E-learning
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E -learning encompasses a pedagogical approach that typically aspires to be flexible, engaging and learner–centered !
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The document discusses e-learning and how technology can enhance learning. It notes that e-learning aims to be flexible, engaging, and learner-centered by encouraging interaction and collaboration. It then discusses three primary characteristics of e-learning: the nature of the learning experience, synchronicity of participation, and presence or absence of face-to-face instruction. The document also discusses how computers can store and transmit knowledge accurately, and how e-learning can be used to deliver content like textbooks, journal articles, and videos to aid in learning skills and developing proper attitudes.
DocMode, From Learning to Practice
Computers are increasingly used in medical education. Electronic learning (elearning) is moving from textbooks in electronic format (that are increasingly enhanced by the use of multimedia adjuncts) to a truly interactive medium that can be delivered to meet the educational needs of students and postgraduate learners.
Addition to assimilation
Overview of a maturity process that was developed in 2001 from the 3-year research of ICT PD clusters in New Zealand.
The modality principle in multimedia learning edlt 520
The document discusses the Modality Principle in multimedia learning. It establishes that students learn better when associated statements are narrated rather than presented visually. This is known as the modality effect. The modality effect occurs because presenting some information visually and some auditorily can expand effective working memory capacity and reduce cognitive load. Under conditions of split attention, where two visual sources of information must be mentally integrated, learning can be facilitated by presenting one source auditorily rather than visually. The document concludes that effective working memory capacity can be increased by using different modalities, which can then be used to reduce cognitive load and facilitate learning.
Instructionally Sound Interface Design
A review of the literature for applying sound instructional principles to computer-based training interface design.
Educational multimedia
The document discusses general principles of educational multimedia and interactive multimedia for facilitating learning. It outlines four phases of instruction: presenting information, guiding the learner, practicing, and assessing learning. It also describes eight methodologies for interactive multimedia, including tutorials, hypermedia, drills, simulations, games, and tools. While some research finds that multimedia improves motivation and retention, other studies show multimedia alone may not influence achievement and it is difficult to determine the impact of individual multimedia components. The conclusion is that to achieve the best results, media should be dynamic and include elements like animation and audio.
E learning, gamal s. ahmed.
This document summarizes a research presentation on the effectiveness of e-learning processes and design of e-learning environments. It discusses three views of the e-learning process: theoretical, practical, and organic. The theoretical view examines learning theories including observational learning theory. The practical view looks at learner activities like studying materials and interactions. The organic view links parts of the brain to visual information processing. It also examines the formal characteristics of e-learning environments including pages, screens, and texts. Finally, it discusses constructional characteristics like content, materials, activities, and roles of teachers and learners.
Learning ethical hacking
This document discusses teaching ethical hacking skills as part of computer security education programs. It acknowledges that while hands-on labs teaching offensive techniques are important for developing security professionals, they also carry risks of inappropriate student behavior. The paper analyzes student behavior data and surveys to examine these risks. It recommends that computer security programs include both defensive and offensive hands-on labs, alongside lectures, but take steps to minimize risks and reduce liability, such as providing ethical guidelines for students and monitoring their online activities. The goal is to produce skilled security professionals while preventing illegal or unethical student conduct.
Recommended
Doc Mode
The document discusses e-learning and how technology can enhance learning. It notes that e-learning aims to be flexible, engaging, and learner-centered by encouraging interaction and collaboration. It then discusses three primary characteristics of e-learning: the nature of the learning experience, synchronicity of participation, and presence or absence of face-to-face instruction. The document also discusses how computers can store and transmit knowledge accurately, and how e-learning can be used to deliver content like textbooks, journal articles, and videos to aid in learning skills and developing proper attitudes.
DocMode, From Learning to Practice
Computers are increasingly used in medical education. Electronic learning (elearning) is moving from textbooks in electronic format (that are increasingly enhanced by the use of multimedia adjuncts) to a truly interactive medium that can be delivered to meet the educational needs of students and postgraduate learners.
Addition to assimilation
Overview of a maturity process that was developed in 2001 from the 3-year research of ICT PD clusters in New Zealand.
