The document discusses different types of e-learning including social learning, mobile learning, and varieties like standalone courses and virtual classrooms. It outlines the process of e-learning design including instructional design, identifying goals and learning objectives, planning teaching sequences, and selecting learning activities. Key aspects of design discussed are analysis, design, development, implementation, and evaluation. Common methodologies mentioned are fill-in-the-blanks and identifying goals by determining how learning contributes to organizational goals.
"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
Presentation given to eLearning/Instructional Design students on MSc in Applied eLearning and Postgraduate Diploma on Third Level Learning and Teaching.
"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
Presentation given to eLearning/Instructional Design students on MSc in Applied eLearning and Postgraduate Diploma on Third Level Learning and Teaching.
Would you like to be able to deliver a more personalized, relevant learning experience to each of your students? This webinar will showcase creative ideas, reflective practices, and various technologies that can transform your teaching. Join Naomi Harm as she shares innovative instructional strategies that will allow for differentiation approaches, educator choice, challenge-based learning, and mobile learning opportunities. Collaborative teaming and active learning activities will be discussed along with virtual brainstorming, "bumping" of ideas, and augmented reality mobile learning.
Transforming education with personalized learning and differentiated instructionDreamBox Learning
Would you like to be able to deliver a more personalized, relevant learning experience to each of your students? This webinar will showcase creative ideas, reflective practices, and various technologies that can transform your teaching. Join Naomi Harm as she shares innovative instructional strategies that will allow for differentiation approaches, educator choice, challenge-based learning, and mobile learning opportunities. Collaborative teaming and active learning activities will be discussed along with virtual brainstorming, "bumping" of ideas, and augmented reality mobile learning.
E-learning provides support for teachers inside and outside of the classroom. Educators are able to make informed decisions regarding the use of technology in support of learning and leadership. Through adaptive tools, web 2.0 tools, programs and software; the learning environment can be adapted to meet the needs of very diverse learners with multiple learning styles.
PLE ASSIGNMENT ,The beginnings of my own professional learning network. Thatoentle Moruri
The beginning of own Professional Learning Network, this is just to show people what I've learnt and where I'm going in my profession,still have a lot of learning
Led by Anne Nortcliffe (ACES) and Andrew Middleton (IPD) this workshop reflected on findings from a recent survey of academic staff (n.242 responses from 1410) and ACES students (n.174 responses from ~5000) who have registered their smart phones and tablets for use on campus. In both cases respondents reported moderate to high confidence in using their devices. Both reported using the personal technologies for organising themselves, communicating using a range of media, using and creating content independently and collaboratively, storing and sharing content. The workshop considered a range of 'Apps for Learning' and how they can enhance and transform teaching and learning.
21st Century Professional Development – AACE E-Learn 2010Marko Teräs
"21st Century Professional Development – Bridging the Gap Between Higher Education and Working Life".
Full paper presentation with Hanna Teräs (www.hannateras.com) at AACE E-Learn 2010, Orlando Florida.
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Would you like to be able to deliver a more personalized, relevant learning experience to each of your students? This webinar will showcase creative ideas, reflective practices, and various technologies that can transform your teaching. Join Naomi Harm as she shares innovative instructional strategies that will allow for differentiation approaches, educator choice, challenge-based learning, and mobile learning opportunities. Collaborative teaming and active learning activities will be discussed along with virtual brainstorming, "bumping" of ideas, and augmented reality mobile learning.
Transforming education with personalized learning and differentiated instructionDreamBox Learning
Would you like to be able to deliver a more personalized, relevant learning experience to each of your students? This webinar will showcase creative ideas, reflective practices, and various technologies that can transform your teaching. Join Naomi Harm as she shares innovative instructional strategies that will allow for differentiation approaches, educator choice, challenge-based learning, and mobile learning opportunities. Collaborative teaming and active learning activities will be discussed along with virtual brainstorming, "bumping" of ideas, and augmented reality mobile learning.
E-learning provides support for teachers inside and outside of the classroom. Educators are able to make informed decisions regarding the use of technology in support of learning and leadership. Through adaptive tools, web 2.0 tools, programs and software; the learning environment can be adapted to meet the needs of very diverse learners with multiple learning styles.
PLE ASSIGNMENT ,The beginnings of my own professional learning network. Thatoentle Moruri
The beginning of own Professional Learning Network, this is just to show people what I've learnt and where I'm going in my profession,still have a lot of learning
Led by Anne Nortcliffe (ACES) and Andrew Middleton (IPD) this workshop reflected on findings from a recent survey of academic staff (n.242 responses from 1410) and ACES students (n.174 responses from ~5000) who have registered their smart phones and tablets for use on campus. In both cases respondents reported moderate to high confidence in using their devices. Both reported using the personal technologies for organising themselves, communicating using a range of media, using and creating content independently and collaboratively, storing and sharing content. The workshop considered a range of 'Apps for Learning' and how they can enhance and transform teaching and learning.
21st Century Professional Development – AACE E-Learn 2010Marko Teräs
"21st Century Professional Development – Bridging the Gap Between Higher Education and Working Life".
Full paper presentation with Hanna Teräs (www.hannateras.com) at AACE E-Learn 2010, Orlando Florida.
