This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Surround School is a platform that provides a collection of applications that allow teachers to harness the power of digital learning to provide students a guiding path through the labyrinth of digital content on the Internet.
Just like several categories of applications that help manage various functions in organizations, there is a category of applications for digital learning known as Learning Management Systems (LMS). Surround School is essentially an LMS. With a difference.
First, it is extraordinarily easy to use.
Second, it uses Concept Maps, an approach that is proven to enhance learning.
Third, it provides an intelligent content aggregation and classification engine that makes the vast repository of digital learning content highly manageable.
We call it a Dynamic LMS. Because it has this unique ability to determine what you are teaching or learning and accordingly recommend digital learning content to you from your private collection or from open education resources.
Other than these distinctive features, it also provides a host of other features that make us want to call it a Social Learning Ecosystem.
You can share courses and content, rank and rate courses by relevance and difficulty, create learning groups and stay in touch with fellow students, teachers and experts to get clarifications or have a simulating discussion.
And finally, it utilizes cutting-edge technology to a maximum, making for a highly interactive and fun experience for students across multiple devices, including computers, tablets, mobile phones and television.
The Surround School platform is a combination of four products:
One, the core product, KnowledgeWheels, which allows users to define course outlines or learning paths using the Concept Map approach. This is a highly interactive app and makes creating a learning path and attaching content very easy. KnowledgeWheels also have an assessment engine that allow users to be measure their understanding of the subject covered in the Wheel and also allow teachers to grade students.
Two, KnowledgeWeb, which allows users to find highly relevant and quality content using the sophisticated search algorithm with a focused taxonomy classification system.
Three, KnowledgeNet, which allows users to create Groups and share courses with Groups. User can also create Wheels collaboratively (for example, a group of students working on a class project).
And Four, the School Management system that allows the faculty and administrators in an institution to maintain various aspects of an academic environment, including student details, academic term and class details, class allocation, scoring systems and academic calendars.
The School management system also includes a Reporting feature that generates score and activity reports for faculty and parents.
Synthesis Matrix for Literature ReviewJennifer Lim
An example of using synthesis matrix for doing literature review. This matrix is still an on-going effort to synthesize the research topic on Personal Learning Environment (PLE)
Surround School is a platform that provides a collection of applications that allow teachers to harness the power of digital learning to provide students a guiding path through the labyrinth of digital content on the Internet.
Just like several categories of applications that help manage various functions in organizations, there is a category of applications for digital learning known as Learning Management Systems (LMS). Surround School is essentially an LMS. With a difference.
First, it is extraordinarily easy to use.
Second, it uses Concept Maps, an approach that is proven to enhance learning.
Third, it provides an intelligent content aggregation and classification engine that makes the vast repository of digital learning content highly manageable.
We call it a Dynamic LMS. Because it has this unique ability to determine what you are teaching or learning and accordingly recommend digital learning content to you from your private collection or from open education resources.
Other than these distinctive features, it also provides a host of other features that make us want to call it a Social Learning Ecosystem.
You can share courses and content, rank and rate courses by relevance and difficulty, create learning groups and stay in touch with fellow students, teachers and experts to get clarifications or have a simulating discussion.
And finally, it utilizes cutting-edge technology to a maximum, making for a highly interactive and fun experience for students across multiple devices, including computers, tablets, mobile phones and television.
The Surround School platform is a combination of four products:
One, the core product, KnowledgeWheels, which allows users to define course outlines or learning paths using the Concept Map approach. This is a highly interactive app and makes creating a learning path and attaching content very easy. KnowledgeWheels also have an assessment engine that allow users to be measure their understanding of the subject covered in the Wheel and also allow teachers to grade students.
Two, KnowledgeWeb, which allows users to find highly relevant and quality content using the sophisticated search algorithm with a focused taxonomy classification system.
Three, KnowledgeNet, which allows users to create Groups and share courses with Groups. User can also create Wheels collaboratively (for example, a group of students working on a class project).
And Four, the School Management system that allows the faculty and administrators in an institution to maintain various aspects of an academic environment, including student details, academic term and class details, class allocation, scoring systems and academic calendars.
The School management system also includes a Reporting feature that generates score and activity reports for faculty and parents.