The modality principle in multimedia learning edlt 520
The document discusses the Modality Principle in multimedia learning. It establishes that students learn better when associated statements are narrated rather than presented visually. This is known as the modality effect. The modality effect occurs because presenting some information visually and some auditorily can expand effective working memory capacity and reduce cognitive load. Under conditions of split attention, where two visual sources of information must be mentally integrated, learning can be facilitated by presenting one source auditorily rather than visually. The document concludes that effective working memory capacity can be increased by using different modalities, which can then be used to reduce cognitive load and facilitate learning.
Instructionally Sound Interface Design
A review of the literature for applying sound instructional principles to computer-based training interface design.
Educational multimedia
The document discusses general principles of educational multimedia and interactive multimedia for facilitating learning. It outlines four phases of instruction: presenting information, guiding the learner, practicing, and assessing learning. It also describes eight methodologies for interactive multimedia, including tutorials, hypermedia, drills, simulations, games, and tools. While some research finds that multimedia improves motivation and retention, other studies show multimedia alone may not influence achievement and it is difficult to determine the impact of individual multimedia components. The conclusion is that to achieve the best results, media should be dynamic and include elements like animation and audio.
E learning, gamal s. ahmed.
This document summarizes a research presentation on the effectiveness of e-learning processes and design of e-learning environments. It discusses three views of the e-learning process: theoretical, practical, and organic. The theoretical view examines learning theories including observational learning theory. The practical view looks at learner activities like studying materials and interactions. The organic view links parts of the brain to visual information processing. It also examines the formal characteristics of e-learning environments including pages, screens, and texts. Finally, it discusses constructional characteristics like content, materials, activities, and roles of teachers and learners.
Learning ethical hacking
This document discusses teaching ethical hacking skills as part of computer security education programs. It acknowledges that while hands-on labs teaching offensive techniques are important for developing security professionals, they also carry risks of inappropriate student behavior. The paper analyzes student behavior data and surveys to examine these risks. It recommends that computer security programs include both defensive and offensive hands-on labs, alongside lectures, but take steps to minimize risks and reduce liability, such as providing ethical guidelines for students and monitoring their online activities. The goal is to produce skilled security professionals while preventing illegal or unethical student conduct.
Distance technology
The document discusses the history and key aspects of distance education. It notes that distance education began in the late 1800s with correspondence programs and allows learning when the instructor and student are separated by time and distance. It provides access to education for those not in a traditional classroom setting. Effective instructional strategies, support systems, and visualization of concepts are important for distance learners. Research shows distance learners perform similarly to traditional students.
Coherence principle haynes.nolen
The document discusses the coherence principle for effective multimedia presentations. It outlines three guidelines: 1) Avoid extraneous audio, as extra sounds overload limited human memory capacity; 2) Avoid extraneous graphics, as irrelevant images distract from essential information; 3) Avoid extraneous words, as concise text helps learning more than long phrases. Evidence from cognitive theory and multiple studies demonstrates that following these guidelines improves learner understanding and recall compared to presentations that violate the guidelines.
3 p model
This document discusses the 3P learning model, which consists of three main elements: personalization, participation, and knowledge-pull. Personalization involves tailoring the learning experience to individual learners. Participation recognizes that learning is social and emphasizes knowledge sharing within social contexts. Knowledge-pull shifts the focus from knowledge being pushed by institutions to learners navigating toward knowledge. The document argues this model better reflects the personal, social, open, emergent, and knowledge-driven nature of modern learning.
Modality2
1. The document discusses the Modality and Redundancy principles of multimedia learning.
2. The Modality Principle states that students learn better when graphics are explained by narration rather than accompanied by on-screen text.
3. The Redundancy Principle states that students learn better when graphic elements are accompanied by audio narration alone rather than both narration and on-screen text.
UID for Mobile Learning
This article proposes applying universal instructional design principles to mobile learning and distance education. It outlines eight UID principles for equitable and flexible instructional content and delivery across different mobile technologies. The principles aim to maximize learning for all students through accessible design of materials, delivery methods, and assessments. The article recommends implementing the principles through chunking content, simplifying code, and encouraging communication and support between learners. However, it lacks clear examples and could be strengthened by additional research on applying the principles in practice.
Redundancy Principle
The redundancy principle suggests that presenting redundant information interferes with learning rather than facilitating it. According to cognitive load theory, working memory has limited capacity and duration for processing new information, so instruction should avoid redundant content that increases cognitive load. Experimental evidence shows students learn better when redundant information like identical text presentations, additional summaries, or unnecessary pictures are eliminated. The redundancy effect is central to the expertise reversal effect, as novices and experts have different cognitive loads from the same instructional materials. The redundancy principle implies eliminating redundant materials and activities from instruction and considering element interactivity for novices versus experts.
