The Learning Object Review Instrument (LORI) was developed to evaluate learning objects based on 9 criteria: content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, and standards compliance. Each criterion is rated on a scale of 1 to 5, with options to select "not applicable" or provide comments. LORI was created for the E-Learning Research and Assessment Network and the Portal for Online Objects in Learning, with support from various organizations, to provide a common review format for selecting high quality learning objects from repositories.
Edgar Dale was an educational theorist born in 1900 who made significant contributions to the use of audiovisual materials in teaching. He is considered the "Father of Modern Media in Education". Dale wrote three influential books on audiovisual instruction and developed the Cone of Experience model to show how learners comprehend information through more concrete to more abstract experiences. The Cone of Experience is still used today in instructional design. Dale was also active in educational organizations and worked to promote the use of emerging audiovisual technologies to enhance teaching and learning.
Dokumen tersebut membahas tentang multimedia interaktif dan e-learning. Secara ringkas, multimedia interaktif memungkinkan pengguna untuk berinteraksi secara aktif dengan memilih adegan yang diinginkan dan bermain dengan simulasi dan permainan. Contoh aplikasinya adalah e-learning yang memanfaatkan teknologi informasi untuk pembelajaran jarak jauh sebagai suplemen atau pelengkap materi pembelajaran kelas.
Dokumen tersebut membahas tentang penciptaan karya musik untuk anak SD, meliputi nyanyian dan lagu instrumental. Pada bagian nyanyian, dibahas karakteristik melodi dan ritme yang sesuai untuk anak SD serta proses penciptaan tema, pengembangan melodi, dan penentuan teks lagu. Sedangkan untuk lagu instrumental, dibahas tentang pembuatan pola ritmik, pengembangan pola ritmik, dan pemilihan instrumen yang sesuai.
Edgar Dale was an educational theorist born in 1900 who made significant contributions to the use of audiovisual materials in teaching. He is considered the "Father of Modern Media in Education". Dale wrote three influential books on audiovisual instruction and developed the Cone of Experience model to show how learners comprehend information through more concrete to more abstract experiences. The Cone of Experience is still used today in instructional design. Dale was also active in educational organizations and worked to promote the use of emerging audiovisual technologies to enhance teaching and learning.
Dokumen tersebut membahas tentang multimedia interaktif dan e-learning. Secara ringkas, multimedia interaktif memungkinkan pengguna untuk berinteraksi secara aktif dengan memilih adegan yang diinginkan dan bermain dengan simulasi dan permainan. Contoh aplikasinya adalah e-learning yang memanfaatkan teknologi informasi untuk pembelajaran jarak jauh sebagai suplemen atau pelengkap materi pembelajaran kelas.
Dokumen tersebut membahas tentang penciptaan karya musik untuk anak SD, meliputi nyanyian dan lagu instrumental. Pada bagian nyanyian, dibahas karakteristik melodi dan ritme yang sesuai untuk anak SD serta proses penciptaan tema, pengembangan melodi, dan penentuan teks lagu. Sedangkan untuk lagu instrumental, dibahas tentang pembuatan pola ritmik, pengembangan pola ritmik, dan pemilihan instrumen yang sesuai.
Storyboard merupakan serangkaian sketsa yang menggambarkan urutan elemen dalam suatu produk multimedia seperti animasi atau film. Storyboard bertujuan untuk menjadi panduan bagi tim produksi dan memungkinkan visualisasi ide secara menyeluruh. Proses pembuatan storyboard meliputi penyusunan konsep, desain, pengumpulan materi, pembuatan, pengujian, dan distribusi.
Silabus mata pelajaran Animasi 2D3D ini membahas tentang 10 kompetensi dasar dan indikator pencapaian kompetensi dalam pembuatan animasi 2 dimensi, mulai dari prinsip dasar animasi 2D, pembuatan obyek, karakter, latar belakang, hingga evaluasi produk animasi yang dihasilkan. Mata pelajaran ini diajarkan selama 21 pertemuan dengan durasi 45 menit per pertemuan.
