ability to define and solve problems creatively using whole brain thinking.
2) Information fluency, which includes accessing, retrieving, and assessing information from various sources like the internet and CD-ROMs.
3) Collaboration fluency, which allows students to work virtually or in-person with partners online through social networking and gaming.
4) Media fluency, which teaches students to evaluate and create digital messages using various mass communication channels.
5) Creativity fluency, which adds meaning through design, art, and storytelling when packaging digital messages.
6) Digital ethics guided by
Developing Basic Digital skill (w/motivation)
The document discusses different types of digital literacy skills including solution fluency, information fluency, collaboration fluency, media fluency, and creativity fluency. It emphasizes that information fluency involves the ability to access, retrieve, and assess information from various sources. Collaboration fluency refers to teamwork in online environments while media fluency relates to channels of mass communication. The document stresses that education is important for acquiring digital skills and reminds readers to think before clicking online.
T. Daniel Crawford' presentation at WSSSPE 2013 at SC13.
Summary of papers related to "Education and Training" component of the first Workshop on Sustainable Software for Science: Practice and Experiences held Sunday, November 17th, at SC13 in Denver, CO.
Telecollaboration symposium 2016 tm
This document discusses telecollaboration and online intercultural exchange for language learning. It identifies existing activities in computer-mediated communication, barriers to mainstreaming online exchange, and resources and research to support practitioners. Finally, it provides recommendations for facilitating the embedding of online intercultural exchange as part of an internationalized student experience, including acceptance of new communication modes, support for virtual mobility models, and incentives for student participation.
European Framework for the Digital Competence of Educators. DigCompEdu
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Project briefing sheet
The JISC OER3 Project aimed to produce an open textbook on digital literacy for teacher education from October 2011 to October 2012 with £196,000 in funding. The textbook would include materials for a module accredited by Sheffield Hallam University and the University of Sheffield for trainee teachers, focusing on digital literacy in the context of professional development. It would also provide tools and resources equivalent to 120 hours of study for embedding open educational resources in primary and secondary schools through collaboration with teachers and students in South Yorkshire schools. The main output would be this open textbook along with documentation exploring challenges of digital literacy for learners.
Smart goals
This teacher conducted a self-assessment and identified strengths and areas for development in their science teaching. Their strengths included effective communication, safety practices, assessing learning, and engaging in professional development. Areas for development were incorporating ICT, supporting students with disabilities, and including the cross-curriculum priority of Asia engagement. The teacher outlined three goals to address these areas: 1) Incorporate Asia engagement authentically in lessons, 2) Improve use of ICT strategies regularly in lessons, and 3) Connect with the community and learn strategies to support students with physical disabilities in active science lessons.
Marketing Flyer
The Model3D Project at Wake Technical Community College aims to: 1) Revitalize STEM learning through new technologies like 3D printing; 2) Reinforce engineering design principles in applied and university transfer courses; and 3) Increase access for students with physical challenges through universal design. Funded by the National Science Foundation, the three-year Model3D project uses 3D printing and modeling in courses like biology, anatomy, engineering graphics, and physics to boost STEM success and inclusion.
Digital Skills
This document outlines six essentials to equip students for success in the digital world: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics. It defines each essential and provides examples. The objectives are to identify and describe the differences of the six essentials and understand their importance. As teachers adjust to the digital world, they must develop these basic digital literacy skills in students, which complement but do not replace traditional skills like reading, writing, and arithmetic.
lesson 6
This document provides an introduction to developing basic digital skills for teachers. It identifies six areas of digital fluency that students need to develop: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency, and digital ethics. Each area is defined, with information fluency further broken down into accessing, retrieving, and assessing information. Higher-order thinking skills are also discussed in relation to Bloom's Taxonomy. The document concludes with notes on engaging both hemispheres of the brain for digital learning.
Sustainability in Education
In December 2014 the Higher Education Funding Council for England (HEFCE) published, ‘Sustainable development in higher education - HEFCE’s role to date and a framework for its future actions’, outlining some of the ways higher education can contribute to sustainable development. The document included a framework for HEFCE’s support for the sector, whilst encompassing their earlier policy statements on sustainable development and carbon reduction. This will also have a bearing on future funding.
