This document is a learning guide for Unit 3 on virtual tools for learning. It covers the following key points in 3 or fewer sentences:
The unit introduces experiential learning tools like collaborative office tools and educational apps and simulations. It provides learning outcomes and lists topics to be covered, including Google Docs, Sheets, Slides, Forms, and video tutorials demonstrating their basic functions. The guide outlines activities, such as watching introductory videos, completing readings, and engaging in collaborative work and self-assessments to evaluate understanding of the tools and their applications.
#ISTE2016 Teach any subjects by making appsMartine Paquet
ID: 100359614
Title: WH002 Computational Thinking for Every Subject
Category: Explore and create: Workshop
Here is the presentation that I gave at #ISTE2016 on Saturday 25th. Go to ISTE website to find more resources.
This unit introduces students to the virtual campus and classroom of the University. It aims to help students use the resources efficiently.
Key concepts covered include digital identity, virtual classroom, and virtual campus. Students will learn about the university's virtual spaces through videos, readings, and activities. They will understand that the virtual campus integrates all academic services in one place, similar to a physical campus, while the virtual classroom also integrates services but is focused on enhancing the teaching and learning experience.
By the end of the unit, students will be able to efficiently use all the resources in the virtual campus and classroom, including accessing their email and available operations. They will analyze concepts and identify issues through comprehension activities and formative exercises
This document summarizes a workshop held by the Joint Information Systems Committee (JISC) on writing final reports for eLearning projects. The workshop agenda included sessions on JISC's expectations for final reports, templates and guidance, the differences between final reports and completion reports, and realizing benefits. The workshop aimed to help participants understand what information JISC wants to see in final reports, including real-life examples, outcomes and impacts, and how the project addressed the goals of the eLearning program. Participants provided feedback on what they learned about structuring effective final reports and how they will improve their own reports based on the guidance.
Using Videos in Online Learning - Take 2Stella Porto
This document summarizes a workshop about using instructor-created videos to build social and teaching presence in online courses. It recaps best practices from a previous presentation and explores practical tips for developing, selecting, and delivering videos. These include using videos for administration, instruction, and assessment as well as building community. Free screencasting and video editing tools that could be useful for instructors are presented. Challenges of using videos like time consumption and quality versus length are also discussed.
Extreme Tech-Over Syllabus (Lomicka/Lord)Gillian Lord
This document outlines steps for redesigning course syllabi using technology and visual elements. It discusses potential benefits of creative syllabus redesign such as making the syllabus more engaging, appealing and approachable for students. Various tools are identified that can help with visual layout and design of the syllabus, such as Prezi, Piktochart and templates. The document also provides examples of redesigned syllabi and recommends a process for developing a plan to redesign one's own syllabus, including determining necessary content, choosing a layout, and editing.
For general discussions and announcements
�
Dev: For technical discussions and code reviews
�
Release: For release related discussions
�
Design: For design discussions
�
Product: For product strategy and roadmap discussions
�
HR: For HR related discussions
�
Interns: For intern related discussions
�
Events: For event related discussions
�
Partners: For partner discussions
�
Customers: For customer discussions
�
Investors: For investor discussions
�
Board: For board level discussions
So in summary, communication is very transparent and fast in WSO2 which helps
The Machine Learning Diploma is designed to teach you about the most effective machine learning techniques, and gain practice implementing them and getting them to work for yourself. More importantly, you’ll learn about not only the theoretical underpinnings of learning, but also gain the practical know-how needed to quickly and powerfully apply these techniques to new problems.
See more: https://bit.ly/2K0h8AL
#ISTE2016 Teach any subjects by making appsMartine Paquet
ID: 100359614
Title: WH002 Computational Thinking for Every Subject
Category: Explore and create: Workshop
Here is the presentation that I gave at #ISTE2016 on Saturday 25th. Go to ISTE website to find more resources.
This unit introduces students to the virtual campus and classroom of the University. It aims to help students use the resources efficiently.
Key concepts covered include digital identity, virtual classroom, and virtual campus. Students will learn about the university's virtual spaces through videos, readings, and activities. They will understand that the virtual campus integrates all academic services in one place, similar to a physical campus, while the virtual classroom also integrates services but is focused on enhancing the teaching and learning experience.
By the end of the unit, students will be able to efficiently use all the resources in the virtual campus and classroom, including accessing their email and available operations. They will analyze concepts and identify issues through comprehension activities and formative exercises
This document summarizes a workshop held by the Joint Information Systems Committee (JISC) on writing final reports for eLearning projects. The workshop agenda included sessions on JISC's expectations for final reports, templates and guidance, the differences between final reports and completion reports, and realizing benefits. The workshop aimed to help participants understand what information JISC wants to see in final reports, including real-life examples, outcomes and impacts, and how the project addressed the goals of the eLearning program. Participants provided feedback on what they learned about structuring effective final reports and how they will improve their own reports based on the guidance.