PEMGERTIAN MEDIA 3 DIMENSI
Media tiga dimensi ialah sekelompok media tanpa proyeksi yang penyajiannya secara visual tiga dimensional. Moedjiono (1992) mengatakan bahwa media sederhana tiga dimensi memiliki kelebihan-kelebihan: memberikan pengalaman secara langsung, penyajian secara kongkrit dan menghindari verbalisme, dapat menunjukkan obyek secara utuh baik konstruksi maupun cara kerjanya, dapat memperlihatkan struktur organisasi secara jelas, dapat menunjukkan alur suatu proses secara jelas.
Sedangkan kelemahan-kelemahannya adalah: tidak bisa menjangkau sasaran dalam jumlah yang besar, penyimpanannya memerlukan ruang yang besar dan perawatannya rumit.
Contoh media tiga dimensi diantaranya adalah model, boneka dan lain sebagainya.
This document discusses the station rotation model of blended learning. It involves students rotating through different learning stations on a fixed schedule, with at least one station being online learning. Some examples of stations include teacher-led instruction, technology-based activities, independent practice, and collaborative activities. This model is commonly used in elementary classrooms as it builds on the familiar concept of rotating through learning centers. The document provides examples of how this model can be implemented, with students divided into groups that rotate between stations every 30 minutes.
Dokumen tersebut membahas mengenai media tiga dimensi yang dapat digunakan dalam pembelajaran, seperti model, boneka, peta timbul, model penampang, model susun, model kerja, diorama, model irisan, globe, dan mock-up. Media tiga dimensi bermanfaat untuk membantu siswa memahami konsep yang abstrak secara visual dan interaktif.
Teknik pergerakan kamera saat pengambilan gambar bergerak.pptxWayanWinarye1
Teknik pengambilan gambar video dan film membahas delapan teknik gerakan kamera dasar seperti zoom, dolly, panning, crab, tilt, pedestal, arc, dan follow. Juga membahas lima sudut pengambilan gambar yaitu bird eye view, high angle, eye level, low angle, dan frog angle serta berbagai teknik pengambilan gambar seperti backlight spot, reflection shoot, dan point of view.
Animasi 3D melibatkan tiga tahapan utama yaitu pra-produksi (pengembangan cerita dan desain), produksi (pembuatan model 3D, animasi, dan efek visual), serta pasca-produksi (komposisi, koreksi warna, dan finalisasi). Proses ini memungkinkan penciptaan objek dan karakter animasi 3D yang dapat digerakkan secara realistis dalam lingkungan virtual 3D.
Project-based Learning Multimedia as a Teaching-Learning StrategyJuaymah Daine Rivera
The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.
Dokumen tersebut membahas tentang perancangan modul pembelajaran digital untuk era e-learning, meliputi konsep learning object sebagai unsur terkecil dalam modul digital, struktur dan cara memetakan learning object, serta tips dalam merancang dan mengevaluasi learning object.
Dokumen tersebut merangkum beberapa teknik animasi 2D seperti teknik sel, teknik bayangan, dan stop-motion beserta contoh kartun dan film yang menggunakannya.
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
This document outlines the assessment cycle for evaluating student learning outcomes (SLOs). It discusses defining SLOs, identifying assessment activities, collecting and analyzing assessment data, communicating results to stakeholders, and using results for instructional improvement. Key points include writing effective SLOs using action verbs and related to specific skills, developing assessments aligned to SLOs, setting benchmarks to measure student achievement of SLOs, analyzing and reporting assessment data to stakeholders, and using findings to enhance teaching and student learning. The goal of assessment is to communicate the value of instruction and areas for growth.
Storyboard merupakan serangkaian sketsa yang menggambarkan urutan elemen dalam suatu produk multimedia seperti animasi atau film. Storyboard bertujuan untuk menjadi panduan bagi tim produksi dan memungkinkan visualisasi ide secara menyeluruh. Proses pembuatan storyboard meliputi penyusunan konsep, desain, pengumpulan materi, pembuatan, pengujian, dan distribusi.
Silabus mata pelajaran Animasi 2D3D ini membahas tentang 10 kompetensi dasar dan indikator pencapaian kompetensi dalam pembuatan animasi 2 dimensi, mulai dari prinsip dasar animasi 2D, pembuatan obyek, karakter, latar belakang, hingga evaluasi produk animasi yang dihasilkan. Mata pelajaran ini diajarkan selama 21 pertemuan dengan durasi 45 menit per pertemuan.
