The document discusses integrating hypermedia into the classroom. It defines multimedia as the integration of various media types, and defines hypermedia as linked interactive media. It notes potential benefits of using hypermedia in the classroom include allowing teachers to individualize lessons for students, introduce new topics in an interesting way, and allow students access to content they wouldn't otherwise see.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
The Whole World in my Bag: Adventures and Strategies in Technology Outreach t...macfam6
This is my presentation that was given during the Global Education Conference on November 15, 2012.
http://www.globaleducationconference.com/forum/topics/the-whole-world-in-my-bag-adventures-and-strategies-in-technology?xg_source=activity
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
Flexible learning: transforming education, labour market and societyicdeslides
International outlook on learning and digitalisationICDE These are the slides from the inspiration seminar ICDE conducted in Oslo, Norway, on April 26, 2017.
This presentation, shows how flexible learning has the capacity to transform education, labour market and society, based on the societal needs and the agreed sustainable development goals. Initiatives and networks facilitated by ICDE create a vital force in the internationalisation of the ICDE member institutions and often in collaboration with important partners as the international ICDE member associations and governmental organisations as UNESCO and Commonwealth of Learning.
More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
Façades in South-East Asia are well understood using typical performance metrics such as ETTV.
Using the centre of pane performance values of shading coefficients (SC) and U-values, we can get a feel for the performance of façades but can these truly be determined as high performance if the conductive elements (thermal bridging) of framing and shading details are ignored?
This presentation aims to illustrate the case for higher performing façade systems and hopes to be of value for those looking to fully integrate the design of such systems in South-East Asian commercial buildings. It is also aimed at those looking to understand façade framing performance and testing, to gain a greater knowledge of façade detailing and performance.
The Whole World in my Bag: Adventures and Strategies in Technology Outreach t...macfam6
This is my presentation that was given during the Global Education Conference on November 15, 2012.
http://www.globaleducationconference.com/forum/topics/the-whole-world-in-my-bag-adventures-and-strategies-in-technology?xg_source=activity
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
Flexible learning: transforming education, labour market and societyicdeslides
International outlook on learning and digitalisationICDE These are the slides from the inspiration seminar ICDE conducted in Oslo, Norway, on April 26, 2017.
This presentation, shows how flexible learning has the capacity to transform education, labour market and society, based on the societal needs and the agreed sustainable development goals. Initiatives and networks facilitated by ICDE create a vital force in the internationalisation of the ICDE member institutions and often in collaboration with important partners as the international ICDE member associations and governmental organisations as UNESCO and Commonwealth of Learning.
More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
Façades in South-East Asia are well understood using typical performance metrics such as ETTV.
Using the centre of pane performance values of shading coefficients (SC) and U-values, we can get a feel for the performance of façades but can these truly be determined as high performance if the conductive elements (thermal bridging) of framing and shading details are ignored?
This presentation aims to illustrate the case for higher performing façade systems and hopes to be of value for those looking to fully integrate the design of such systems in South-East Asian commercial buildings. It is also aimed at those looking to understand façade framing performance and testing, to gain a greater knowledge of façade detailing and performance.
LESSON 8: HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTSVirgz Zulieta
GROUP REPORTING HOPE YOU GUYS ASK PERMISSION FIRST IF YOU WANT TO COPY, DOWNLOAD AND MAKE THIS AS A REFERENCE.. THANK YOU !!! :)
MADE BY: VIRGINIA SELIM ZULIETA
AND REPORTED WITH MY GROUP MATES
REGINE ANNE YCOY AND IRIES TARNATE.
INSTRUCTOR:
DR. MAREDIL RAFAEL AMBOS
GOD BLESS ALL.
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Flip Teaching - new trends in educational technologyClay Casati
Flip teaching is a form of blended learning which encompasses any use of Internet technology to leverage the learning in a classroom, so a teacher can spend more time interacting with students instead of lecturing.
2. WHAT IS MULTIMEDIA?
Multimedia is “the integration of texts, graphics,
animation, sound, and/or video.”
Photo Credit: http://www.kekeran.com/2011/05/understanding-multimedia.html
3. WHAT IS HYPERMEDIA?
Hypermedia is defined as “linked to the media or
interactive media”.
Photo Credit: http://www.cs.cf.ac.uk/Dave/MM/OLD_BSC/node11.html
4. WHAT ARE THE BENEFITS OF INTEGRATING
HYPERMEDIA INTO THE CLASSROOM?
Teachers can individualize lesson to meet each students’
particular needs.
Allows teachers an interesting way to introduce new topics or a
way to build off of previous knowledge.
Allows students to see things that they might not ever get to see.
Allows students to do things that cannot be done in the classroom.
Photo Credit: http://ecceliteracy.wordpress.com/2011/04/13/creativity-inquiry-through-a-multiliteracy-lens/
5. REFERENCES
Effective Video-Based Lessons. (n.d.). Retrieved March 6, 2013, from
Teacher Domain:
http://www.teachersdomain.org/resource/vtlpd.pd.hints.frfofo/
M.D. Roblyer and Aarom H. Doering. (2013). Integrating Educational
Technology into Teaching. Upper Saddle River: Pearson.
Understanding Multimedia. (n.d.). Retrieved March 9, 2013, from Kekeran:
http://www.kekeran.com/2011/05/understanding-multimedia.html
Using Video in the Classroom. (n.d.). Retrieved March 6, 2013, from Library
Video Company: http://www.libraryvideo.com/articles/article13.asp
Why Use Video in the Classroom. (n.d.). Retrieved March 6, 2013, from
National Teacher Training Institute:
http://www.thirteen.org/edonline/ntti/resources/video1.html
Editor's Notes
In the world of education today, we as teacher are encouraged to integrate multimedia and hypermedia into our daily lessons. Let’s start by looking at what hypermedia and multimedia mean.
According to Multimedia in the Classroom, multimedia is “the integration of texts, graphics, animation, sound, and/or video.
According to Roblyer and Doering, hypermedia is defined as “linked to the media or interactive media”.
There are several benefits of integrating hypermedia and multimedia into the classroom. Let’s take a look at a few of them. One benefit of the use of hypermedia is it allows teachers to individualize lessons to meet each students particular needs. Students can work on the specific concepts that they may be struggling with by watching a BrainPop video or a discoverylearning video. Another benefit is hypermedia is it allows teachers an interesting way to grasp student attention and introduce a new concept. It is also a great way to review a concept and begin to build off prior knowledge. The use of hypermedia in a classroom sometimes allows student to see things that they may not ever get to see. A new experience that is becoming popular in the classroom is virtual fieldtrip where students can virtual visit a location, like space or underwater or a museum. The last benefit we will discuss is that hypermedia allows students to do things that sometimes cannot be done in a classroom. This is most often seen in science when doing science experiments and simulations that cannot be done in class. With the worked of technology ever changing and growing, one can only image what the field of education will be like in 5 years or 10 years.