Using Videos in Online Learning - Take 2Stella Porto
This document summarizes a workshop about using instructor-created videos to build social and teaching presence in online courses. It recaps best practices from a previous presentation and explores practical tips for developing, selecting, and delivering videos. These include using videos for administration, instruction, and assessment as well as building community. Free screencasting and video editing tools that could be useful for instructors are presented. Challenges of using videos like time consumption and quality versus length are also discussed.
Extreme Tech-Over Syllabus (Lomicka/Lord)Gillian Lord
This document outlines steps for redesigning course syllabi using technology and visual elements. It discusses potential benefits of creative syllabus redesign such as making the syllabus more engaging, appealing and approachable for students. Various tools are identified that can help with visual layout and design of the syllabus, such as Prezi, Piktochart and templates. The document also provides examples of redesigned syllabi and recommends a process for developing a plan to redesign one's own syllabus, including determining necessary content, choosing a layout, and editing.
For general discussions and announcements
�
Dev: For technical discussions and code reviews
�
Release: For release related discussions
�
Design: For design discussions
�
Product: For product strategy and roadmap discussions
�
HR: For HR related discussions
�
Interns: For intern related discussions
�
Events: For event related discussions
�
Partners: For partner discussions
�
Customers: For customer discussions
�
Investors: For investor discussions
�
Board: For board level discussions
So in summary, communication is very transparent and fast in WSO2 which helps
The Machine Learning Diploma is designed to teach you about the most effective machine learning techniques, and gain practice implementing them and getting them to work for yourself. More importantly, you’ll learn about not only the theoretical underpinnings of learning, but also gain the practical know-how needed to quickly and powerfully apply these techniques to new problems.
See more: https://bit.ly/2K0h8AL
This document is a learning guide for a unit on managing learning. It includes an introduction to the unit learning outcomes, keywords, and methods. The development section covers contents, cognitive processes, learning activities and materials. These include identifying concepts of personal learning environments and strategies for collaborative work in networks. An assessment section describes self-assessments and an academic product available in the virtual classroom. The guide also includes a digital educational resource on a personal learning project and reference manager tools.
This document discusses implementing e-learning in a business setting. It begins by outlining some key benefits of e-learning, such as allowing just-in-time training, delivering training in various settings, reducing training costs, standardizing and customizing learning, and delivering content to a large audience simultaneously. It then provides examples of how Quebec companies have used e-learning to address needs such as providing initial training to new employees and certifying employees in company codes of ethics on an annual basis. The document encourages readers to consider how e-learning may help address their own company's training needs.
The document provides guidance for writing final reports for JISC-funded projects. It discusses the different audiences and requirements for final reports versus completion reports. It emphasizes including evidence of deliverables, outcomes and impact in the final report and highlights what program managers want to see, such as real-life examples of benefit realization and information on sustainability. The document also cautions against including unnecessary details and sections just for the sake of it without clear relevance.
Assignment 3 Presentation of the Proposal and ReflectionsRe.docxluearsome
Assignment 3: Presentation of the Proposal and Reflections
Refer to the
Scenario
for the Assignments. (
in the red
)
Assignment Scenario:
You will be using this scenario as the guide for your assignments in this class for the quarter.
Assume that your supervisor has appointed you to lead a committee tasked with providing a research-based proposal for integrating emerging technologies into an educational need for your organization (i.e. K12, higher education, corporate or military training). You will develop the proposal in stages, which will culminate in a final project that is due in Week 10. Keep in mind that the proposal must be focused on education or training with an emphasis on new technologies. You will need to include a sample outline of how these technologies will be applied in your institution.
Using the list provided here, you must propose the integration of at least two (2) emerging technologies into the educational need you have selected for your organization. You are welcome to select two (2) from this list or select one (1) from here and research one (1) additional technology of your choosing. The two technologies combined must help to support your learning goals and create an engaging environment for your learners.
Etale – Digital Age Learning is located at
www.etale.org
and provides access to educational documentaries across a wide range of topics.
Edmodo, located at
www.edmodo.com
. Similar to what Facebook and Twitter do for social media, Edumodo is designed specifically for educators to trade materials, connections, and keep all members of the school community in touch.
Twiddla, located at
www.twiddla.com
, can be integrated into a training session or lesson for K-12 students. (Twiddla is an online tool that allows students to set up a Web-based meeting playground. Students have the ability to set up conference calls, too. )
Evernote, located at
www.evernote.com
, helps to organize different kinds of media in one place. With everything in one place, this tool is especially useful for sharing ideas for team teaching and collaboration across districts or locations.
Softchalk, located at
www.softchalk.com
, provides a cloud based solution for collaboration and lesson planning, as well as a way to link content from multiple courses in one place in the cloud.
Blogger, located at
www.blogger.com
, or KidsBlog, located at
http://kidzblog.en.softonic.com/
, both provide user-friendly tools to create blogs.
SocialMention, located at
http://socialmention.com/
, is a social media search engine that highlights content useful for many different kinds of instruction and topics.
KhanAcademy, located at
www.khanacademy.org
, provides videos for math, science, computer programming, history, art, and more. These videos are suitable for both K-12 and self-study for adult learners.
Provide a slide presentation ...