PEMGERTIAN MEDIA 3 DIMENSI
Media tiga dimensi ialah sekelompok media tanpa proyeksi yang penyajiannya secara visual tiga dimensional. Moedjiono (1992) mengatakan bahwa media sederhana tiga dimensi memiliki kelebihan-kelebihan: memberikan pengalaman secara langsung, penyajian secara kongkrit dan menghindari verbalisme, dapat menunjukkan obyek secara utuh baik konstruksi maupun cara kerjanya, dapat memperlihatkan struktur organisasi secara jelas, dapat menunjukkan alur suatu proses secara jelas.
Sedangkan kelemahan-kelemahannya adalah: tidak bisa menjangkau sasaran dalam jumlah yang besar, penyimpanannya memerlukan ruang yang besar dan perawatannya rumit.
Contoh media tiga dimensi diantaranya adalah model, boneka dan lain sebagainya.
This document discusses the station rotation model of blended learning. It involves students rotating through different learning stations on a fixed schedule, with at least one station being online learning. Some examples of stations include teacher-led instruction, technology-based activities, independent practice, and collaborative activities. This model is commonly used in elementary classrooms as it builds on the familiar concept of rotating through learning centers. The document provides examples of how this model can be implemented, with students divided into groups that rotate between stations every 30 minutes.
Dokumen tersebut membahas mengenai media tiga dimensi yang dapat digunakan dalam pembelajaran, seperti model, boneka, peta timbul, model penampang, model susun, model kerja, diorama, model irisan, globe, dan mock-up. Media tiga dimensi bermanfaat untuk membantu siswa memahami konsep yang abstrak secara visual dan interaktif.
Teknik pergerakan kamera saat pengambilan gambar bergerak.pptxWayanWinarye1
Teknik pengambilan gambar video dan film membahas delapan teknik gerakan kamera dasar seperti zoom, dolly, panning, crab, tilt, pedestal, arc, dan follow. Juga membahas lima sudut pengambilan gambar yaitu bird eye view, high angle, eye level, low angle, dan frog angle serta berbagai teknik pengambilan gambar seperti backlight spot, reflection shoot, dan point of view.
Animasi 3D melibatkan tiga tahapan utama yaitu pra-produksi (pengembangan cerita dan desain), produksi (pembuatan model 3D, animasi, dan efek visual), serta pasca-produksi (komposisi, koreksi warna, dan finalisasi). Proses ini memungkinkan penciptaan objek dan karakter animasi 3D yang dapat digerakkan secara realistis dalam lingkungan virtual 3D.
Project-based Learning Multimedia as a Teaching-Learning StrategyJuaymah Daine Rivera
The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.
Dokumen tersebut membahas tentang perancangan modul pembelajaran digital untuk era e-learning, meliputi konsep learning object sebagai unsur terkecil dalam modul digital, struktur dan cara memetakan learning object, serta tips dalam merancang dan mengevaluasi learning object.
Dokumen tersebut merangkum beberapa teknik animasi 2D seperti teknik sel, teknik bayangan, dan stop-motion beserta contoh kartun dan film yang menggunakannya.
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
This document outlines the assessment cycle for evaluating student learning outcomes (SLOs). It discusses defining SLOs, identifying assessment activities, collecting and analyzing assessment data, communicating results to stakeholders, and using results for instructional improvement. Key points include writing effective SLOs using action verbs and related to specific skills, developing assessments aligned to SLOs, setting benchmarks to measure student achievement of SLOs, analyzing and reporting assessment data to stakeholders, and using findings to enhance teaching and student learning. The goal of assessment is to communicate the value of instruction and areas for growth.
1. Authentic assessment is a holistic approach to evaluation that considers a student's knowledge, skills, and attitudes through engaging tasks that demonstrate real-world application. It differs from traditional assessment by measuring meaningful tasks instead of just testing memorization.
2. Authentic assessment allows students to perform tasks that genuinely engage them and are valid measures of learning. Some common forms of authentic assessment include portfolios, rubrics, observations, interviews, and projects.
3. When developing rubrics to guide authentic assessment, teachers should clearly define purposes and criteria based on standards, describe different performance levels, and ensure the rubrics can provide observable and meaningful feedback.