Key points from the document:
Protecting and enhancing quality of life for current and future generations is central to sustainable development. There are social, environmental and economic dimensions to this, and the benefits and the challenges are considerable.
Higher education is working to address these challenges from a unique position in society. Its institutions can play a substantial role through teaching and research, through influence on staff and students, through business operations, and through the sustainability of their campuses. We want sustainable development to be central to higher education.
In 2010, HEFCE, Universities UK and GuildHE demonstrated co-leadership by publishing carbon reduction targets for higher education in England. These targets were based on extensive research and wide consultation. The overall sector target is reduction of Scope 1 and 2 carbon emissions by 34 per cent by 2020 and 80 per cent by 2050, against a 1990 baseline.
The higher education sector has demonstrated strong commitment to these targets, with each higher education institution producing a carbon management plans which move the sector substantially towards the afore mentioned targets. Research published by HEFCE in 2010 showed that for the 45 universities with data for both years, emissions per full-time equivalent student were on average 39 per cent lower in 2005 than in 1990.
Institutions have risen to the challenge of reducing environmental impacts by setting themselves stretching targets for carbon reduction. They have made significant investments and altered their ways of working, monitoring their progress with increasingly sophisticated systems whilst disseminating good practice and helping institutions learn from each other.
Although these achievements are creditable, more needs to be done if the sector’s contribution to internationally agreed target carbon reductions is to be achieved.
Sustainable Education provided the platform for discussion and dissemination of good practice whilst also highlighting the tools and systems in place to ensure your institution adheres to carbon reduction targets and becomes economically and environmentally sustainable.
What's hot (19)
Nets for coaches (fatam al shehhi & intisar al-shukri)
Nets for coaches (fatam al shehhi & intisar al-shukri)
Developing interdisciplinary understanding and dialogie between engineering a...
Developing interdisciplinary understanding and dialogie between engineering a...
GRM 2014: Ndeye Ndack Diop on Capacity Development
GRM 2014: Ndeye Ndack Diop on Capacity Development
T. Daniel Crawford' presentation at WSSSPE 2013 at SC13.
T. Daniel Crawford' presentation at WSSSPE 2013 at SC13.
European Framework for the Digital Competence of Educators. DigCompEdu
European Framework for the Digital Competence of Educators. DigCompEdu
Viewers also liked
Definition of Distance Education
This document discusses distance education and its definition. It begins by having students search online definitions of distance education. It notes that understanding the definition provides a starting point to recognize its elements. The document has students clarify the definitions by discussing them in a team. They then add their own viewpoint, defining distance education as a complete teaching and learning system for physically separated students and instructor. The document also briefly outlines the history of distance education moving from printed materials to broadcasting to interactive technologies like computers and networking.
DE definition
This document discusses distance education and its definition. It begins by having students search online definitions of distance education. It notes that understanding the definition provides a starting point to recognize its elements. The document has students clarify the definitions by discussing them in a team. They then add their own viewpoint, defining distance education as a complete teaching and learning system for physically separated students and instructor. The document also briefly outlines the history of distance education moving from printed materials to broadcasting to interactive technologies like computers and networking.
Effectiveness of distance education technology
This presentation shows a comparison between two groups about the effectiveness of distance education.
Features of distance education tech
Video conferencing allows for real-time face-to-face interaction between people in different locations, reducing travel costs and increasing productivity. It has advantages like saving travel expenses, encouraging teleseminars, and expanding reach across geographic boundaries. However, it also has limitations such as lack of non-verbal cues from eye contact and discomfort from cameras, as well as security and technology issues. Video conferencing is increasingly being used to support learning by allowing students to take classes at multiple universities and enhancing instruction through more communication with teachers.
