The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
based on active learning principles, web 2.0 and connectivism.
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
The teaching methodology is based on active learning principles, web 2.0 and connectivism.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
This document discusses several lessons related to educational technology:
Lesson 1 provides an overview of the Educational Technology 1 course and its focus on introducing students to educational technology tools and the application of technology to instruction.
Lesson 2 discusses Educational Technology 2 and its goal of integrating technology into teaching and learning by providing knowledge and skills on technology integration.
Lesson 7 examines how information technology can be used to develop higher-level thinking skills and creativity in students, such as through technology-enhanced project methods.
This document provides an overview of web-based training. It discusses e-learning and the role of learning management systems. It also outlines the different layers involved in educational technologies, including delivery of materials, media, computational activities, communication modes, and learning phases. The document then delves into specific tools, approaches, and structures for web-based training, as well as the design, production, assessment, and evaluation processes. The overall purpose is to help readers understand how to design effective computer-based training courses.
This document provides information about an upcoming international teacher training course on integrating information and communication technologies (ICT) into education. The 7-day course will be held in Balikesir, Turkey from January 17-23, 2016. It aims to help teachers learn how to effectively use ICT tools to support learning and teaching. The training will include theoretical and practical sessions to familiarize teachers with innovative ICT applications and help them develop ICT-enriched learning activities for their own instructional contexts. Participants are asked to prepare short presentations about their organizations and goals for the course. The hosting organization is Balikesir University, which has various faculties including an Information and Communication Technology department.
EDU 502_Teaching Technologies_TCC_Syllabus_160613-10Patrick D. Huff
This document is a syllabus for an educational technology methods course taught by Professor Patrick Huff. The 3-page syllabus outlines the course objectives, which include understanding how emerging technologies can be applied to enhance teaching and learning. It provides information on course logistics, including meeting times and location. It also introduces the professor and lists required texts. The syllabus includes appendices on topics like curriculum design, instructional principles, and the InTASC teaching standards that will be covered throughout the course.
Higher Thinking Skills Through IT-Based ProjectsFhlori Luna
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
The teaching methodology is based on active learning principles, web 2.0 and connectivism.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
The proposal suggests piloting an eLearning program at RHR Elementary School to provide additional technology training and professional development for teachers. It would utilize a blended learning model, with self-paced online courses and modules as well as some face-to-face sessions. The goals are to improve teachers' technology skills, increase integration of tools like web 2.0 in instruction, and provide flexible just-in-time training. A core team of teachers would develop the initial content. The program would use free and existing resources, with costs mainly for substitutes during planning and some equipment. Overall it aims to close technology gaps and increase opportunities for professional growth.
This document discusses several lessons related to educational technology:
Lesson 1 provides an overview of the Educational Technology 1 course and its focus on introducing students to educational technology tools and the application of technology to instruction.
Lesson 2 discusses Educational Technology 2 and its goal of integrating technology into teaching and learning by providing knowledge and skills on technology integration.
Lesson 7 examines how information technology can be used to develop higher-level thinking skills and creativity in students, such as through technology-enhanced project methods.
This document provides an overview of web-based training. It discusses e-learning and the role of learning management systems. It also outlines the different layers involved in educational technologies, including delivery of materials, media, computational activities, communication modes, and learning phases. The document then delves into specific tools, approaches, and structures for web-based training, as well as the design, production, assessment, and evaluation processes. The overall purpose is to help readers understand how to design effective computer-based training courses.
This document provides information about an upcoming international teacher training course on integrating information and communication technologies (ICT) into education. The 7-day course will be held in Balikesir, Turkey from January 17-23, 2016. It aims to help teachers learn how to effectively use ICT tools to support learning and teaching. The training will include theoretical and practical sessions to familiarize teachers with innovative ICT applications and help them develop ICT-enriched learning activities for their own instructional contexts. Participants are asked to prepare short presentations about their organizations and goals for the course. The hosting organization is Balikesir University, which has various faculties including an Information and Communication Technology department.