This professional development module focused on 5 principles for online teaching: 1) using student data to plan instruction, 2) incorporating self-reflection, 3) assessment strategies, 4) effective learning strategies, and 5) communication tools. Participants learned how to interpret student data to individualize instruction, researched different assessment models, and discovered new communication tools to engage virtual learners. Participants were provided a binder to organize research into data analysis, assessments, self-reflection tools, and communication portfolios to build upon for ongoing professional growth.
This document provides guidelines and standards for developing supplementary learning modules for grades 7-8 in the Philippines. It outlines the key elements that should be included in a module, such as an introduction, pre-assessment, lesson content, generalization, application, and post-assessment. The modules are intended to be self-contained and self-paced. Guidelines are provided for the content, language, activities, and assessments included in a module to ensure they are appropriate for the grade level, develop higher-order thinking skills, and meet curriculum standards. Sample pages showing the format for a module cover, copyright page, title page, and elements within the body are also included.
The document discusses the KWL chart method for facilitating language lessons through inquiry-based learning. It involves 6 steps: 1) familiarizing with the KWL chart, 2) starting with an essential question, 3) finding out what is already known, 4) finding out what students want to know, 5) finding answers from experts, and 6) concluding what has been learned. The goal is to actively involve students in their learning through questioning and group discussions to fill out the KWL chart. Technology can be used to search for information from reliable sources to answer the questions.
Kenan Dikilitas "Developing ways of analyzing data"ClassResearchEVO
The document provides information about classroom-based research for professional development. It discusses tools used for observation, documentation, and collecting reports and reflections. These include observation, student work samples, interviews, questionnaires, and journals. It also discusses developing research questions and analyzing the collected data both quantitatively by calculating percentages, frequencies, and means, and qualitatively by coding and categorizing data. Examples of data analysis include likert scale questionnaires, pre-post test results, and peer/teacher assessments that are displayed in tables and figures. The purpose is to investigate aspects of teaching and learning like instructional methods, student participation and motivation, and strategies for improvement.
This professional development module focused on Standard I of INACOL's standards for quality online teaching. The module covered four principles: using student data to plan instruction, assessment strategies, effective learning strategies, and communication tools. Teachers learned how to interpret student data to individualize instruction, research different assessment models for online classes, understand important learning strategies, and utilize communication tools to connect with students. The module provided resources and activities for teachers to build their knowledge and develop portfolios to demonstrate competency in using assessments and data to modify content and guide student learning.
This document discusses the development and validation of a concept inventory to assess student learning in a core MLS course. The researchers aim to develop an inventory that can inform course improvements and provide measurable evidence of student learning. They outline a methodology involving defining content, developing test items, gathering feedback, administering tests, and evaluating results. The inventory consists of domains and sub-domains covering core library concepts. Students take pre- and post-tests to rate their understanding, and results are compared to measure learning gains. The goal is to create a reliable instrument that accurately reflects students' mastery of key concepts.
7 Steps Of eLearning Content Development ProcessAmanKumarSingh97
There are established steps that organizations can follow to ensure that their eLearning content is effective and engaging.Let us discuss some of them.
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
This document discusses key aspects of quality as they relate to learning resources and learning objects. It begins with definitions of quality from different perspectives. It then examines various prerequisites of quality learning resources, including content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, and standards compliance. Each of these aspects is discussed in one or more paragraphs. The document also introduces the Learning Object Review Instrument (LORI) as a tool for evaluating learning objects. Finally, it addresses the importance of metadata quality for discoverability and reuse of learning objects.
Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
This document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as an evaluation process involving multiple forms of performance measurement that reflect a student's learning, achievements, motivation, and attitudes on instructionally relevant activities. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills, while traditional assessment focuses more on memorization. The document lists several types of authentic assessment tools, including journals, portfolios, rubrics, and teacher observations. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment built into tasks.