Learn BEM: CSS Naming Convention
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
SEO: Getting Personal
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldaba
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job? Stanford GSB Corporate Governance Research Initiative
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.Viewers also liked (8)
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldaba
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldaba
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
Similar to Effectiveness of distance education technology
Effectiveness of distance education technology
Distance education can be effective depending on how it is implemented. A 1990 study found no difference in achievement between distance learning and traditional foreign language courses when comparing different distance learning technologies. A separate 1990 study found that interactive videodisc instruction (IVDI) increased achievement over conventional instruction in military training by 65% and in higher education by 75%. The more interactivity built into IVDI, the more effective it was. IVDI was also found to be more cost effective than conventional instruction. In conclusion, the document suggests that the effectiveness of distance versus traditional education depends more on how it is taught rather than the medium itself.
Final_Technical_Report_V2_2014-05-19
This project evaluated the effectiveness of using the virtual world Second Life to provide criminal justice training as compared to traditional in-person training. Three existing courses - Intelligence Analyst Training, Inmate Radicalization training, and Active Shooter Response training - were replicated in Second Life. The project examined whether virtual reality training could achieve similar learning outcomes and student experiences as in-person training. Surveys, tests, interviews and other measures were used to evaluate the instructional approach, technical issues, student recommendations, and outcomes of the virtual training. Results indicated that while some technical challenges existed, overall the virtual training was viewed as effective by students and many saw benefits to blending virtual and in-person learning.
Tech presentation
The document discusses the impact of technology on education and student learning. It explores how technology can be used to either teach students directly ("learning from computers") or as a tool used by teachers and students ("learning with computers"). When used as a tool, technology allows for inquiry, collaboration, differentiated instruction, and visual representations of concepts. The document also stresses the importance of professional development for educators to effectively implement technology in the classroom and prepare students for an increasingly technological future.
chou2005.pdf
This study examines the relationship between learner control and learning effectiveness in a technology-mediated virtual learning environment (TVLE) compared to a traditional classroom for teaching basic IT skills. The researchers developed a framework based on theories of learner control and component display that identified four dimensions of learning effectiveness: learning achievement, self-efficacy, satisfaction, and learning climate. They conducted an experiment comparing a TVLE and traditional classroom and found that students in the TVLE performed better, had higher computer self-efficacy, reported greater satisfaction, and perceived a better learning climate compared to the traditional classroom. The implications and need for further research are discussed.
CETI Driver for change
The document discusses challenges facing the health system in New South Wales, including rising demand from population growth and chronic illness, and constrained resources. It proposes investing in health information technology and establishing several new institutions, including the Clinical Education and Training Institute, to help address some of these challenges through improved education, training, and use of technology. Key goals are improving competency, building better clinical supervision systems, and developing e-learning opportunities. Success requires a focus on effective implementation and addressing workforce needs.
Assessing the Needs of the K-12 Audience in
The document summarizes a survey of educators, administrators, and content providers about their perspectives on interactive educational videoconferencing. The survey found that while all groups saw methodology (e.g. asking questions, student interaction) as most important for defining interactivity, there were some differences. Technology coordinators focused more on technological aspects and generating excitement. Teachers emphasized pedagogical approaches that engage students. Content providers stressed support aspects. Overall, interactive videoconferencing was seen as engaging students through questioning, feedback, and connecting to curricular goals.
Whats up in training
With technological advances imparting training is undergoing a massive change, posing a variety of challenges to trainers
Assessing the digital literacy competence of pre-service English teacher in ...