Electronic learning
E-learning refers to computer-enhanced learning using networked multimedia technologies. By 2006, nearly 3.5 million US students were participating in online learning. E-learning services have evolved from early computer-based education and now include web-based training delivered over the internet. The goals of e-learning are to guide students through information and help them perform specific tasks using communication technologies like asynchronous blogs, wikis, and discussion boards or synchronous technologies that require simultaneous participation.
E learning
This document discusses different learning methodologies including distance learning, e-learning, blended learning, and flexible learning. It provides definitions and examples of each. Distance learning refers to instruction that occurs remotely, and may be instructor-led via satellite or involve online training applications. E-learning is a broader term that encompasses any electronic-based learning and is a form of distance learning. Blended learning combines face-to-face and online methods. Flexible learning is learner-centered and gives students control over how, when, and what they learn. E-learning, distance learning, and flexible learning often utilize technologies like learning management systems to facilitate online or remote instruction.
Contiguity Principle
After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
Application of multimedia
The document discusses applying multimedia elements in e-learning. It discusses two studies. The first study integrated the technology acceptance model, flow theory, and media richness theory into a framework to study user acceptance of streaming media in e-learning. It found perceived ease of use predicted perceived usefulness, and richer content led to higher concentration but mixed results on perceived usefulness. The second study examined how interactive video influences learning outcomes and satisfaction in e-learning. It found students using interactive video in e-learning had significantly better performance and satisfaction than other settings, while non-interactive video did not improve outcomes. The findings suggest integrating interactive instructional video into e-learning systems.
541 team b bloom's taxonomy
This document discusses Bloom's Taxonomy and its relationship to technology and e-learning. It provides an overview of Bloom's Taxonomy, which classifies different levels of thinking skills from lowest to highest order. It then defines asynchronous and synchronous e-learning and how Bloom's Taxonomy can work with technology by applying its levels to various learning styles. Examples are given of how Bloom's Taxonomy has been depicted visually using graphics, tables and processes. Links are also provided for further information on integrating Bloom's Taxonomy with technology and digital learning.
ECAWA 2008: Digital Tools for the Primary Numeracy Classroom
The document discusses the use of virtual manipulatives and computer-assisted instruction in primary numeracy classrooms. It notes that instructional outcomes should determine appropriate technologies, not the other way around. Virtual manipulatives are digital representations that can help develop mathematical understanding in similar ways to physical manipulatives. They can also overcome classroom management issues and be accessed from home. The document also provides guidance on effectively integrating computer-assisted instruction and considers how different technologies like interactive whiteboards and web tools can support teaching and learning.
Uiit ai3
1) ICT tools can enhance the effectiveness of teaching by allowing teachers to demonstrate concepts like graphs and functions in new ways. However, it also increases the pressure on teachers who must acquire new skills and ensure appropriate use of technologies.
2) While ICT helps students learn independently, it risks exacerbating inequality if not all students have equal access. Weaker students especially benefit from tools like graphing calculators, but quality of access may differ by individual backgrounds.
3) Schools must be aware of both the advantages of ICT in modernizing education, as well as the disadvantages like potential increases in differences between strong and weak students due to unequal access, in order to develop policies that mitigate risks.
Presentation final
This document defines computer-based instruction (CBI) as an interactive instructional approach where the computer takes the place of an instructor by providing stimuli and feedback to students. CBI uses methods like tutorials, drills, games, and simulations. It has advantages like allowing self-paced learning, providing interesting and individualized feedback. However, barriers to its implementation in schools include lack of funding, training, time, access at home, and supportive policies. While some teachers have innovated with technology, others avoid it, and professional development is needed to address both how and why to integrate information and communication technology (ICT) in teaching and learning.
It electronic group
This study investigates how e-learning tools impact student performance in online and campus-based classes. It uses the Technology Acceptance Model as a framework, measuring perceived usefulness, ease of use, computer self-efficacy, computer anxiety, and ability to work independently. The study aims to determine if these factors correlate significantly with the course grade a student achieves.