Special topic by Rosalie P. Mabana and Gemma Caranza(Authentic Assessment)yunisay13
This document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as an evaluation process involving multiple forms of performance measurement that reflect a student's learning, achievements, motivation, and attitudes on instructionally relevant activities. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills, while traditional assessment focuses more on memorization. The document lists several types of authentic assessment tools, including journals, portfolios, rubrics, and teacher observations. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment built into tasks.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
This document provides guidance on writing an effective Cover Profile for resources submitted to the SmarterBalanced library. It includes a video example of a 10th grade ELA lesson where students engage in a fishbowl discussion protocol, citing evidence from texts. The document reviews the different fields of a Cover Profile and provides examples of how to complete them to support review of the resource, including describing the resource, its use, alignment to standards, and how it engages students in formative assessment.
Edu624 Final Project: eLearning for Diverse LearnersTavares Bussey
This eLearning module is designed for instructors to address diverse learners in their classrooms. It contains 7 days of activities to help instructors understand their own learning styles and how to teach in a way that addresses different styles. The first activity involves learning profiles surveys for instructors to assess their own learning style and how to identify styles in their classrooms. The second activity provides resources on assistive technologies and includes a case study to have instructors evaluate technologies for online courses. Formative and summative assessments include discussion posts and analyzing case studies. The goal is for instructors to learn how to teach in a way that addresses all learners, not just their own style.
Similar to LORI (Learning Object Review Instrument) (20)
1. Penelitian ini menunjukkan ada perbedaan keterampilan berpikir kreatif dan keterampilan psikomotorik antara siswa yang mengikuti pembelajaran fisika menggunakan metode diskusi berbantuan penugasan mind map dan poster.
2. Sektor pertanian, perdagangan, dan industri pengolahan adalah sektor dengan kemampuan menyerap tenaga kerja yang lebih baik di Jawa Tengah.
3. Tenaga pengajar perlu meningkat
Kurikulum 2013 membawa perubahan signifikan pada empat elemen utama, yaitu (1) standar kompetensi lulusan yang menitikberatkan pada pengembangan soft skills dan hard skills, (2) pendekatan pembelajaran tematik integratif di SD dan SMP serta pengembangan diri terintegrasi, (3) struktur kurikulum dengan pengurangan jumlah mata pelajaran dan penambahan jam pelajaran, (4) standar proses dan penilaian yang mengakomodasi pendekatan
Dokumen ini memberikan ringkasan singkat tentang desain CD pembelajaran interaktif tentang bonang yang berisi pengertian, jenis, letak, notasi, tabuhan, contoh suara, dan transkripsi gending bonang.
"[Ringkasan]"
Dokumen membahas tentang kebijakan pengembangan kurikulum di Indonesia yang mendorong penyusunan Kurikulum Tingkat Satuan Pendidikan (KTSP). KTSP memberi otonomi kepada sekolah untuk menyusun kurikulum sendiri dengan mempertimbangkan kondisi sekolah dan lingkungan. Hal ini diharapkan dapat meningkatkan mutu pendidikan. Pengawas sekolah memiliki peran penting dalam membimbing penyusunan KTSP di sekolah.
Sistem bahan bakar mesin diesel bekerja dengan cara menghisap udara bersih kemudian dikompresikan. Bahan bakar disemprotkan ke ruang bakar dan terbakar. Pompa injeksi menyemprotkan bahan bakar ke ruang bakar pada saat yang tepat. Ada dua jenis pompa injeksi, yaitu pompa injeksi in-line dan distributor.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
LORI (Learning Object Review Instrument)
1. John Nesbit (nesbit@sfu.ca)
Karen Belfer (karen.belfer@ubc.ca)
Tracey Leacock (tleacock@sfu.ca)
LORI was developed for the E-Learning Research and Assessment Network (eLera) and
the Portal for Online Objects in Learning (POOL) with support from TeleLearning NCE,
CANARIE Inc. and eduSourceCanada. We thank Natasha Boskic, Anne Archambault and
John Vargo for their work on earlier versions of LORI.
Learning Object Review Instrument (LORI)
Version 1.5
2. What are learning objects? How are objects rated?
Learning objects are information resources or
interactive software used in online learning. A
single image, a page of text, an interactive
simulation, or an entire course could all be
examples of learning objects. When designed
for reuse, learning objects allow sharing of
resources so that overall production costs can
be reduced. Thousands of learning objects are
currently available through the web.
High
5
4
3
2
1
Low
Why do we need a review
instrument?
A search through a large web-based learning
object repository can return hundreds of objects.