Synthesis Matrix for Literature ReviewJennifer Lim
An example of using synthesis matrix for doing literature review. This matrix is still an on-going effort to synthesize the research topic on Personal Learning Environment (PLE)
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Research in Technology Enhanced Learning is multidisciplinary, what means that several disciplines have to share concepts and methods around a shared objective, and that they have also to coin concepts to take into account the specificity of the questions it addresses. Moreover, having to deal with learning and education, it has to face epistemological and cultural issues due to the history of education and the diversity of the relations to knowledge. As a result TEL research must manage linguistic and semantic issues in a much more critical way than it is the case for computer scientist and specialists of technology involved in this field. To respond to this challenge, the Stellar network of excellence in collaboration with the European association TELEARC, has initiated the creation of a thesaurus and a dictionary of the terms and expressions used in TEL research.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Understanding the Nature of Mobile Learning2009jeffkissinger
Diving head first into a mobile learning project without understanding the relevant pedagogy, technologies, faculty, and students could spell disaster for those who attempt. Having been involved with various mobile learning, training, and course development projects, the presenter will share his successes as well as setbacks, and offer practical suggestions for those considering mobile learning.
The presentation focus will cover a theoretical framework of mobile learning that was developed to situate and guide the development and support of such initiatives. Topics to be covered include: faculty training for mobile teaching and learning, common misconceptions, and easy to implement ideas that may increase access for rural, military, and digital divide students.
e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.
Contemporary shifts in the landscape of learning and teaching in tertiary education pose a number of fundamental questions regarding the role of educators. As the educator becomes increasingly decentred and displaced as gatekeeper to the repository of knowledge, there is a need to reconsider the pedagogic principles underpinning learning and teaching practices and to align the educational opportunities provided by emergent electronic technologies with these principles. Reflecting on the experience of enabling and promoting student engagement with e-learning technologies, this presentation will question the potential of established pedagogic practices to underpin learning and teaching in a technologically-enhanced environment.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Research in Technology Enhanced Learning is multidisciplinary, what means that several disciplines have to share concepts and methods around a shared objective, and that they have also to coin concepts to take into account the specificity of the questions it addresses. Moreover, having to deal with learning and education, it has to face epistemological and cultural issues due to the history of education and the diversity of the relations to knowledge. As a result TEL research must manage linguistic and semantic issues in a much more critical way than it is the case for computer scientist and specialists of technology involved in this field. To respond to this challenge, the Stellar network of excellence in collaboration with the European association TELEARC, has initiated the creation of a thesaurus and a dictionary of the terms and expressions used in TEL research.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Understanding the Nature of Mobile Learning2009jeffkissinger
Diving head first into a mobile learning project without understanding the relevant pedagogy, technologies, faculty, and students could spell disaster for those who attempt. Having been involved with various mobile learning, training, and course development projects, the presenter will share his successes as well as setbacks, and offer practical suggestions for those considering mobile learning.
The presentation focus will cover a theoretical framework of mobile learning that was developed to situate and guide the development and support of such initiatives. Topics to be covered include: faculty training for mobile teaching and learning, common misconceptions, and easy to implement ideas that may increase access for rural, military, and digital divide students.
e-portfolio work as a means to individualise and to assist a more comprehensive view of what we experience, because of elements of meta-cognition. Announcement of an introduction to portfolio work.
Contemporary shifts in the landscape of learning and teaching in tertiary education pose a number of fundamental questions regarding the role of educators. As the educator becomes increasingly decentred and displaced as gatekeeper to the repository of knowledge, there is a need to reconsider the pedagogic principles underpinning learning and teaching practices and to align the educational opportunities provided by emergent electronic technologies with these principles. Reflecting on the experience of enabling and promoting student engagement with e-learning technologies, this presentation will question the potential of established pedagogic practices to underpin learning and teaching in a technologically-enhanced environment.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
Visual and pedagogical design of eLearning contenteLearning Papers
Author: Olimpius Istrate
Context and resources are important dimensions for eLearning programmes. The entire educational endeavour greatly depends on the way in which content is presented, a condition for efficient perceptive-visual learning.
UoM: A case-study of a research engaged and entrepreneurial universityM I Santally
In 2018 UoM embraced the vision of a research-engaged and entrepreneurial university. A number of initiatives were put in place and implemented. Stronger bonds were developed with public and private sector, including an incubator initiative.
Elearning @ UoM: Past, Present and the FutureM I Santally
A presentation highlighting the progress at the UoM and the plan for the future. It describes the actions being explored by the UoM management to achieve its strategic goals of internationalisation and opening access.
Digital Learning Ecosystems @ the University of MauritiusM I Santally
The presentation was made at COL PCF9 arguing the need for traditional universities to drop the idea of being dual-mode institutions and to rather focus on the digital learning transformation to establish a 21st-century compliant teaching and learning system.
eLearning Maturity Assessment of the University of MauritiusM I Santally
The presentation reports the findings of the application of the EMM to assess the capability of the University of Mauritius with respect to the development and management of eLearning. The project was funded by the Mauritius Research Council.