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
Look fantastic training introduction, e safety audit and policy, ilt strategy...Jane Mackenzie
The document summarizes a training presentation given by Jane Mackenzie and Stephen Catton from Jisc on October 21, 2013. It discusses Jisc's role in supporting education through practical tools, consultancy, and events. The training covered e-safety audits and policies, developing an ILT strategy, considerations around virtual learning environments, and demonstrations of online tools and solutions like Google Drive, Padlet, and Socrative. Attendees were asked to complete a survey and contact Jisc's Regional Support Centre Southeast for any additional assistance.
You should download the document to have a fine resolution.
This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
22034 GUI application Development Using VB.net.pdfGamingZone51
This document is a laboratory manual for a course on GUI Application Development Using VB.Net. It includes information such as:
- An introduction and preface describing the purpose and focus of the manual.
- Details about the course outcomes and program outcomes achieved through the practicals.
- A matrix mapping the practical outcomes to the course outcomes.
- A list of industry relevant skills developed through the practicals.
- Brief guidelines for teachers on facilitating the practicals.
The document provides structure and guidance for students to complete practical exercises to develop skills in designing GUI applications using VB.Net by mapping outcomes and competencies.
This document is a laboratory manual for a course on GUI Application Development Using VB.Net. It includes information such as:
- An introduction and preface describing the purpose and focus of the manual.
- Details about the course outcomes and program outcomes achieved through the practicals.
- A matrix mapping the practical outcomes to the course outcomes.
- A list of industry relevant skills developed through the practicals.
- Brief guidelines for teachers on facilitating the practicals and assessing student skills and outcomes.
The document provides information to help students, teachers and instructors effectively implement the practical lessons to develop skills for GUI application development using VB.Net.
The document provides information about Weka, an open source machine learning software. Weka allows users to preprocess big data, apply machine learning algorithms, and compare outputs. It contains tools for classification, clustering, association rule mining, and attribute selection. Weka also provides visualization tools to analyze processed data. Overall, Weka is a comprehensive tool that facilitates working with big data and developing machine learning models.
Session on Design_Discover_Develop_Campaign_2.pptxShivanshSeth6
The document summarizes an upcoming session on discover, design, develop from December 9th to February 28th. It includes:
- A series of content and training sessions covering cutting-edge technologies.
- An opportunity for participants to bring forward innovative solutions to real-world problems through a Solutions Challenge competition.
- Details on the submission criteria, scoring rubric, timeline and prizes for the Solutions Challenge.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document provides a catalogue of professional development offerings from Microsoft to support education. It describes workshops focused on topics like 21st century learning design, peer coaching training, technology-enriched instruction, digital literacy, teaching with technology, and the Microsoft Certified Educator exam. Workshops are offered online, in-person, or as train-the-trainer sessions and aim to help educators effectively integrate technology into teaching and learning.
1. The document discusses using technology for teaching and learning based on principles of efficiency, effectiveness and enhancement (3Es).
2. It introduces the concept mapping tool Inspiration and shows how it can be used to organize content in an efficient and effective manner to meet learning goals.
3. Students are instructed to find another concept mapping tool, describe its educational value, and reflect on how their Inspiration example meets the 3Es criteria.
Caderno ds linguagem de programação para web [2019.2 etepac]REINALDO DE ALMEIDA
The document provides an introduction to programming languages for web development. It discusses PHP as a popular open-source scripting language well-suited for web development. It covers PHP's history and characteristics, how PHP code can be embedded in HTML, and integrated development environments (IDEs) that can be used to write and test PHP code. The document also provides instructions on setting up a test environment for PHP projects.
Are you struggling with the challenges of delivering training to a global employee base? Would you like to provide more interactive and engaging training? How about social learning — is this one of your training objectives?
This webinar will showcase seven best practices for using virtual learning environments to:
Deliver a global training experience while enabling localized distinctiveness.
Engage and motivate your learners.
Add social learning to your training arsenal.
This document discusses using video microcontents and vlogs for online learning. It argues that as more educational content is created online by both teachers and students, platforms are needed to organize this content. Specifically, it advocates for creating multilingual learning video systems that allow educational videos and "video pills" to be easily shared and reused in different contexts. This will help support lifelong learning and networking among educational communities online.
Acceso y Uso Aula Virtual 3.0_Semipresencial.pdfssuser19d8ad
This document provides instructions for students at the Universidad Continental on how to access and use the university's virtual campus and classrooms. It begins by outlining the minimum technical requirements for devices and software. It then describes the structure and services available in the virtual campus and classrooms, including how to log in, navigate between courses, access course materials like videos and assignments, and use communication tools. The goal is to orient students on properly utilizing the various online resources and activities that will support their academic work throughout their studies.
This 3-page document provides an overview and syllabus for a university course on learning management. The course is divided into 4 units to be completed over 8 weeks. It outlines learning objectives, key concepts, activities, assignments and assessments for each unit. Unit 1 focuses on developing self-efficacy and an individual learning project. Students will analyze their learning styles, participate in discussions, and create a personal learning project and plan. The document provides details on assignments, resources, the instructor's background and policies for grading discussions and self-evaluations.