Reviews help users to select for quality and
suitability. LORI and similar instruments facilitate
comparison among objects by providing a
common review format.
What is LORI?
For each item, quality is evaluated on a rating
scale consisting of five levels. If the item is
judged not relevant to the learning object, or if
the reviewer does not feel qualified to judge that
criterion, then the reviewer may opt out of the
item by selecting “not applicable”. The reliability
of LORI was investigated by Vargo, Nesbit,
Belfer and Archambault (2003).
In evaluating a learning object with LORI,
reviewers can rate and comment with respect to
nine items:
1. Content Quality: Veracity, accuracy,
balanced presentation of ideas, and
appropriate level of detail
2. Learning Goal Alignment: Alignment
among learning goals, activities,
assessments, and learner characteristics
How should LORI be used?
3. Feedback and Adaptation: Adaptive
content or feedback driven by differential
learner input or learner modeling
LORI may be used for either individual or panel
reviews. When used by a review panel, we
recommend the convergent participation model
for collaborative evaluation (Nesbit, Belfer, &
Vargo, 2002). Results should be presented as a
set of averaged ratings, one per item, and may
be summarized as a single average covering all
items used in the evaluation. All comments
recorded by reviewers should be reported.
4. Motivation: Ability to motivate and interest
an identified population of learners
5. Presentation Design: Design of visual and
auditory information for enhanced learning
and efficient mental processing
6. Interaction Usability: Ease of navigation,
predictability of the user interface, and
quality of the interface help features
References
Nesbit, J. C., Belfer, K., & Vargo, J. (2002). A
convergent participation model for evaluation of
learning objects. Canadian Journal of Learning
and Technology, 28 (3), 105-120.
7. Accessibility: Design of controls and
presentation formats to accommodate
disabled and mobile learners
8. Reusability: Ability to use in varying
learning contexts and with learners from
differing backgrounds
Vargo, J., Nesbit, J. C., Belfer, K., &
Archambault, A. (2003). Learning object
evaluation: Computer mediated collaboration
and inter-rater reliability. International Journal of
Computers and Applications, 25 (3), 198-205.
9. Standards Compliance: Adherence to
international standards and specifications
3. Learning Object Review Instrument (LORI)
Version 1.5
1. Content Quality
Veracity, accuracy, balanced presentation of ideas, and appropriate level of detail
5
The content is free of error and presented without bias or omissions that could
mislead learners. Claims are supported by evidence or logical argument.
Presentations emphasize key points and significant ideas with an appropriate
level of detail. Differences among cultural and ethnic groups are represented in
a balanced and sensitive manner.
4
3
Example
In an animation of the pumping action of the heart the content is accurate, but
the omission of important and relevant information may mislead the learner. The
animation correctly shows blood moving from the right atrium to the right
ventricle and from the left atrium to the left ventricle. It fails to show blood
leaving the right ventricle to the lungs and from the lungs to the left atrium.
Some students may be misled to believe that the blood goes directly from the
right ventricle to the left atrium without passing through the lungs.
2
1
One of the following characteristics renders the learning object unusable.
• The content is inaccurate.
• The content is presented with bias or omissions.
• The level of detail is not appropriate.
• Presentations do not emphasize key points and significant ideas.
• Cultural or ethnic differences are not represented in a balanced manner.
3
4. Learning Object Review Instrument (LORI)
Version 1.5
2. Learning Goal Alignment
Alignment among learning goals, activities, assessments, and learner characteristics
5
Learning goals are declared, either within content accessed by the learner or in
available metadata. The learning goals are appropriate for the intended
learners. The learning activities, content and assessments provided by the
object align with the declared goals. The learning object is sufficient in and of
itself to enable learners to achieve the learning goals.
4
3
Example
In a learning object on heart function, seven out of ten questions on a post-test
correspond to an animation showing the pumping action of the heart. The
intended group of learners would be highly unlikely to infer the answer for three
of the questions from information presented in the animation, even though the
instructions imply that no additional resources are necessary.
2
1
One of the following characteristics renders the learning object unusable.
• No learning goals are apparent.
• The assessments, learning activities and other content are substantially
mismatched.
• The learning goals are not appropriate for the intended learners.