Two decades of eLearning at the University of MauritiusM I Santally
Keynote speech at the e/merge Africa 2018, hosted by the CILT of the University of Cape Town. It reports on the evolution of eLearning at the University of Mauritius and the experiences including issues and innovations brought to the University's teaching and learning landscape.
A vision of the future for the University of MauritiusM I Santally
This is a presentation made to the selection panel for the position of Planning & Resources at the University of Mauritius on 18th April 2017. It reports a vision of the future for the UoM using Futures Thinking as the base method to develop the preferred scenario for the UoM.
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
Capacity building to address Innovation - Some Examples from the University o...M I Santally
Some activities at the University of Mauritius to address capacity building for innovation. The case study focuses on the centre for innovative and lifelong learning which was set up in 2014. It also highlights issues that public institutions face to collaborate with private sector in a context where the legislations surrounding conflicts of interests are quite restrictive.
ICTs in Education - Drivers of Innovation and Enablers towards Knowledge Soci...M I Santally
The 21st century education context is generally characterised by three elements that constitute what is called the 21st Century Learning Framework. As can be deduced the key-defining feature of 21st Century education is that it is learner-centred. The first element of such a framework is Content Knowledge, or Foundational Knowledge that regroups core content knowledge, ICT skills and inter-disciplinary knowledge acquisition and development. The second component is about Learning and Innovation skills, that can be referred to a meta knowledge. This is about the learner’s ability to demonstrate innovative and creative skills, problem solving abilities and critical thinking as well as soft skills (communication and collaboration). The third element concerns humanism or life skills and values. It enables learners to acquire necessary skills to deal with the complex life and work environment in the globalised and information-driven world.
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...M I Santally
The organization Helping Our People has been setup in 2011 by a team of education professionals working at the Virtual Centre for Innovative Technologies (VCILT) at the University of Mauritius. In 2009, the VCILT embarked on the SIDECAP project, funded by the EU-ACP in a consortium regrouping the Open University of the UK, the University of the West Indies, the University of the South Pacific and the University of the Highlands and Islands. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. In this paper we report how the research activities of the two projects led to a series of development and applications in the real-world context for the continuous professional development of educators, the establishment of a social entity, an NGO called Helping Our People, a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program and the Youth Empowerment Program to alleviate the suffering of those living in vulnerable conditions in the country.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Learning Design Implementations for Distance e-Learning
1. Learning Design Implementation
for e-Learning
Mohammad Issack SANTALLY
Senior Lecturer in Educational Technology
Virtual Centre for Innovative Learning Technologies
University of Mauritius
2. Menu
Defining features of distance education, the DE paradox and the
teacher-student-content relationship.
The two systemic approaches to Distance Education
Conceptual Frameworks for Educational Processes
Courseware Authoring Processes and e-Learning Metaphors
Activity-based Learning Designs
3. The defining feature of Distance Education
……………is the separation of teacher and
learner, usually in both time and space
(Holmberg, 1989).
fosters non-contiguous communication
(communication that occurs between the
learner and teacher from a distance),
which has to be mediated
Consequently, mediated communication
becomes the second defining feature of distance
education (Rumble, 1989)
4. The Distance Education Paradox
Reduced significance with technology emergence
Shale (1991) argues that distance education is a
phenomenon that has proved its existence
without a standardized definition.
There has been too much focus on the term
“distance” rather than on the term “education”
Distance Education is essentially an educational
process
5. Teacher-Student Relationship in (Distance) Education
f
f
Mediation
Interaction
is the key concept in the distance education setting
80% asynchronous 20% Synchronous
6. The two approaches towards Distance Education
1. Recreate and Replicate
Traditional Teaching
Know-it-all
Traditional Learning
Passive Learning
Behaviorist Learning
7. The two approaches towards Distance Education
2. Innovate – Learning activities, Communication
patterns, quality learning experience
The biggest
drawback of our
Educational
system - students
are not taught
“soft skills”- the
competence to
discuss, analyse,
innovate and
communicate.
8. Conceptual Frameworks
model
Traditional Education Distance Education E-/Online Education
Virtual Classroom
Physical Classroom The manual
modality
Content
Face-2-Face & Synchronous Asynchronous
Real Time
Same time Same Place Different Time/Place
Asynchrony
Educational technology
Chalk & Board Paper/VHS/Radio/TV Digital Mobile Networks
Projector Telephones/Faxes Multimedia/web 2.0
Markers Knowledge Marts (www)
Social Networks (www)
9. What is different then?
Everything ...............