EDU 502_Teaching Technologies_TCC_Syllabus_160613-10Patrick D. Huff
This document is a syllabus for an educational technology methods course taught by Professor Patrick Huff. The 3-page syllabus outlines the course objectives, which include understanding how emerging technologies can be applied to enhance teaching and learning. It provides information on course logistics, including meeting times and location. It also introduces the professor and lists required texts. The syllabus includes appendices on topics like curriculum design, instructional principles, and the InTASC teaching standards that will be covered throughout the course.
Higher Thinking Skills Through IT-Based ProjectsFhlori Luna
This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
The document discusses deliverable D3.1 from the School on the Cloud network project, which focuses on presentations about the impact of cloud-based teaching and teacher education. It provides details on the deliverable, including its title, type, delivery date, and description. It then outlines the process undertaken by working group iTeacher to develop the presentations, including a pre-assignment, two submeetings, drafting presentations, and finalizing the presentations. The final presentations focused on topics like the impact of cloud-based teaching on teachers and teacher education, using social media and mobile devices in the classroom, recommendations for innovation, and a manifesto for educational organizations.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
This document outlines an advanced certificate course on IT, web design, English communication skills, and pedagogy organized by the National Institute of Technical Teachers Training and Research in Chennai, India. The 3-module, 6-week course aims to familiarize faculty with using technology in the classroom and improving communication skills. Teaching methods include lectures, field visits, group work, and a final project. The course schedule runs from May to June 2017.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.
Educational technology aims to improve education by making course materials easily accessible to students and motivating learning. It allows for broader participation through distance learning and helps students improve their writing skills. Different types of educational software have been designed to help students learn specific subjects easier. A methodology course evaluates educational technology through student presentations using various technologies, reading assessments, article discussions, teaching demonstrations using technology, and a final essay analyzing technology use in education. Research shows the importance of understanding teachers' and students' experiences with technology and training teachers to use technology for educational purposes rather than just computer skills.
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it also provides student choice and ownership over learning, while allowing students to share their work with a broader audience in a motivating way.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Developing digital language skills: A MOOC on Personal Language Learning Envi...Angelos Konstantinidis
The document describes a MOOC designed to help language learners become autonomous and self-manage their language learning using digital tools. The MOOC was developed using the ADDIE model of analysis, design, development, implementation and evaluation. It consisted of 4 weeks of content on using different digital tools to enhance language skills. Research was conducted to study how learners' use of tools changed and the relationship between language barriers and online tool use. The MOOC was pre-piloted with 35 participants and adjustments will be made based on evaluation before a full pilot. The goal is to not just provide open resources but help learners optimize their use.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
Digital Futures in Teacher Education: Open educational resources DEFToer3
1) The document outlines a project called Digital Futures in Teacher Education that aims to raise the quality of teaching and digital literacy skills by promoting the reuse of open educational resources (OERs) in teacher education.
2) The project involves partnerships between universities and schools to develop OER textbooks and teaching resources for integrating digital literacy and OERs into teacher training courses.
3) Evaluation of integrating OERs will examine the challenges and opportunities for professional development, and the cultural and institutional contexts affecting their creation and reuse.
This chapter discusses using multimedia and technology in the classroom to create engaging learning experiences for students. It defines multimedia as using multiple media types and technologies for teaching. The challenges for instructors are finding meaningful ways to engage students and guiding them to make information meaningful, as instructors can no longer be experts in all information. It also discusses theoretical foundations of learning, types of learners, resources needed, and how to plan and implement a multimedia-based course.
The document discusses deliverable D3.1 from the School on the Cloud network project, which focuses on presentations about the impact of cloud-based teaching and teacher education. It provides details on the deliverable, including its title, type, delivery date, and description. It then outlines the process undertaken by working group iTeacher to develop the presentations, including a pre-assignment, two submeetings, drafting presentations, and finalizing the presentations. The final presentations focused on topics like the impact of cloud-based teaching on teachers and teacher education, using social media and mobile devices in the classroom, recommendations for innovation, and a manifesto for educational organizations.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
This document outlines an advanced certificate course on IT, web design, English communication skills, and pedagogy organized by the National Institute of Technical Teachers Training and Research in Chennai, India. The 3-module, 6-week course aims to familiarize faculty with using technology in the classroom and improving communication skills. Teaching methods include lectures, field visits, group work, and a final project. The course schedule runs from May to June 2017.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.