This document is a learning guide for a unit on managing learning. It includes an introduction to the unit learning outcomes, keywords, and methods. The development section covers contents, cognitive processes, learning activities and materials. These include identifying concepts of personal learning environments and strategies for collaborative work in networks. An assessment section describes self-assessments and an academic product available in the virtual classroom. The guide also includes a digital educational resource on a personal learning project and reference manager tools.
This document discusses implementing e-learning in a business setting. It begins by outlining some key benefits of e-learning, such as allowing just-in-time training, delivering training in various settings, reducing training costs, standardizing and customizing learning, and delivering content to a large audience simultaneously. It then provides examples of how Quebec companies have used e-learning to address needs such as providing initial training to new employees and certifying employees in company codes of ethics on an annual basis. The document encourages readers to consider how e-learning may help address their own company's training needs.
The document provides guidance for writing final reports for JISC-funded projects. It discusses the different audiences and requirements for final reports versus completion reports. It emphasizes including evidence of deliverables, outcomes and impact in the final report and highlights what program managers want to see, such as real-life examples of benefit realization and information on sustainability. The document also cautions against including unnecessary details and sections just for the sake of it without clear relevance.
Assignment 3 Presentation of the Proposal and ReflectionsRe.docxluearsome
Assignment 3: Presentation of the Proposal and Reflections
Refer to the
Scenario
for the Assignments. (
in the red
)
Assignment Scenario:
You will be using this scenario as the guide for your assignments in this class for the quarter.
Assume that your supervisor has appointed you to lead a committee tasked with providing a research-based proposal for integrating emerging technologies into an educational need for your organization (i.e. K12, higher education, corporate or military training). You will develop the proposal in stages, which will culminate in a final project that is due in Week 10. Keep in mind that the proposal must be focused on education or training with an emphasis on new technologies. You will need to include a sample outline of how these technologies will be applied in your institution.
Using the list provided here, you must propose the integration of at least two (2) emerging technologies into the educational need you have selected for your organization. You are welcome to select two (2) from this list or select one (1) from here and research one (1) additional technology of your choosing. The two technologies combined must help to support your learning goals and create an engaging environment for your learners.
Etale – Digital Age Learning is located at
www.etale.org
and provides access to educational documentaries across a wide range of topics.
Edmodo, located at
www.edmodo.com
. Similar to what Facebook and Twitter do for social media, Edumodo is designed specifically for educators to trade materials, connections, and keep all members of the school community in touch.
Twiddla, located at
www.twiddla.com
, can be integrated into a training session or lesson for K-12 students. (Twiddla is an online tool that allows students to set up a Web-based meeting playground. Students have the ability to set up conference calls, too. )
Evernote, located at
www.evernote.com
, helps to organize different kinds of media in one place. With everything in one place, this tool is especially useful for sharing ideas for team teaching and collaboration across districts or locations.
Softchalk, located at
www.softchalk.com
, provides a cloud based solution for collaboration and lesson planning, as well as a way to link content from multiple courses in one place in the cloud.
Blogger, located at
www.blogger.com
, or KidsBlog, located at
http://kidzblog.en.softonic.com/
, both provide user-friendly tools to create blogs.
SocialMention, located at
http://socialmention.com/
, is a social media search engine that highlights content useful for many different kinds of instruction and topics.
KhanAcademy, located at
www.khanacademy.org
, provides videos for math, science, computer programming, history, art, and more. These videos are suitable for both K-12 and self-study for adult learners.
Provide a slide presentation ...
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
Look fantastic training introduction, e safety audit and policy, ilt strategy...Jane Mackenzie
The document summarizes a training presentation given by Jane Mackenzie and Stephen Catton from Jisc on October 21, 2013. It discusses Jisc's role in supporting education through practical tools, consultancy, and events. The training covered e-safety audits and policies, developing an ILT strategy, considerations around virtual learning environments, and demonstrations of online tools and solutions like Google Drive, Padlet, and Socrative. Attendees were asked to complete a survey and contact Jisc's Regional Support Centre Southeast for any additional assistance.
You should download the document to have a fine resolution.
This document presents a generic work plan that can be used to lead a MOOC project. Note that it is a macro view suitable for most MOOC projects and that the detailed work plan must be defined and adapted to a particular project. Indeed, there are many form of MOOCs and so, many ways to manage its production.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
This document discusses two screen capture tools, Screencast-o-matic and Jing, that can enhance literacy for students. These free programs allow users to record their computer screen along with audio narration. They are useful for creating tutorials, demonstrating processes, and allowing visual learners to see steps being completed. The document provides instructions on how to create and share recordings using these two tools. It also gives examples of how teachers and students can incorporate screen recordings into math, social studies, English and other subjects. However, the document notes that screen recording should not be done every day due to time constraints.
22034 GUI application Development Using VB.net.pdfGamingZone51
This document is a laboratory manual for a course on GUI Application Development Using VB.Net. It includes information such as:
- An introduction and preface describing the purpose and focus of the manual.
- Details about the course outcomes and program outcomes achieved through the practicals.
- A matrix mapping the practical outcomes to the course outcomes.
