Individual activity task 2 gissela acosta bravo
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Distance language education offers diverse opportunities through various media combinations, interactions, and support. Examples include satellite-delivered classes supplemented by print, computer conferences, and print-based courses with CD-ROMs, chat systems, or broadcast TV plus print and audio. One taxonomy distinguishes online correspondence courses using print, audio, video, email and software, CMC courses adding discussion packages and listservs, and World Wide Web courses including synchronous communication and graphics.
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The document summarizes the history and development of Computer-Assisted Language Learning (CALL) in three phases: 1) Behavioristic CALL focused on drills and practice, 2) Communicative CALL emphasized authentic communication, and 3) Integrative CALL integrated multimedia and the internet. It describes approaches within each phase including the computer as tutor, stimulus, and tool. The future of CALL is seen to increasingly incorporate human language technologies like natural language processing.
Eng2281 session 9 ba(cee)
Blended learning refers to combining face-to-face classroom learning with online learning using technology. It includes both synchronous activities like video conferencing and asynchronous activities like online discussion forums. Blended learning allows for learning at different times and places and can bring together learners from different cultures. Key principles are separating the teacher and technology roles and using technology to enhance face-to-face learning. Popular technologies discussed for blended learning include Moodle, social networking sites, and tools for sharing photos and presentations.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
Eng 204 sunumu
E-learning involves electronically supported learning and teaching using information and communication technologies. It can take place inside or outside the classroom and includes methods like online courses, virtual learning, and digital collaboration. Content is delivered via the internet, intranet, video, audio, or CD-ROM, and can be self-paced or instructor-led using media like text, images, animation, and video. Social learning and networking have also become important aspects of e-learning, allowing students to learn from each other.
Eng 204
E-learning involves electronically supported learning and teaching using information and communication technologies. It can take place inside or outside the classroom and involves the transfer of skills and knowledge through computer and online methods. Content is delivered via various technologies and media and can be self-paced or instructor-led. Learning occurs through online discussions, interactions, and teaching content to others. Social networks have also become an important part of e-learning by fostering online learning communities.
Eng 204
E-learning involves electronically supported learning and teaching using information and communication technologies. It can take place inside or outside the classroom and involves the transfer of skills and knowledge through applications and processes like web-based learning, virtual education, and digital collaboration. Content is delivered via different media online or offline and can be self-paced or instructor-led. Learning occurs through online discussions, interactions, and teaching content to others. Social networks have also become an important part of e-learning by facilitating online learning communities.
The Uses of ICTs in Education
ICTs like radio, TV and computers have been used in education in several ways:
1) For direct class teaching or as teaching resources to supplement teachers.
2) For general educational programming to provide informal learning opportunities.
3) Universities have extensively used radio, TV and online resources for courses accompanied by printed materials.
4) Teleconferencing allows interactive communication between people in different places using audio, graphics, video and web-based tools.
5) Computers and the Internet can be used for learning about technology itself, using technology to facilitate other subjects, or integrating technology skills with curriculum.
Chapter Two Distance Digital Language Learning.pptx
This chapter aims to present the common types and categories of digital technologies that are used in DLL&T.
Computer assisted language learning overview
This document provides an overview of computer assisted language learning (CALL). It discusses three paradigms of CALL and examines current practices and research on the use of stand-alone CALL software programs and the internet in language teaching. Specifically, it outlines some of the reasons administrators purchase CALL software, describes synchronous and asynchronous communication tools on the internet like chat media and email, and notes that the world wide web represents one of the most revolutionary and diverse mediums in human history that is starting to transform education.
learning efforts & newmedia
1. The document discusses the evolution of distance learning and e-learning in Hungary from the 1990s to present day. It traces how distance learning progressed from correspondence-based methods to utilizing various media like radio, television, and early internet technologies.
2. It describes how e-learning began as a supplement to traditional education but has increasingly become a popular approach on its own. Blended learning models now combine online and offline elements.
3. The emergence of Web 2.0 allowed for more interactive, user-centered e-learning environments where learners can both consume and produce content. Connectivism is discussed as the learning theory underlying these new digital approaches.
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Chapter Two Distance Digital Language Learning.pptx
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Individual activity task 2 gissela acosta bravo
- 2. Opportunities for language learning in distance education are diverse, and include various permutations of media use, interaction and support.
- 3. Examples of current diversity include: • satellite-delivered classes to several sites with medium-sized numbers, augmented by print materials and weekly computer conferences • print-based courses with CD-ROM and real-time chat systems broadcast TV, supplemented by print and audio materials, and some chat facilities multimedia courses, combining a range of synchronous and asynchronous media.
- 4. One taxonomy of online courses was developed by McGreal of TeleEducation New Brunswick. He makes a distinction between: Online correspondence courses: make use of print, audio and video tapes and e-mail and probably some computer-based training courseware. CMC courses: may have a similar element to online courses, including written texts and possibly audio/video tapes and computer software. Enhanced communication is possible through discussion packages, listservs (an e-mail discussion list) or bulletin boards. World Wide Web courses: can be followed on the World Wide Web and can take advantage of links to other relevant sites. These courses can be either text-based, or can include graphics and animation. This grouping includes synchronous communication.