Coherence principle guide
The document discusses the coherence principle for effective presentations. It outlines three guidelines: 1) Avoid extraneous audio, as the cognitive theory of multimedia predicts adults will learn more from presentations without extra sounds. However, music can be used at the beginning and relevant sounds for assessments. 2) Avoid extraneous graphics that do not complement the content and may distract learners. Images should support thinking processes. 3) Avoid extraneous words by using concise, basic text. Simple on-screen content with sparing use of sounds and complementary images helps learning. Each guideline provides supporting psychology and asks for examples that support or violate the guidelines, with comprehension questions at the end.
SMART UBIQUITOUS LEARNING ENVIRONMENTS
The concept of ubiquitous computing is notoriously documented and successfully applied as society at large
has blissfully accepted and heavily relies upon the pervasive and omnipresence of the online network to
wirelessly connect and seamlessly access the massive knowledge-base and social media. On the other hand,
smart environments are a complex research area that require meticulous attention and in-depth
investigation before being employed as they interact directly with the users. When both these areas come
together within an educational environment, the necessity and exigency of ensuring safe and sound
conditions escalate even more. In this paper, we present ubiquitous learning as one of a number of elearning
affordances within a new learning model as it factors in to addresses one particular aspect of a
smart classroom. The justifications, challenges, and recommendations of embodying our philosophical
concept within a working model are also put forward in what could potentially be the next generation
model of physical classrooms.
Training to future proof healthcare professionals
Healthcare professionals are currently trained in communication, empathy, and inter-professional teamwork, but need additional training in digital literacy, technology orientation, design thinking, systems thinking, public health, leadership, followership, and self development to future proof their skills. This document outlines areas for additional training to future proof healthcare professionals.
Distance technologies slideshare
This document discusses distance education and technology. It defines distance education as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect learners, resources, and instructors. Distance education has been applied using various media like print and telecommunications. It is effective when carefully designed and developed with support systems, interaction, and assessment related to learning outcomes. The keys to successful distance education are instructional design and delivery, not geography.
Self-Organising P2P Learning for 21C Education
This document proposes a self-organizing peer-to-peer (P2P) learning model for education, inspired by P2P file sharing networks. It describes tools developed to support this model, including an intelligent student grouping tool, a collaborative learning environment (CLE), a social learning network (ELSE), and a mobile learning platform. The goal is to maximize knowledge transfer and learning efficiency through autonomous knowledge sharing between peers.
EMBODYING THE EDUCATIONAL INSTITUTION
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
V1_I1_2012_Paper2.docx
Abstract - Human learning system is highly sensitive to responsive system according the processing, mapping, motion, auditory and visualization system. Special education system is implemented to overcome the demanded sense of the human special care sensitive signals. This responsive system is balanced and effectively instrumented with modern technological learning pedagogy to bring the special need learners into the normal learning system. In the learning process, cognitive human sensors directly influence the learning effectiveness. This paper attempted to observe the cognitive load such as mental , physical , temporal ,performance , effort and frustration in the long term , short term, working , instant , responsive, process, recollect , reference , instruction and action memory and classify the observed values as per the generalized and specialized properties. The six working loads are observed in the ten types of learning system. The classification analysis aimed to predicate the pattern for learning system for specific learning challenges.
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Distance technology
The document discusses the history and key aspects of distance education. It notes that distance education began in the late 1800s with correspondence programs and allows learning when the instructor and student are separated by time and distance. It provides access to education for those not in a traditional classroom setting. Effective instructional strategies, support systems, and visualization of concepts are important for distance learners. Research shows distance learners perform similarly to traditional students.
Coherence principle haynes.nolen
The document discusses the coherence principle for effective multimedia presentations. It outlines three guidelines: 1) Avoid extraneous audio, as extra sounds overload limited human memory capacity; 2) Avoid extraneous graphics, as irrelevant images distract from essential information; 3) Avoid extraneous words, as concise text helps learning more than long phrases. Evidence from cognitive theory and multiple studies demonstrates that following these guidelines improves learner understanding and recall compared to presentations that violate the guidelines.
3 p model
This document discusses the 3P learning model, which consists of three main elements: personalization, participation, and knowledge-pull. Personalization involves tailoring the learning experience to individual learners. Participation recognizes that learning is social and emphasizes knowledge sharing within social contexts. Knowledge-pull shifts the focus from knowledge being pushed by institutions to learners navigating toward knowledge. The document argues this model better reflects the personal, social, open, emergent, and knowledge-driven nature of modern learning.
Modality2
1. The document discusses the Modality and Redundancy principles of multimedia learning.
2. The Modality Principle states that students learn better when graphics are explained by narration rather than accompanied by on-screen text.