- A list of industry relevant skills developed through the practicals.
- Brief guidelines for teachers on facilitating the practicals.
The document provides structure and guidance for students to complete practical exercises to develop skills in designing GUI applications using VB.Net by mapping outcomes and competencies.
This document is a laboratory manual for a course on GUI Application Development Using VB.Net. It includes information such as:
- An introduction and preface describing the purpose and focus of the manual.
- Details about the course outcomes and program outcomes achieved through the practicals.
- A matrix mapping the practical outcomes to the course outcomes.
- A list of industry relevant skills developed through the practicals.
- Brief guidelines for teachers on facilitating the practicals and assessing student skills and outcomes.
The document provides information to help students, teachers and instructors effectively implement the practical lessons to develop skills for GUI application development using VB.Net.
The document provides information about Weka, an open source machine learning software. Weka allows users to preprocess big data, apply machine learning algorithms, and compare outputs. It contains tools for classification, clustering, association rule mining, and attribute selection. Weka also provides visualization tools to analyze processed data. Overall, Weka is a comprehensive tool that facilitates working with big data and developing machine learning models.
Session on Design_Discover_Develop_Campaign_2.pptxShivanshSeth6
The document summarizes an upcoming session on discover, design, develop from December 9th to February 28th. It includes:
- A series of content and training sessions covering cutting-edge technologies.
- An opportunity for participants to bring forward innovative solutions to real-world problems through a Solutions Challenge competition.
- Details on the submission criteria, scoring rubric, timeline and prizes for the Solutions Challenge.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document provides a catalogue of professional development offerings from Microsoft to support education. It describes workshops focused on topics like 21st century learning design, peer coaching training, technology-enriched instruction, digital literacy, teaching with technology, and the Microsoft Certified Educator exam. Workshops are offered online, in-person, or as train-the-trainer sessions and aim to help educators effectively integrate technology into teaching and learning.
1. The document discusses using technology for teaching and learning based on principles of efficiency, effectiveness and enhancement (3Es).
2. It introduces the concept mapping tool Inspiration and shows how it can be used to organize content in an efficient and effective manner to meet learning goals.
3. Students are instructed to find another concept mapping tool, describe its educational value, and reflect on how their Inspiration example meets the 3Es criteria.
Caderno ds linguagem de programação para web [2019.2 etepac]REINALDO DE ALMEIDA
The document provides an introduction to programming languages for web development. It discusses PHP as a popular open-source scripting language well-suited for web development. It covers PHP's history and characteristics, how PHP code can be embedded in HTML, and integrated development environments (IDEs) that can be used to write and test PHP code. The document also provides instructions on setting up a test environment for PHP projects.
Are you struggling with the challenges of delivering training to a global employee base? Would you like to provide more interactive and engaging training? How about social learning — is this one of your training objectives?
This webinar will showcase seven best practices for using virtual learning environments to:
Deliver a global training experience while enabling localized distinctiveness.
Engage and motivate your learners.
Add social learning to your training arsenal.
This document discusses using video microcontents and vlogs for online learning. It argues that as more educational content is created online by both teachers and students, platforms are needed to organize this content. Specifically, it advocates for creating multilingual learning video systems that allow educational videos and "video pills" to be easily shared and reused in different contexts. This will help support lifelong learning and networking among educational communities online.
Similar to Guia_U3_Herramientas Virtuales.pdf (20)
Acceso y Uso Aula Virtual 3.0_Semipresencial.pdfssuser19d8ad
This document provides instructions for students at the Universidad Continental on how to access and use the university's virtual campus and classrooms. It begins by outlining the minimum technical requirements for devices and software. It then describes the structure and services available in the virtual campus and classrooms, including how to log in, navigate between courses, access course materials like videos and assignments, and use communication tools. The goal is to orient students on properly utilizing the various online resources and activities that will support their academic work throughout their studies.
This 3-page document provides an overview and syllabus for a university course on learning management. The course is divided into 4 units to be completed over 8 weeks. It outlines learning objectives, key concepts, activities, assignments and assessments for each unit. Unit 1 focuses on developing self-efficacy and an individual learning project. Students will analyze their learning styles, participate in discussions, and create a personal learning project and plan. The document provides details on assignments, resources, the instructor's background and policies for grading discussions and self-evaluations.
This document analyzes the social problems faced by teachers and students in Peru during the COVID-19 pandemic as education shifted to virtual formats. It conducted online surveys of students from 2 public and 2 private universities in Lima, as well as 4 public and 4 private universities in provinces. The study found that virtual education in Peruvian universities is at risk of failure due to teachers' lack of technical skills and students' lack of internet access, especially for those from rural areas. It concludes that Peru's universities face serious challenges in providing quality virtual education due to underlying social, economic, and political deficiencies exacerbated by the pandemic.
This document provides an overview of civil procedural law processes related to enforcement and precautionary measures. It discusses the structure of enforcement processes, including the demand for enforcement, titles that can be used as the basis for enforcement, and principles governing enforcement. Key points covered include the types of titles that can be used for enforcement, both judicial and extrajudicial; requirements for a demand for enforcement; and the stages of an enforcement process including demand, response, evidence, and resolution.