Yet fundamentally nothing has changed!
n
d iatio
Me
Engagement
Authoring
10. Outcomes-driven
Me
dia
Sel e
m e nt ctio
n
e ss q u e s
As s h n i
Tec
&
In sign
te
ra e D e ry
c tio urs elive
n Co D
M
od
els
11. The Educational Process (A networked social activity system)
Pedagogy
Technology Content
Mediation
Interaction
13. Two Distinct Pedagogical Approaches
Passive/Behaviorist Learning
•Chapter 1: xxxx
•Chapter 2: xxxx
•Chapter 3: xxxx
• Linear model for knowledge
transmission
• Receive – Assimilate and
Reproduce
• Exam-Oriented
14. Two Distinct Pedagogical Approaches
Reconceptualisation
of Learning
Learn anytime,
anywhere, butas the mediating instrument for cognitive
Technology more
Skills-focused
important of all - learn development, ad-hoc learning
stimulation, skills
differently,and knowledge construction/sharing
just-in-time
learning
16. The Content-Based Authoring Logical Process Model
Get started with a course Deploy the course content
syllabus on a Learning Management
System
Writing of the content
using instructional design Publish the course content
principles
Apply design templates
Course Storyboarding
implementation
Mount your e-pages
Record audio sounds or
convert text to speech Synchronisation of text
using specialised TTS with sound
Importing audio to course
content
23. Microsoft PowerPoint – an authoring tool
Easy to use and common tool
No expert technical skills needed
Creative Thinking is an asset
Rethink how you use PowerPoint. Most people approach it from a linear
presentation mindset, building slides the same way they would for face-to-face
presentations. That just doesn’t work for elearning.
Learn to use PowerPoint’s features. Once you scratch the surface of the tools
available in PowerPoint, you’ll see it’s more than adequate for building great
elearning. In many ways it’s the ideal choice because it offers a blend of speed,
ease-of-use, and cost savings.
Easy to publish in a popular formats like
Flash SWF, or AVI Video or MP4
24. Welcome to the E-learning Course on
Presentation Software
How
to…
Welcome to this
Course on
Potentia Getting How to Softwar
ls of the
Tool
Rapid e-Learning
Started enhanc
e
e
Communit
learnin y Forum
g?
E-learning Course
Course Course
Overview Objectives
25. E-learning Course Objectives
Upon completion of this course you will be able to:
• Create slides and add text
• Insert pictures and other content
• Apply a theme for the presentation's overall look
• Print handouts and notes
• Prepare to give the show
Back to main
menu
26. Potential of the Tool – Presentation
Software
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
PowerPoint presentation has the potential
to enhance the effectiveness of classroom
instruction in many ways in every subject
PowerPoint
area
Features
27. Getting Started with Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
1 Slide Pane
Placeholders
3 Slide Tab
2
4 Notes Pane
28. Potential of the Tool – Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
PowerPoint is a multi-faceted application and used for more than presentations
• Can easily input images
• Templates are built in for different appearances
• Can add notes pages
• Can easily add media and recordings
• More exciting than a simple word document or hand written presentation
29. Getting Started with Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
2 3
1
30. Getting Started with Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
Carrot Facts
How do carrots impact your sight?
Where do carrots come from?
Who likes to eat carrots?
31. Getting Started with Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
Carrots are high in
vitamin A. They are
good for your eyes, if
you eat them.
Carrots are not good
for your eyes if you How do carrots impact your sight?
poke them at your
face.
Where do carrots come from?
You can poke your
eye out. Who likes to eat carrots?
32. Getting Started with Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
While many people
think that carrots are
grown in Safeway
bins, the reality is
that they are grown
in the ground.
How do carrots impact your sight?
Ancient cultures
believed that carrots
made good weapons. Where do carrots come from?
Those cultures didn't Who likes to eat carrots?
survive.
33. Getting Started with Power-Point
How
to…
Potential Getting How to Software
of the Started enhance Community
Tool learning Forum
?
People under 5 don't
like carrots.
People over 5 like
carrots because
Bugs likes them.
How do carrots impact your sight?
Older people like
carrots because it
Where do carrots come from?
keeps them regular.
Who likes to eat carrots?
35. Two Distinct Pedagogical Approaches
Technology
Authentic Learning
Competencies and Skills
Pedagogy Content
Editor's Notes
Because distance education has to be mediated it has to rely on technology and its evolution. Technology therefore provides an ideal ground for innovation to take place.
Just click on each of the 3 three blue rectangle and you will be amazed to see how the presentation software can present something so simple and easy to build and yet so interesting.