Stinkin' Badges: Why We Need 'Em and How to Use 'EmKelvin Thompson
Listen to session audio while manually viewing slides at: http://ofcoursesonline.com/?p=408. Presentation w/ Rudy McDaniel and Joseph Fanfarelli at 2014 Information Fluency Conference.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. Varieties of E-Learning
oSocial
Learning
o Online, community
based
• Mobile
Learning
o Learning on the
move with mobile
devices
oGames and
E-Learning Varieties as outlined by Horton (2012
8. Design Perspectives and
Influences
• Rapraprapawa
p
• Pack ‘em, Yak
‘em, Rak ‘em,
and Track’ em
• Warn and
Scorn
• Fill-in the
Blanks
Common methodologies of NON-DESIGN: to do or not to
do?
9. Learning and Goal Alignment
Organization
al goals
How learning
will contribute
to
organizational
goals
2 Steps to identify when2 Steps to identify when
developing goal alignmentdeveloping goal alignment
ional Design begins with identification of the Learnional Design begins with identification of the Learn
11. Defining Learning Objectives
What learningWhat learning
objectives areobjectives are::
• Influential
• Vital
• Imperative
• Crucial
Learning ObjectivesLearning Objectives
”Learning objectives are brief statements that
describe what students will be expected to learn
by the end of school year, course, unit, lesson,
project, or class period.”
Defined by Hidden Curriculum 2014
17. References
• Horton, W. (2012). E-Learning by design
(2nd
ed.). San Francisco, AC: Willey
• Hidden curriculum (2014, August 26). In S.
Abbott (Ed.), The glossary of education
reform. Retrieved from
http://edglossary.org/hidden-curriculum
• Sun and Giles. (2001). Sequence
Learning. Retrieved from
Editor's Notes
E-learning can be defined as the educational environment taking place on an internet device. Horton defines e-learning as “…the use of electronic technologies to create learning experiences” (2012, p1). E-learning uses various types of technology to deliver and receive knowledge through various information and communication technologies. The technologies are programmed with various applications and processes to enhance the students’ learning success.
Social learning refers to the learning that takes place through collaboration and communication with peers and instructors (Horton, 2012). The use of social networks such as Skype, Moodle, and Facebook are instances of what can and is used to increase student engagement and retention.
Mobile learning is the learning that takes place on mobile devices. There are many educational applications and processes that allow a student to continue with daily activities while still receiving an education. The mobile device provides a myriad of e-learning experiences. Horton States, “learners participate in conventional classroom courses and standalone e-learning while out and about” (2012, p2).
Learning games and simulations allow students to apply and perform skills and knowledge while providing fun and personal experience with the information.
The standalone course is one in which the student has the ability to learn in a solitary environment that is not time controlled. “They are self-paced without interaction with a teacher or classmates” (Horton, 2012, p2).
The virtual classroom is similar to a conventional classroom as there is a teacher or instructor, peers, various assignments and activities, and is not self-paced. A virtual classroom has “reading assignments, presentations, discussions via forums and other social media, and homework” (Horton, 2012, p2).
E-Learning is based on design and development. The design is the evaluation, creation and resolution of decision making. The development is the transfer and conveying of those decisions.
The e-Learning design is the learning with ad through the use of technology. The e-learning design is the instructional plan and implementation of the instructional decisions and actions taken.
The instructional design is the core of any e-learning environment. The instructional design encompasses identifying the learner, identifying objectives, setting goals, creating and implanting activities and tests. Instructional design is an element of any learning environment that must be flexible and continue to adjust to meet the needs of learners.
The learning from the rapraprapawap is the student is to read several papers and then take what they have learned from the papers to write their own paper. There is no real transfer of knowledge or skills; students learn directly from what is read, if any learning occurs at all.
The Pack ‘em, yak ‘em, rak ‘em, track ‘em perspective is when school over enroll students into packed classrooms and teachers deliver lectures give assessments based soley on the lectures that are provided.
The Warn and scorn theory relates to the student being forced through materials to attain required learning standards even when the student does not understand the concepts. Teachers typically will do this in order to be in state and federal compliance which in turn directly reflects on future successes for the student.
The fill-in the blanks is when delivery of content is through endless worksheets.
Wouldn’t it be cool if… is when a teacher implements various methods and materials because it is the new or “cool” thing to use instead of first ensuring what is being implemented is there to enhance learning.
(Horton, 2012).
All design begins with a goal; you must know what it is you intend to accomplish to be successful. When designing E-learning, the same as a traditional classroom, you must know what the organizational goals are. From that point, taking into account what you want to accomplish, the process of instructional design begins.
The entire process of instructional design should include the questions in the forefront of your mind:
What am I achieving by this design?
What is the final outcome I am looking to accomplish?
“How am I helping achieve that goal” (Horton, 2012, p.10)
Learning objectives are paramount to the success and or the failure of e-learning environments. All elements of e-learning revolve around good, clear, and concise objectives.
Once the learning goal is identified, recognition of the learning objectives are decided. Learning objectives are fixed progressions of the “what, how, and why” of content in order to promote required and essential skills and knowledge. The learning objectives are also vital to have a clear expectation from and for the instructor and the students.
Make sure that learning objectives are aligned with goals, the learners, and assessment.
Analysis
The designer identifies the desired goals and objectives, the needs and capabilities of the learner, the learning environment, the various avenues of approaches and techniques to use, and a timeframe
Design
Developing the organization of objectives and content
Development
The creation of the content and materials
Implementation
The plan and action of training the learner, the delivery of the content and materials that were created
Evaluation
Formative and summative evaluations and finally revision
When selecting activities be dure that the activities match the objectives previously planned, keep activities as easy as possible to ensure the focus is on the actual learning, and ensure the activities provide opportunitites for discovery, experience, and practice.