The document analyzes and presents in a concept map Article 1 of the Preliminary Title of the Code of the Child and Adolescent. Article 1 establishes that a child is considered anyone from conception until 12 years of age, and an adolescent from 12 to 18 years of age. It also states that the State protects the conceived for everything that favors them, and if there is doubt about a person's age they will be considered a child or adolescent until proven otherwise. The doctrine of Comprehensive Protection is based on the 1989 Convention on the Rights of the Child, which recognizes children's rights as a specific category within human rights. The Code recognizes that the obligation to care for children and adolescents extends to their mothers and families.
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This document discusses the ritual of hospitality in ancient Greece. It begins by defining rituals and providing classifications of rituals from various scholars. It notes that rituals are a form of social language or communication that involve repetition and symbolism. The document then discusses typologies of rituals, such as rites of passage, life crises, calendrical rituals, and more. It also outlines characteristics of rituals for the ancient Greeks, who viewed rituals as the best way to access the sacred through the gods' sanctioning of rituals. The document focuses on analyzing the ritual of hospitality in ancient Greece.
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The document defines labor as the period from regular uterine contractions until expulsion of the placenta. It describes the mechanisms of labor including fetal movements through the birth canal and relationships between fetal and maternal axes and parts. It discusses determining fetal presentation, position, and attitude through Leopold's maneuvers and vaginal exams. The stages and phases of labor including dilation, descent, flexion, internal rotation, extension, and expulsion are also outlined.
The document discusses laws and regulations related to rural communities in Peru. It covers the roles and responsibilities of the General Assembly and Directiva Comunal, which are the governing bodies of rural communities. The General Assembly is the supreme governing body and its responsibilities include approving development plans, budgets, land use regulations, and resolutions. The Directiva Comunal is responsible for day-to-day administration and management duties, such as maintaining community records, hiring staff, and implementing Assembly decisions. Requirements are outlined for members of the Directiva Comunal.
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Contenido
Unidad 3 ....................................................................................................................................5
1. Introducción a la Unidad ..........................................................................................5
1.1. Resultado de Aprendizaje ................................................................................6
1.2. Palabras claves ...................................................................................................7
1.3. Método...................................................................................................................7
2. Desarrollo de la Unidad.............................................................................................8
3. Recurso digital didáctico........................................................................................18
3.1. Recurso digital innovador ...............................................................................18
3.2. Video tutorial de resolución de ejercicios simulados .............................18
4. Evaluaciones ..............................................................................................................26
4.1. Autoevaluaciones.............................................................................................26
4.2. Producto académico.......................................................................................27
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Unidad 3
1. Introducción a la Unidad
El mundo del trabajo de la cuarta revolución industrial está cambiando
y va a cambiar aún más en los próximos años, donde el internet de las
cosas y la automatización de las tareas humanas le darán un giro
copernicano a las relaciones laborales, sociales y económicas; hoy, las
máquinas escriben, identifican imágenes, analizan, toman decisiones y
(sobre todo) aprenden de ellas. Hasta 800 millones de personas (o 30%
de la fuerza laboral mundial) tendrían que buscar un nuevo trabajo de
aquí a 2030 por culpa de la automatización (Chicanoticias, 2019).
Este escenario, en lugar de asustarnos o desanimarnos, nos plantea la
necesidad y la oportunidad - como futuros profesionales – de ser
capaces de buscar en la experimentación y la práctica, espacios, para
asegurar nuestros aprendizajes y nuestras habilidades.
Las herramientas para el Aprendizaje Experiencial, nos permite en
ambientes controlados, que la experiencia en simulación, sea
reflexionada, conectándola con la realidad de cada persona o grupo,
para prepararnos para la vida y para el trabajo diario, antes de que
ocurran situaciones en la vida real, por ello en esta unidad nos
concentraremos en conocer y aplicar las siguientes herramientas:
• Herramientas ofimáticas colaborativas, que simulan situaciones
reales como la redacción de documentos, preparación de
presentaciones o el procesamiento de data en información
mediante hojas de cálculo.
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• Simuladores virtuales para el aprendizaje que cuenta la
Universidad.
• Catálogo de sites y apps educativas, algunas de ellas inclusive
permiten vivir una experiencia de realidad aumentada y de
realidad virtual.
En el siguiente vídeo, se explica con mayor detalle, para comprender
cómo aprendemos a partir de la experimentación.
Carlos Cominero (10 de agosto de 2016) ¿Qué es el aprendizaje experiencial?
[Archivo de video]
1.1. Resultado de Aprendizaje
Al finalizar la unidad, serás capaz de utilizar eficazmente
herramientas de ofimática de forma colaborativa y recursos para
el aprendizaje experiencial, generando contenidos y explorando
los simuladores y otros recursos disponibles.