3. The Redundancy Principle states that students learn better when graphic elements are accompanied by audio narration alone rather than both narration and on-screen text.
UID for Mobile Learning
This article proposes applying universal instructional design principles to mobile learning and distance education. It outlines eight UID principles for equitable and flexible instructional content and delivery across different mobile technologies. The principles aim to maximize learning for all students through accessible design of materials, delivery methods, and assessments. The article recommends implementing the principles through chunking content, simplifying code, and encouraging communication and support between learners. However, it lacks clear examples and could be strengthened by additional research on applying the principles in practice.
Redundancy Principle
The redundancy principle suggests that presenting redundant information interferes with learning rather than facilitating it. According to cognitive load theory, working memory has limited capacity and duration for processing new information, so instruction should avoid redundant content that increases cognitive load. Experimental evidence shows students learn better when redundant information like identical text presentations, additional summaries, or unnecessary pictures are eliminated. The redundancy effect is central to the expertise reversal effect, as novices and experts have different cognitive loads from the same instructional materials. The redundancy principle implies eliminating redundant materials and activities from instruction and considering element interactivity for novices versus experts.
Electronic learning
E-learning refers to computer-enhanced learning using networked multimedia technologies. By 2006, nearly 3.5 million US students were participating in online learning. E-learning services have evolved from early computer-based education and now include web-based training delivered over the internet. The goals of e-learning are to guide students through information and help them perform specific tasks using communication technologies like asynchronous blogs, wikis, and discussion boards or synchronous technologies that require simultaneous participation.
E learning
This document discusses different learning methodologies including distance learning, e-learning, blended learning, and flexible learning. It provides definitions and examples of each. Distance learning refers to instruction that occurs remotely, and may be instructor-led via satellite or involve online training applications. E-learning is a broader term that encompasses any electronic-based learning and is a form of distance learning. Blended learning combines face-to-face and online methods. Flexible learning is learner-centered and gives students control over how, when, and what they learn. E-learning, distance learning, and flexible learning often utilize technologies like learning management systems to facilitate online or remote instruction.
Contiguity Principle
After this lesson, students will be able to identify and demonstrate examples of the Multimedia and Contiguity Principles. The Multimedia Principle states that information presented with both text and pictures provides deeper learning than text alone. The Contiguity Principle indicates that people learn more easily when text is located close to the visuals it describes or when spoken words and visuals are presented simultaneously.
Application of multimedia
The document discusses applying multimedia elements in e-learning. It discusses two studies. The first study integrated the technology acceptance model, flow theory, and media richness theory into a framework to study user acceptance of streaming media in e-learning. It found perceived ease of use predicted perceived usefulness, and richer content led to higher concentration but mixed results on perceived usefulness. The second study examined how interactive video influences learning outcomes and satisfaction in e-learning. It found students using interactive video in e-learning had significantly better performance and satisfaction than other settings, while non-interactive video did not improve outcomes. The findings suggest integrating interactive instructional video into e-learning systems.
541 team b bloom's taxonomy
This document discusses Bloom's Taxonomy and its relationship to technology and e-learning. It provides an overview of Bloom's Taxonomy, which classifies different levels of thinking skills from lowest to highest order. It then defines asynchronous and synchronous e-learning and how Bloom's Taxonomy can work with technology by applying its levels to various learning styles. Examples are given of how Bloom's Taxonomy has been depicted visually using graphics, tables and processes. Links are also provided for further information on integrating Bloom's Taxonomy with technology and digital learning.
ECAWA 2008: Digital Tools for the Primary Numeracy Classroom
The document discusses the use of virtual manipulatives and computer-assisted instruction in primary numeracy classrooms. It notes that instructional outcomes should determine appropriate technologies, not the other way around. Virtual manipulatives are digital representations that can help develop mathematical understanding in similar ways to physical manipulatives. They can also overcome classroom management issues and be accessed from home. The document also provides guidance on effectively integrating computer-assisted instruction and considers how different technologies like interactive whiteboards and web tools can support teaching and learning.
Uiit ai3
1) ICT tools can enhance the effectiveness of teaching by allowing teachers to demonstrate concepts like graphs and functions in new ways. However, it also increases the pressure on teachers who must acquire new skills and ensure appropriate use of technologies.