Assessing the digital literacy competence of pre-service English teacher in ...Journal of Education and Learning (EduLearn)
The notion of digital literacy has become the trend in any field, including this research. This research aimed to find the level of digital literacy and adequate and inadequate domains in each pre-service teachers of English education digital literacy group. Quantitative research with digital competence framework or DCF then adjusted and validated through the expert judgment by Aiken V as the main questionnaire occurred to measure the level of digital literacy. Indonesia and Thailand pre-service teacher in various universities participated in this research. The research found that: i) The most level of digital literacy whether in Indonesia and Thailand, the pre-service teacher has an intermediate level followed by basic and advanced and ii) The researcher claims ‘information’ as an inadequate domain and ‘implement tech to learning’ as the adequate domain in each level of digital literacy. Further research is needed to examine effectiveness of project-based learning, problem-based learning, and case study in enhancing digital literacy through qualitative and quantitative research.Comparing between de and other traditional learning
The document compares two studies that examined the effectiveness of online versus face-to-face learning. Study 1 compared a graduate online course to an equivalent face-to-face course in terms of student interaction, structure, support and learning outcomes. It found no significant differences. Study 2 analyzed 19,331 trainees in 168 courses and found online learning was 6% more effective for declarative knowledge, but both methods were equally effective for procedural knowledge and student satisfaction. Overall, the studies concluded there is no significant difference in learning outcomes between online and face-to-face learning unless technology allows differences.
Remote learning via video conferencing technologies
Following the unprecedented outbreak of the Coronavirus pandemic (COVID-19), educators and students have shifted from conventional face-to-face lectures to fully virtual sessions that were delivered via video conferencing software. This research investigates the facilitating conditions and the students' perceptions toward using these interactive resources to continue their learning journey. The data was gathered through a structured questionnaire among 777 students in tertiary education. The survey instrument comprised valid measures that are frequently utilized in academia, to evaluate the individuals' acceptance of interactive educational technologies. A partial least squares (PLS) approach revealed that there were very significant factors that were predicting the students' dispositions to utilize synchronous learning programs. The findings underlined the importance of providing appropriate facilitating conditions to improve perceptions and attitudes toward interactive conferencing software. These results reflect the latest developments, as COVID-19 has inevitably accelerated the digital transformation in the realms of education. This contribution implies that students adapted well to a new normal. It confirmed that they are willing to participate and engage in virtual meetings through video conferencing programs.
Change Management Leadership in Digital Age Education
This document discusses next practice innovation in digital age education. Next practice focuses on developing genuinely new approaches through disciplined imagination and connecting ideas to practical understanding. It involves empowering motivated practitioners to develop innovative solutions through support networks. The Next Practice model supports creativity while encouraging discipline and system-relevant work. It helps schools learn from resultant innovations so these can be taken to scale. Digital learning labs are proposed to define projects that drive innovation through regular meetings where staff develop skills and pedagogy while innovating with tools like iPads. Institutional structures are suggested to be rethought to promote guidance and support for a digital learning vision across the whole school community.
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAIL
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAIL
Information and communication technologies (ICTs) provide a rich integrated educational environment, which capable of changing the lives of students. The purpose of this research paper is to investigating ereadiness of the students in the affiliate Institutions of the Royal Commission in Jubail, and whether their experience in using ICTs influences their judgement towards ICTs, and whether their judgement and experience toward ICTs influence their use of ICTs or not. Survey methodology is facilitated through the use of the questionnaires. Survey domain is a random sampling of studentsin Institutions of the Royal Commission of Jubail. With a 95% confidence level of a possible sample frame of 669, the study sampled 1032 respondents (15%). Results showed that students’judgement towards ICTs is highly positive, which reflect their e-readiness and willingness to use ICTs, but the analysis showed that the experience with ICTs did not significantly predict students’judgement about ICTs use. It was discovered that the following set of ICTs requires the most attention in the future adoption planning by the Royal Commission for its three affiliate Higher education institutions (HEIs): “Blackboard”, “smart devices”, “e-bulletin boards”, and “e-materials”. This set of ICTs receives the least scores of use and experience responses from study participants.The result of this study provides valuable insights into students’ e-readiness. This information may be used to develop and support factors that enhance strategies for adopting ICTs by students.
Tahira EBP.pdf
The document outlines an evidence-based project that investigated using video-based self-assessment to improve nursing students' performance in skills labs. The project involved BScN students who either used video-based self-assessment (intervention group) or traditional assessment (control group). Results showed that students using video-based self-assessment scored higher on an objective structured clinical exam, suggesting it improved their performance. While limitations included a small sample size, the project demonstrated video-based self-assessment's potential as an effective supplement to traditional skills lab training. Further research with larger samples was recommended.