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1.2. Palabras claves
Simulador, colaborativo, apps, experiencial, ofimática en la nube
1.3. Método
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2. Desarrollo de la Unidad
Contenidos Procesos
cognitivos
Actividades de aprendizaje Materiales didácticos
1. Gestión de video
conferencias
2. Herramientas de
comunicación
para el trabajo en
equipo
• Comprensión
y análisis
Identificación de conceptos y problemas en una situación o
contexto. (Visualización de videos)
Actividades formativas
En la actualidad, el mundo laboral y profesional exige de
profesionales que sepan “hacer”, y para ello ya no se concibe
una educación basada en espacios meramente teóricas y
conceptuales, sino de estudiantes que sean capaces de
experimentar y de resolver problemas reales. El aprendizaje
experiencial, se define como “la generación de una teoría de
acción a partir de la propia experiencia, continuamente
modificada para mejorar su eficacia” (Foro Virtual LEARNET,
2017). Este proceso de aprendizaje requiere:
1. Definir una acción basada en una teoría causa – efecto.
2. Evaluar o juzgar el resultado o consecuencia de dicha
acción.
Material de lectura obligatoria
Begovich J. (2016). Yo,
millennial: wtf con la www
(Spanish Edition). México:
Grijalbo.
Material de lectura
complementaria
Dirección de Tecnologías
Digitales para la Educación.
(2019). Guía para Google App.
Perú (Adjuntar texto en PDF).
Dirección de Tecnologías
Digitales para la Educación.
(2019). Catálogo de Apps y
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3. Reflexionar sobre el grado de efectividad de las acciones y
reformular la teoría causa – efecto.
4. Implementar acciones con base en la reformulación.
• Visualiza el vídeo que aparece a continuación de
Universivlog (18 de noviembre de 2015). 5 apps para
estudiantes. [Archivo de video]
Luego reflexiona individualmente, sobre las siguientes
preguntas:
1. ¿Cuál de las 5 apps presentadas en el vídeo, te animarías a
experimentar? ¿Por qué?
2. ¿Qué app adicional para fines educativas recomendarías
incluir?
Actividad formativa (no calificada).
• Visualice los siguientes video tutoriales:
o Dirección de Tecnologías digitales (26 de marzo de
2019). Ingresar a documentos de Google [Archivo de
video].
Sites educativos. Perú
(Adjuntar texto en PDF).
Recursos digitales didácticos
• Universivlog (18 de
noviembre de 2015). 5
apps para estudiantes.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Ingresar a
documentos de Google
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Interfaz de
documentos de Google
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
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o Dirección de Tecnologías digitales (26 de marzo de
2019). Interfaz de documentos de Google [Archivo de
video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Insertar tabla e imágenes. [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Insertar Dibujo [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Estilos de Párrafo e índice [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Corrector Ortográfico [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Complementos [Archivo de video] Recuperado
de:
o Dirección de Tecnologías digitales (26 de marzo de
2019). Trabajo Colaborativo [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Exportar documento [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Historial de Modificaciones. [Archivo de video]
2019). Insertar tabla e
imágenes. [Archivo de
video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Insertar Dibujo
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Estilos de Párrafo e
índice [Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Corrector
Ortográfico [Archivo de
video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Complementos
[Archivo de video]
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o Dirección de Tecnologías digitales (26 de marzo de
2019). Ingresar a hojas de cálculo de Google [Archivo
de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Interfaz de hojas de cálculo de Google [Archivo
de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Formato básico [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Funciones básicas [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Funciones condicionales básicas. [Archivo de
video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Generar gráfico [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Validación de datos. [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Formato condicional. [Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Trabajo Colaborativo
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Exportar documento
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Historial de
Modificaciones. [Archivo de
video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Ingresar a hojas de
cálculo de Google [Archivo
de video]
• Dirección de Tecnologías
digitales (26 de marzo de
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o Dirección de Tecnologías digitales (26 de marzo de
2019). Trabajo colaborativo. [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Historial de versiones. [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Ingresar a presentaciones de Google. [Archivo
de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Interfaz de presentación de Google. [Archivo de
video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Inserción de objetos básicos. [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Herramientas adicionales básicas. [Archivo de
video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Trabajo colaborativo. [Archivo de video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Historial de versiones. [Archivo de video]
Recuperado de:
2019). Interfaz de hojas de
cálculo de Google.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Formato básico
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Funciones básicas
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Funciones
condicionales básicas.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Generar gráfico
[Archivo de video].
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o Dirección de Tecnologías digitales (26 de marzo de
2019). Ingreso a Formularios de Google. [Archivo de
video]
o Dirección de Tecnologías digitales (26 de marzo de
2019). Elaboración de formulario básico. [Archivo de
video]
o Instrucción Digital (24 de marzo de 2018). Google
Slides: Crea presentaciones dinámicas.
o Programación Fácil, SEO y Marketing (17 de septiembre
de 2018). Instrucción Digital (2018). Google Slides: Crea
presentaciones dinámicas.
• Luego de ello, deberás ampliar los conceptos y
procedimientos mediante la lectura de las siguientes guías:
o Lee la guía titulada “Guía para Google App”. Loya J.
(2019).
o Lee el “Catálogo de Apps y Sites educativos”.