2) While ICT helps students learn independently, it risks exacerbating inequality if not all students have equal access. Weaker students especially benefit from tools like graphing calculators, but quality of access may differ by individual backgrounds.
3) Schools must be aware of both the advantages of ICT in modernizing education, as well as the disadvantages like potential increases in differences between strong and weak students due to unequal access, in order to develop policies that mitigate risks.
Presentation final
This document defines computer-based instruction (CBI) as an interactive instructional approach where the computer takes the place of an instructor by providing stimuli and feedback to students. CBI uses methods like tutorials, drills, games, and simulations. It has advantages like allowing self-paced learning, providing interesting and individualized feedback. However, barriers to its implementation in schools include lack of funding, training, time, access at home, and supportive policies. While some teachers have innovated with technology, others avoid it, and professional development is needed to address both how and why to integrate information and communication technology (ICT) in teaching and learning.
It electronic group
This study investigates how e-learning tools impact student performance in online and campus-based classes. It uses the Technology Acceptance Model as a framework, measuring perceived usefulness, ease of use, computer self-efficacy, computer anxiety, and ability to work independently. The study aims to determine if these factors correlate significantly with the course grade a student achieves.
Coherence principle guide
The document discusses the coherence principle for effective presentations. It outlines three guidelines: 1) Avoid extraneous audio, as the cognitive theory of multimedia predicts adults will learn more from presentations without extra sounds. However, music can be used at the beginning and relevant sounds for assessments. 2) Avoid extraneous graphics that do not complement the content and may distract learners. Images should support thinking processes. 3) Avoid extraneous words by using concise, basic text. Simple on-screen content with sparing use of sounds and complementary images helps learning. Each guideline provides supporting psychology and asks for examples that support or violate the guidelines, with comprehension questions at the end.
SMART UBIQUITOUS LEARNING ENVIRONMENTS
The concept of ubiquitous computing is notoriously documented and successfully applied as society at large
has blissfully accepted and heavily relies upon the pervasive and omnipresence of the online network to
wirelessly connect and seamlessly access the massive knowledge-base and social media. On the other hand,
smart environments are a complex research area that require meticulous attention and in-depth
investigation before being employed as they interact directly with the users. When both these areas come
together within an educational environment, the necessity and exigency of ensuring safe and sound
conditions escalate even more. In this paper, we present ubiquitous learning as one of a number of elearning
affordances within a new learning model as it factors in to addresses one particular aspect of a
smart classroom. The justifications, challenges, and recommendations of embodying our philosophical
concept within a working model are also put forward in what could potentially be the next generation
model of physical classrooms.
Training to future proof healthcare professionals
Healthcare professionals are currently trained in communication, empathy, and inter-professional teamwork, but need additional training in digital literacy, technology orientation, design thinking, systems thinking, public health, leadership, followership, and self development to future proof their skills. This document outlines areas for additional training to future proof healthcare professionals.
Distance technologies slideshare
This document discusses distance education and technology. It defines distance education as institution-based formal education where the learning group is separated and interactive telecommunications are used to connect learners, resources, and instructors. Distance education has been applied using various media like print and telecommunications. It is effective when carefully designed and developed with support systems, interaction, and assessment related to learning outcomes. The keys to successful distance education are instructional design and delivery, not geography.
Self-Organising P2P Learning for 21C Education
This document proposes a self-organizing peer-to-peer (P2P) learning model for education, inspired by P2P file sharing networks. It describes tools developed to support this model, including an intelligent student grouping tool, a collaborative learning environment (CLE), a social learning network (ELSE), and a mobile learning platform. The goal is to maximize knowledge transfer and learning efficiency through autonomous knowledge sharing between peers.
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ECAWA 2008: Digital Tools for the Primary Numeracy Classroom
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Similar to E-learning
EMBODYING THE EDUCATIONAL INSTITUTION
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
V1_I1_2012_Paper2.docx
Abstract - Human learning system is highly sensitive to responsive system according the processing, mapping, motion, auditory and visualization system. Special education system is implemented to overcome the demanded sense of the human special care sensitive signals. This responsive system is balanced and effectively instrumented with modern technological learning pedagogy to bring the special need learners into the normal learning system. In the learning process, cognitive human sensors directly influence the learning effectiveness. This paper attempted to observe the cognitive load such as mental , physical , temporal ,performance , effort and frustration in the long term , short term, working , instant , responsive, process, recollect , reference , instruction and action memory and classify the observed values as per the generalized and specialized properties. The six working loads are observed in the ten types of learning system. The classification analysis aimed to predicate the pattern for learning system for specific learning challenges.