4
5. Learning Object Review Instrument (LORI)
Version 1.5
3. Feedback and Adaptation
Adaptive content or feedback driven by differential learner input or learner modeling
5
The learning object has the ability (a) to tailor instructional messages or
activities according to the specific needs or characteristics of the learner or (b)
to simulate or construct phenomena under study in response to differential input
from the learner. A model or profile of the learner is maintained that influences
the behavior of the learning object.
4
3
Example
A learning object on the pumping action of the heart presents feedback, but
does not maintain a model of the learner. After each quiz question the learning
object indicates whether the learner’s response is right or wrong, and if wrong
provides the right answer. After all the questions are completed it returns a total
score. Although it does not use learner responses to adapt subsequent
presentations, the learning object may still be useful.
2
1
The learning object may support interactivity for navigation or selection of
information but:
• There is no feedback concerning the quality or correctness of a student’s
response.
• There is no maintenance of a response record or learner model that
influences instructional presentations.
• There is no simulation or toolset that can vary its output according to learner
input.
5
6. Learning Object Review Instrument (LORI)
Version 1.5
4. Motivation
Ability to motivate and interest an identified population of learners
5
The learning object is highly motivating. Its content is relevant to the personal
goals and interests of the intended learners. The object offers choice, true-to-life
learning activities, multimedia, interactivity, humor, drama, or game-like
challenges. It provides realistic expectations and criteria for success. Feedback
compares learner performance to the criteria, shows natural consequences of
the performance, and explains how the performance can be improved. Learners
are likely to report an increased interest in the topic after working with the
learning object.
4
3
Example
A multimedia animation on heart anatomy features a flatly delivered audio
narration. The object includes a post-test of factual information, but there are no
challenges embedded in the animation. The learner can not control or interact
with the animation. Learners are likely to report neither increased nor decreased
interest in the topic after working with the learning object. Despite its
motivational shortcomings the object may still be helpful to learners.
2
1
Because of one or more of the following characteristics the object is not useful.
• The content is not relevant to the goals of the intended learners.
• The activities are too easy or too difficult for the intended learners.
• Features that attract interest are distractions that interfere with learning.
• Learners have no opportunity to exercise choice.
• The feedback does not inform learners of their level of competence relative
to learning goals.
6
7. Learning Object Review Instrument (LORI)
Version 1.5
5. Presentation Design
Design of visual and auditory information for enhanced learning and efficient mental processing
5
The production values and information design enable the user to learn
efficiently. The presentations minimize visual search. Text is legible. Graphs
and charts are labeled and free of clutter. Animated or video recorded events
are described by audio narration. Meaningful headings signal the content of text
passages. Writing is clear, concise and free of errors. Color, music, and
decorative features are aesthetically pleasing and do not interfere with learning
goals.
4
3
Example
The pumping action of the heart is clearly described in text beside the
animation, but it is difficult for learners to connect specific events in the
animation with the parts of the text that describe them. Despite this flaw, the
learning object may still be useful.
2
1
The information design, aesthetics or production values are poor. The learning
object may be unusable for reasons such as the following.
• The selected font or font size noticeably reduces reading speed.
• Needed information is illegible.
• Video or audio quality is insufficient for learning.
• The choice of colors, images or sounds interferes with the learning goals.
• The information design produces unnecessary cognitive processing.
• There are not enough text headings or they are not meaningful to learners.
7
8. Learning Object Review Instrument (LORI)
Version 1.5
6. Interaction Usability
Ease of navigation, predictability of the user interface, and quality of the interface help features
5
The user interface design implicitly informs learners how to interact with the
object, or there are clear instructions guiding use. Navigation through the object
is easy, intuitive and free from excessive delay. The behavior of the user
interface is consistent and predictable.
4
3
Example
The interface for an animation of heart function is usable but can be improved
by better design or instructions. The animation has labels that only appear when
the user rolls the cursor over a labeled part of the heart. It is difficult to judge
which parts are labeled without rolling the cursor over the entire animation.
Despite this flaw, the learning object may still be useful.
2
1
The learning object is characterized by one or more of the following.
• Interactive features are absent, as in static images or text.
• Several hyperlinks or buttons are not functioning.
• Navigation delays are excessive.
• The functioning of the interface is not intuitively evident and instructions are
not provided.