An ICT-Mediated Constructivist Approach For Increasing Academic Support And T...
This document summarizes a study that examined using an ICT tool called DFAQ (Dynamic Frequently Asked Questions) to both increase academic support for students and teach critical thinking skills. The study compared a project management course over two years, using DFAQ in the second year. DFAQ allowed anonymous student questioning and consultation. The results showed that DFAQ improved academic support for students and had a positive effect on student learning of project management concepts and development of questioning skills, as evidenced by exam performance. The study concluded that a constructivist approach mediated by ICT can effectively increase support and teach critical thinking, but requires proper facilitation by instructors.
The EDTL Approach: From Emergency Remote Teaching to Effective Remote Teaching
The document summarizes the EDTL Approach for planning effective remote teaching during COVID-19. It discusses considering students, reflecting on the emergency pivot, and planning content, communication, assessment, and feedback. The EDTL project aims to enhance digital teaching and learning in Irish universities by addressing professional development. It provides resources to move from emergency remote teaching to effective remote delivery that is pedagogy-first, student-centered, and inclusive.
Innovating Warfighter Training
Currently, warfighters are trained predominantly through live events, but live training is expensive and can not be provided at a frequency to maintain optimal performance among staffs. Additionally, Gen Y will be entering the joint staff workforce by 2014. Recent advances in virtual world technologies may be used to improve the situation. This paper discusses some work to train small staffs in a collaborative environment. It aims to increase customer contact hours and reinforces skills learned in traditional face-to-face training courses without additional travel costs.
National Goal 2 - Capacity To Improve Student Outcomes
A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.
Taking students at the university of nottingham on a digital learning journey
A presentation from Jisc's joint building digital capability and digital experience insights community of practice event, November 2021.
CFAE Learning Outcomes
The document contains summaries of multiple projects that aimed to increase student learning. Key details include:
- A project on international business learning objects found that students who accessed online resources scored higher on a quiz than students who did not.
- Another project found that 75% of students who regularly attended seminar sessions achieved a GPA of 2.0 or higher.
- A service learning component added to philosophy courses was unable to conclusively determine if it increased student learning due to low student participation.
- A podcasting project for a math course found that student learning was achieved.
Similar to Effectiveness of distance education technology (20)
Assessing the digital literacy competence of pre-service English teacher in ...
Assessing the digital literacy competence of pre-service English teacher in ...
Comparing between de and other traditional learning
Comparing between de and other traditional learning
Remote learning via video conferencing technologies
Remote learning via video conferencing technologies
Change Management Leadership in Digital Age Education
Change Management Leadership in Digital Age Education
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAIL
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAIL
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAIL
STUDENTS E-READINESS IN INSTITUTIONS OF THE ROYAL COMMISSION IN JUBAIL
An ICT-Mediated Constructivist Approach For Increasing Academic Support And T...
An ICT-Mediated Constructivist Approach For Increasing Academic Support And T...
The EDTL Approach: From Emergency Remote Teaching to Effective Remote Teaching
The EDTL Approach: From Emergency Remote Teaching to Effective Remote Teaching
National Goal 2 - Capacity To Improve Student Outcomes
National Goal 2 - Capacity To Improve Student Outcomes
Taking students at the university of nottingham on a digital learning journey
Taking students at the university of nottingham on a digital learning journey
Effectiveness of distance education technology
- 4. Viewpoint 2 Study Name: Distance Learning in North Dakota: A Cross-Technology Study of the Schools, Administrators, Coordinators, Instructors, and Students with Two-Way Interactive Television, Audiographic Tele-Learning, and Instruction by Satellite. Author: Hobbs, 1990. Audience: North Dakota schools’ administrators, programs coordinators, students and remote instructors. Abstract: "...no discernible difference between distance learning and traditional foreign language achievement attributable to the specific distance learning technologies used."
- 5. Conclusion From our view of point, It is not what but when, how and whom. Traditional and Distance education are all work depend on the situation and circumstances.