Cognitive Load Persuade Attribute for Special Need Education System Using Dat...
Human learning system is highly sensitive to
responsive system according the processing, mapping, motion,
auditory and visualization system. Special education system is
implemented to overcome the demanded sense of the human
special care sensitive signals. This responsive system is
balanced and effectively instrumented with modern
technological learning pedagogy to bring the special need
learners into the normal learning system. In the learning
process, cognitive human sensors directly influence the
learning effectiveness. This paper attempted to observe the
cognitive load such as mental , physical , temporal
,performance , effort and frustration in the long term , short
term, working , instant , responsive, process, recollect ,
reference , instruction and action memory and classify the
observed values as per the generalized and specialized
properties. The six working loads are observed in the ten types
of learning system. The classification analysis aimed to
predicate the pattern for learning system for specific learning
challenges.
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- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
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In conventional learning environments, instructors are typically faced with the trade-off between the quality of the student experience and the workload in terms of hours dedicated to deliver that ex- perience. This trade-off is exacerbated in the context of courses with large student cohorts. In these scenarios, instructors are fully aware of strategies that would increase the quality of a course such as frequent, personalised feedback, but the required resources sig- nificantly reduce (if not completely remove) the catalog of support actions.
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Designing for Change: Mash-Up Personal Learning Environments
Authors:Fridolin Wild, Felix Mödritscher, Steinn E. Sigurdarson.
Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments.
One-to-One Computing Initiatives
This document provides a summary of research on the benefits of one-to-one computing initiatives in K-12 education. It discusses how giving each student a laptop or tablet can increase student engagement and ownership over their work. Research has found that these initiatives improve attendance rates, discipline, and test scores when implemented effectively with proper training. However, barriers like technical support and wireless infrastructure must be addressed. The document reviews several research articles that found one-to-one programs facilitate differentiated and student-centered learning, while also allowing for more feedback between teachers and students.
Educational Technology-II
This is our portfolio as a compilition to what we've learned in Edtech.This is the real world purpose,effect of the Technology in terms of education,individual and also in terms of learning.
Designing a Scaffolding for Supporting Personalized Synchronous e-Learning
The advent of asynchronous web based learning systems has helped the learner in a self paced,
personalized and flexible learning style. It can be even more useful with a supportive
synchronous tutorial (question-answer) session. The challenge is to provide sufficient
information to the instructor about the learner’s experience in that particular course. In this paper we have designed an automated scaffolding technique to hold these vital information’s about the learner which can be accessed and used by the instructor in the synchronous tutorial session to make the system more adaptive.
A design of a multi-agent recommendation system using ontologies and rule-bas...
Learners attend their courses in remote or hybrid systems find it difficult to follow one size fits all courses. These difficulties have increased with the pandemic, lockdown, and the stress they cause. Hence, the role of adaptive systems to recommend personalized learning resources according to the learner's profile. The purpose of this paper is to design a system for recommending learning objects according learner's condition, including his mental state, his COVID-19 history, as well as his social situation and ability to connect to the e-learning system on a regular basis. In this article, we present an architecture of a recommendation system for personalized learning objects based on ontologies and on rule-based reasoning, and we will also describe the inference rules required for the adaptation of the educational content to the needs of the learners, taking into account the learner’s health and mental state, as well as his social situation. The system designed, and validated using the unified modeling language (UML). It additionally allows teachers to have a holistic view of learners’ progress and situations.
Theory For E Learning
The only "theory" type paper I found (for free) for E-Learning. Valuable lessons in this work!
Towards an intelligent tutoring system to down syndrome
With the rapid and the fast development of artificial intelligence technology, intelligent tutoring Systems
(ITSs) are becoming one of the most important area of research and development. Intelligent tutoring
Systems have very good impact for making computer-based instruction more adaptive and interactive.
Intelligent tutoring Systems are becoming important aspect of educational systems that makes use of
adaptive technologies to bring in aspects of a human-teacher delivering personalized and customized
tutoring to a student, into online computer-based learning environments.