Córdova M. (2019)
• Revisa el objeto de aprendizaje y correspondiente podcast
titulados “Experimentando con Apps y Sites Educativos”
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Validación de datos.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Formato condicional.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Trabajo colaborativo.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Historial de versiones.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Ingresar a
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que te permitirá conocer algunas herramientas obtenidas
del catálogo de Apps y Sites Educativos.
Actividad formativa 1 (calificada) en anexo.
Luego de leer el manual y revisar los video tutoriales, deberás
rendir la autoevaluación correspondiente a la unidad 3.
presentaciones de Google.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Interfaz de
presentación de Google.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Inserción de objetos
básicos. [Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Herramientas
adicionales básicas.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Trabajo colaborativo.
[Archivo de video]
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• Dirección de Tecnologías
digitales (26 de marzo de
2019). Historial de versiones.
[Archivo de video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Ingreso a Formularios
de Google. [Archivo de
video]
• Dirección de Tecnologías
digitales (26 de marzo de
2019). Elaboración de
formulario básico. [Archivo
de video]
• Instrucción Digital (24 de
marzo de 2018). Google
Slides: Crea presentaciones
dinámicas.
• Programación Fácil, SEO y
Marketing (17 de
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septiembre de 2018).
Instrucción Digital (2018).
Google Slides: Crea
presentaciones dinámicas.
• Aplicación y
análisis
Trabajo colaborativo mediante la aplicación de conceptos y
procedimientos para la resolución de problemas.
Actividades formativas (no calificada).
• Participa activamente en la videoclase de las semanas
05 y 06, y comparte tus reflexiones sobre los temas de la
unidad.
• Aplica lo aprendido en la unidad a los casos que
presenta el docente en las videoclases semanales.
• La participación en la videoclase no es calificada. Sin
embargo, el docente tiene la potestad de otorgar puntos
a favor, en alguna nota de la asignatura, a todos
aquellos estudiantes que hayan mantenido un ritmo
regular de participación.
• Desarrolla el producto académico 03 (Se adjunta como
anexo).
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• Sistematización Sistematización de lo aprendido*
• Repasa, nuevamente, los conceptos claves de la
unidad y las recomendaciones ofrecidas por el
docente, mediante un video, mapa conceptual,
infografía, etc.
• Realiza una autoevaluación de tu experiencia de
aprendizaje a lo largo de la semana y resuelve una
serie de ejercicios prácticos a modo de
sistematización y refuerzo de los temas desarrollados
en la semana.
Autoevaluación N° 3:
• El desarrollo de la autoevaluación bonifica con 3
puntos en la nota del Consolidado 3, para su
cumplimiento, es importante que respetes los plazos
establecidos al respecto. ¡No pierdas la oportunidad de
reforzar tus aprendizajes y prepararte para las
evaluaciones de fin de curso!
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3. Recurso digital didáctico
3.1. Recurso digital innovador
3.2. Video tutorial de resolución de ejercicios simulados
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto Ingresar a documentos de Google
Objetivo
Explicar mediante un microlearning en formato vídeo el tema
descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Tema / asunto
¿Cómo reservar una sala de video clase para el trabajo
colaborativo?
¿Qué tipo de recurso es?
Vídeo polimedia
Autor o proveedor Propio
Tecnología Polimedia
Objetivo
Describir los pasos para reservar una sala en Blackboard
Collaborate para realizar actividades colaborativas.
Instrucciones de la
actividad
Visualice el vídeo y practique.
Tema / asunto
¿Cómo reservar una sala de video clase para el trabajo
colaborativo?
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Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Interfaz de documentos de Google
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Insertar tabla e imágenes
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear
Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Insertar Dibujo
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Criterios de elaboración
del video tutorial
Detalle
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Estilos de Párrafo e índice
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Corrector Ortográfico
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
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Criterios de elaboración
del video tutorial
Detalle
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Complementos
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto Trabajo Colaborativo
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
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Criterios de elaboración
del video tutorial
Detalle
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Exportar documento
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Historial de Modificaciones
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
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Criterios de elaboración
del video tutorial
Detalle
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Ingresar a hojas de cálculo de Google
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Formato básico
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
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Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Funciones básicas
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Ingresar a documentos de Google
Objetivo
Explicar mediante un microlearning en formato vídeo el tema
descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Generar gráfico
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Criterios de elaboración
del video tutorial
Detalle
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Validación de datos
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Trabajo colaborativo
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Criterios de elaboración
del video tutorial
Detalle
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
Criterios de elaboración
del video tutorial
Detalle
Tema / asunto
Historial de versiones
Objetivo
Explicar mediante un microlearning en formato vídeo el
tema descrito líneas arriba.
Tecnología a emplear Camtasia
Instrucciones para la
elaboración del tutorial
• Se prepara un guión
• Se prepara los elementos y escenarios de grabación
• Se procede con la grabación
• Se edita (cortes de errores, audio, animaciones),
produce y publica el vídeo.
4. Evaluaciones
4.1. Autoevaluaciones
Resuelve la autoevaluación de la unidad en el Aula Virtual.
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4.2. Producto académico
Resuelve el producto académico en el documento que se
encuentra en el aula virtual.