• The functioning of the user interface is inconsistent and unpredictable.
8
9. Learning Object Review Instrument (LORI)
Version 1.5
7. Accessibility
Design of controls and presentation formats to accommodate disabled and mobile learners
5
The learning object provides a high degree of accommodation for learners with
sensory and motor disabilities, and can be accessed through assistive and
highly portable devices. It follows the IMS Guidelines for Accessible Learning
Applications and conforms to W3C Web Content Accessibility Guidelines at
level ‘AAA’.
4
3
Example
A learning object consisting of an HTML page with an embedded animation
provides captions for auditory narration and a supplementary auditory
description of the visual action. However, the object fails to specify the
expansion of several acronyms and uses the HTML FONT element instead of
the CSS ‘font’ property to control font size. It conforms to W3C Web Content
Accessibility Guidelines at level ‘A’.
2
1
The learning object is unusable for many disabled learners for reasons such as
the following.
• No captioning is provided for video.
• No transcriptions are provided for audio files.
• Alt tags are not provided for images.
• Graphics require color perception to be understood.
9
10. Learning Object Review Instrument (LORI)
Version 1.5
8. Reusability
Ability to use in varying learning contexts and with learners from differing backgrounds
5
The learning object is a stand-alone resource that can be readily transferred to
different courses, learning designs and contexts without modification. It operates
effectively with a broad range of learners by adapting content or providing
adjunctive content such as glossaries and summaries of prerequisite concepts.
4
3
Example
A learning object containing video showing the operation of a heart defibrillator has
been designed as an element in a paramedic training course. The object avoids
references to other components of the course. However the video makes extensive
and unnecessary use of paramedical terminology. The video is reusable across a
range of paramedical contexts, but is not readily usable by other emergency
response personnel.
2
1
The learning object is characterized by one or more of the following.
• It refers to the module, course or instructor for which it was originally designed.
• Its use is critically dependent on specific, external learning resources.
• It can only be used by a small group of learners with highly specialized
prerequisite knowledge.
10
11. Learning Object Review Instrument (LORI)
Version 1.5
9. Standards Compliance
Adherence to international standards and specifications
5
The learning object adheres to all relevant international standards and
specifications. These include the IEEE Learning Object Metadata standards,
and technical guidelines developed by IMS, IEEE, SCORM and W3C
(accessibility guidelines not included). Sufficient standard metadata is provided
in tagged code within the object and presented in a page available to users.
4
3
Example
A web-based learning object is registered in a repository with six of the most
commonly used metadata fields in the IEEE LOM standard. The object passes
SCORM metadata tests and W3C HTML validation, but fails the SCORM
compliance tests relating to interoperability and content packaging.
2
1
The learning object is not compliant with any of the relevant international
standards and specifications:
• Sufficient metadata is not provided or is not formatted according to the IEEE
learning object metadata standard.
• The learning object fails all compliance tests for W3C and SCORM
guidelines (accessibility guidelines not included).
11
12. Learning Object Review Instrument (LORI)
Version 1.5
12
Scoring Sheet
Learning Object __________________________________ Reviewer _____________________
General Remarks
Low High
1. Content Quality: Veracity, accuracy, balanced presentation of
ideas, and appropriate level of detail
1 2 3 4 5 NA
2. Learning Goal Alignment: Alignment among learning goals,
activities, assessments, and learner characteristics
1 2 3 4 5 NA
3. Feedback and Adaptation: Adaptive content or feedback
driven by differential learner input or learner modeling
1 2 3 4 5 NA
4. Motivation: Ability to motivate and interest an identified
population of learners
1 2 3 4 5 NA
5. Presentation Design: Design of visual and auditory information
for enhanced learning and efficient mental processing
1 2 3 4 5 NA
6. Interaction Usability: Ease of navigation, predictability of the
user interface, and quality of the interface help features
1 2 3 4 5 NA
7. Accessibility: Design of controls and presentation formats to
accommodate disabled and mobile learners
1 2 3 4 5 NA
8. Reusability: Ability to use in varying learning contexts and with
learners from differing backgrounds
1 2 3 4 5 NA
9. Standards Compliance: Adherence to international standards
and specifications
1 2 3 4 5 NA