ES-318: Computer As Educational Aids
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This document discusses the use of computers as educational aids. It identifies the basic components of a computer and its capabilities for storing large amounts of data, high processing speed, and multimedia functions. Computers can be used in education in various ways, such as for online resources, communication tools, and statistical analysis. They provide advantages like learner control, record keeping, and managing different data types. Computers are used as teaching tools, for self-learning, and educational administration. Various instructional approaches like drill and practice, tutorials, and simulations can be used. Computers support distance education through information processing, interaction, and communication.
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This document provides an overview of various e-learning and educational technology tools that can be used for online instruction. It describes tools like tablets that allow instructors to sync files, check email, take screenshots, and video conference. It also outlines tools for assessments like diagnostic tests, question banks, surveys, and plagiarism detection. Additionally, it mentions collaboration tools like wikis, blogs, and discussion boards. Finally, it lists programs for creating exams, games, presentations, and course content as well as surveys and tools that can integrate with the myTUTor learning management system.
E-learning and educational technology tools
This document provides an overview of various e-learning and educational technology tools that can be used for online instruction. It describes tools like tablets that allow instructors to sync files, check email, take screenshots, and video conference. It also outlines learning management systems, diagnostic assessments, question banks, surveys, assignments, blogs, journals, discussion boards, wikis, and other collaboration tools. The document acknowledges that technology should be used appropriately and mentions tools for creating exams, games, presentations, and course content as well as programs for online testing and surveys.
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This document summarizes a lecture on emerging trends in learning and technology that can democratize education. It discusses how technology is changing education through massive open online courses (MOOCs), increased online learning opportunities, and greater access to open educational resources (OERs). While OERs and MOOCs have potential to expand access to education, challenges remain around quality, integration into teaching/learning, and certification. Overall, technology is shifting education away from traditional models towards more collaborative, networked learning, requiring educators and institutions to adapt.
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3) Universities must create enabling environments for open access to research, open educational resources, and appropriate social media use to facilitate educational transformation processes
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Open Access provides free access to scholarly research and information for all. It allows authors to grant worldwide rights to copy, distribute, and make derivative works from their work as long as they are properly attributed. There are different types of Open Access, including works that are freely available with permission from commercial publishers, information produced by governments and released online without restrictions, and books whose copyrights have expired. Open Access aims to increase the sharing of knowledge and research through flexible licensing and by making information more widely available through new technologies and strategic policies.
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The document discusses instructional design for developing self-learning materials for distance education. It defines instructional design as a process to optimize learning through creating a blueprint that systematically plans learning conditions. It presents various instructional design models including the Dick and Carey, Smith and Ragan, and ASSURE models. It also outlines different levels of instructional design from the course level to the learning step level. Finally, it discusses characteristics, types, and components of effective self-learning materials for distance education.
Web 2.0
The document discusses the evolution of the web from Web 1.0 to Web 2.0. Web 1.0 consisted of static web pages with users as passive consumers of information, while Web 2.0 is more interactive and dynamic, harnessing user-generated content and collective intelligence through services like blogs, wikis, social networking, and user tagging of content. Web 2.0 applications can be useful for distance learning by facilitating more interactive teaching and learning, academic publishing and research sharing, and data repositories.
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The document discusses the history and concepts of open and distance education. It outlines some key terms like open learning, distance learning, and generations of distance education models. The document notes that over 90 open universities exist worldwide today, addressing issues like access, equity, quality, and cost-effectiveness in education. Challenges for open and distance learning include ensuring quality of teaching and learning, reducing dropout rates, and balancing flexibility with professional demands.
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The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
Training Evaluation
The document discusses management and evaluation of training programs. It outlines the importance of training to meet organizational objectives and support change management. It also describes planning an in-house training program which includes conducting a training needs analysis, designing the program, budgeting, marketing, preparing the training materials and venue, implementing the training, and evaluating the training impact, transfer of skills, and return on investment. Evaluation should have a clear purpose, be objective, tailored to needs, and measure reaction, learning, performance, and results.
Training Skills
This document outlines several basic principles of training techniques and skills. It discusses principles such as the training formula of A-B=C, the confidence cycle of confidence leading to accomplishment, readiness affecting learning, connecting formal, informal and on-the-job training, the PESOS model of preparing, explaining, showing, observing and supervising learners, prioritizing tasks into must-do, should-do and nice-to-do, Pareto's law of 20% of efforts resulting in 80% of productivity, and concepts like the change curve and how medium anxiety and attention spans of 15-22 minutes can help with productivity.
Learner Orientation Programme for PGDEL students
The document outlines an agenda for an orientation program that will cover using the Adobe Connect platform, tasks completed so far, an overview of the program, and expectations. The program is a 24-credit e-learning certificate that includes 5 courses covering topics like instructional design, online course facilitation, and e-learning project management. Courses will be assessed through discussion forums, assignments, and a term-end exam involving a paper, practical, and project work.
Mobile Technologies for Learning
Mobile technologies are increasingly accessible and affordable for both institutions and learners. They can be used for numerous teaching functions to improve interaction and reduce distance between learners and teachers. Mobile technologies are also pervasive, novel, and provide quick access to information from anywhere at any time.
When developing mobile learning programs, it is important to plan purposefully, identify learners' needs, choose appropriate media, implement technology solutions through testing, provide user manuals, run the system with support, and evaluate performance and outcomes. Training stakeholders is also critical for success.
Curriculum, ICT and Online Learning
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Identifying Research Problems in DE
This document discusses identifying meaningful research problems in distance education. It explains that research problems should stem from practical problems, previous research, or theories. The document also discusses how research questions are related to the purpose of the research, such as describing phenomena, explaining relationships, predicting behavior, or evaluating outcomes. Finally, it provides guidance on defining the research problem by clarifying what it is about, its purpose, and how it will answer the research questions.
Alternative Assessment Techniques
The document discusses various alternative assessment techniques that can be used instead of traditional testing methods. It describes techniques like self-assessment, peer assessment, portfolios, reflective journals, projects and oral presentations. It also provides details on how to implement these techniques, including providing training to students, defining clear criteria, and using tools like rubrics to evaluate performance. The key benefits highlighted are developing skills like self-reflection, collaboration and lifelong learning.
Designing Online Learning, Web 2.0 and Online Learning Resources
This is a presentation for the National workshop on Development of Self-Learning Materials (SLM) for distance and online learning, 2009. Presentation on 19/09/2009.
Recent Trends in Communication Technology for Distance Education
This document discusses recent trends in communication technologies that can be used for distance education. It outlines developments like satellite TV, wireless connectivity using mobile phones and WiFi, audio and video technologies online like podcasting and video conferencing, and the evolution of the semantic web. Emerging technologies discussed include virtual worlds like Second Life, push technologies, microblogging, portable storage, open source/open content, social tagging, and assistive technologies. The conclusion discusses how these trends empower both users and teachers through more interactive and collaborative learning opportunities as well as greater access to knowledge resources.
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ES-318: Computer As Educational Aids
- 1. Computer as an Educational Aids ES-318 Block-5 A Presentation by Sanjaya Mishra, PhD STRIDE, IGNOU
- 5. Computers in Education CD ROMs Websites Online databases Email Mailing lists Discussion forums Chat rooms Instant messaging Video conferencing Word Processing Presentation of Graphics Statistical analyses Programming Resources Communication Tools