Early Intervention Program (EIP) is very important to improve and enhance the overall development of
children with Tiresome 21 (Down syndrome). Up till now, there is no ITS for Early Intervention for Down
syndrome children. In order to help a child and parents in the implementation of Early Intervention
Program, a proposed ITS framework has been developed. This ITS can help his/her parents assess and
evaluate children's' skills in order to provide effective early intervention services to handicaps children
according to their mental age and to evaluate their progress and learn.
This paper explore the construction requirements to build ITS for Down syndrome children, and the points
that differ the ITS for Down syndrome from the traditional ITSs.
Emman Christian C. Cabutaje BSE III - English
The document discusses various technologies that can be integrated into teaching, including blogs, educational freeware like Hot Potatoes and Memory Lifter, online activities like treasure hunts and webquests, and e-learning. It emphasizes that technology should be used to develop students' problem-solving, critical thinking, and collaboration skills. When integrating technology, teachers should consider how it matches the curriculum, engages learners, uses innovative approaches, allows formative assessment, and is easy to use. Students are challenged to learn through technology and see how it can make learning more effective. The document ends by asking readers to create a sample of how they would integrate technology into their own teaching strategy and to share experiences of maximizing learning with ICT
A review study on e learning for the empowerment of
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play an important role in teaching and learning through e-learning by motivating learners and representing authentic real-world contexts.
11.a review study on e learning for the empowerment of
This document summarizes research on e-learning and its potential to empower teaching and learning in higher education. It discusses the basic concepts of e-learning and different modalities such as individual self-paced online/offline learning and group-based synchronous/asynchronous learning. It emphasizes pedagogical designs for e-learning like scenario-based learning, problem-based learning, and case-based learning which optimize learning by integrating media and engaging learners in real-world activities. The document concludes that such designs can play a big role in effective teaching and learning through e-learning.
Computer mediated communication (cmc)
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
Languages
The document discusses the use of technology to support constructivist language learning. It analyzes 5 areas where technology can be used: 1) self-study exercises using multimedia, 2) authoring tools for teachers to create customized exercises, 3) electronic publications providing authentic materials, 4) tools to adapt materials for classrooms, and 5) cognitive tools like concordances. The document advocates shifting from traditional instruction to knowledge construction and argues new technologies can help achieve this shift if used as learning tools rather than just instructional systems.
A Framework For A Cyber Classroom Towards A Human-Centric Virtual Classroom
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
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E-learning
- 1. Name – Gunjan Saini Roll number – 06 MACJ
- 2. E -learning encompasses a pedagogical approach that typically aspires to be flexible, engaging and learner–centered : one that encourages interaction (staff–staff, staff–student, student– student), and collaboration and communication, often asynchronously (though not exclusively so).” The common denominator is the use of technology and electronic devices to enhance learning. It may also be defined as an approach to teaching and learning.
- 3. The three primary characteristics of e- learning are the nature of the learning experience, synchronicity of participation, and presence or absence of face-to-face instruction Depending upon the nature, the learning experience is termed ‘didactic’ when the learning material is literally handed over to the student and they cannot change it, and ‘active’ when the student has control over the learning process
- 4. Computers are good at storing information. They reproduce it accurately time after time and, with appropriate connections, can transmit that knowledge to where it is needed. At the basic level textbooks can be turned into etextbooks—that is to say, a written page can be viewed on the computer screen. This can be enhanced by hyperlinking text so that a learner could jump to another section or call up a glossary. In an age of learner centredness this is a step toward self direction.
- 5. The presence of texts, be they undergraduate textbooks or the latest research article, in data repositories linked to form a federation is often all that is required. The busy clinician can now search a virtual database (for example, PubMed or one of the other repositories) for the answer to his or her current clinical problem. The term “just‐in‐time” learning has been applied to this concept. With the appropriate technology (laptop/palmtop computers combined with satellite links/wireless hotspots) this concept of just‐in‐time learning has been used to support battlefield surgeons and rural practitioners as well as teaching hospital consultants after the latest research information..
- 6. Psychomotor (physical) skills are best learned by doing them. Most of these cannot be learned from a computer. However, elearning can be used to aid the teaching of physical skills. A video showing the technique, or a package explaining the theory and putting it into context, could prime learners before they attend the teaching session. It could certainly be used to deliver stages 1 and 2 of the widely used “4 stage” technique.
- 7. Attitudes are probably most developed by human interaction although the principles on which they are based can be learned (and hence, if necessary, taught by an elearning ethics or diversity course). In this section I would like to explore the possibilities for “human” contact using information technology.