Educational technology aims to improve education by making course materials easily accessible to students and motivating learning. It allows for broader participation through distance learning and helps students improve their writing skills. Different types of educational software have been designed to help students learn specific subjects easier. A methodology course evaluates educational technology through student presentations using various technologies, reading assessments, article discussions, teaching demonstrations using technology, and a final essay analyzing technology use in education. Research shows the importance of understanding teachers' and students' experiences with technology and training teachers to use technology for educational purposes rather than just computer skills.
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it also provides student choice and ownership over learning, while allowing students to share their work with a broader audience in a motivating way.
Jisc webinar: Curriculum design: Changing the paradigmJisc
This document summarizes a webinar on curriculum design presented by Helen Beetham and Marianne Sheppard. The webinar aimed to provide a greater understanding of how a strategic approach to curriculum design can lead to better learner and stakeholder outcomes. It covered key challenges in curriculum design, areas of transformation including learning, curriculum and institutions, and actions institutions can take. Examples of curriculum design projects from various universities were also discussed. The webinar encouraged interaction from participants on polling questions regarding their institution's curriculum challenges and priorities.
Developing digital language skills: A MOOC on Personal Language Learning Envi...Angelos Konstantinidis
The document describes a MOOC designed to help language learners become autonomous and self-manage their language learning using digital tools. The MOOC was developed using the ADDIE model of analysis, design, development, implementation and evaluation. It consisted of 4 weeks of content on using different digital tools to enhance language skills. Research was conducted to study how learners' use of tools changed and the relationship between language barriers and online tool use. The MOOC was pre-piloted with 35 participants and adjustments will be made based on evaluation before a full pilot. The goal is to not just provide open resources but help learners optimize their use.
This case study will present findings on developing digital competencies for Library staff arising from the L2L project (www.L2L.ie). L2L was a two year collaborative project based in Ireland led by Dundalk Institute of Technology (DkIT), with Dublin Institute of Technology (DIT) and Institute of Technology Carlow (ITC). This project was funded by the National Forum for Teaching and Learning with the aim of exploring its professional development framework (https://www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-Teach-in-Higher-Education.pdf) through the lens of library staff.
This case study will consider how library staff can identify and chart the development of digital competencies and skills so as to remain current and viable in a constantly evolving digital landscape using the framework. Reflections will be offered on how engaging with the Professional Development Framework and more specifically Domain 5: Personal and Professional Digital Capacity in Teaching, can foster the development of personal proficiency/knowledge in digital competencies thus supporting our role in Teaching and Learning and our professional practice. The concept of drafting a “digital philosophy statement” will be considered and how this can be potentially used as a sustainable CPD tool.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
Digital Futures in Teacher Education: Open educational resources DEFToer3
1) The document outlines a project called Digital Futures in Teacher Education that aims to raise the quality of teaching and digital literacy skills by promoting the reuse of open educational resources (OERs) in teacher education.
2) The project involves partnerships between universities and schools to develop OER textbooks and teaching resources for integrating digital literacy and OERs into teacher training courses.
3) Evaluation of integrating OERs will examine the challenges and opportunities for professional development, and the cultural and institutional contexts affecting their creation and reuse.
This chapter discusses using multimedia and technology in the classroom to create engaging learning experiences for students. It defines multimedia as using multiple media types and technologies for teaching. The challenges for instructors are finding meaningful ways to engage students and guiding them to make information meaningful, as instructors can no longer be experts in all information. It also discusses theoretical foundations of learning, types of learners, resources needed, and how to plan and implement a multimedia-based course.
Similar to Methodology with evaluation - Recreate.pdf (20)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Methodology with evaluation - Recreate.pdf
1. TEACHING METHODOLOGY -
E-LEARNING EDUCATION
FOR THE CREATIVE AND
CULTURAL SECTOR
The e-learning teaching methodology used within the Recreate
project for the e-learning platform recreate-educate.eu based on
active learning principles, web 2.0 and connectivism.
2022
2. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
Teaching methodology - e-learning education for the creative and cultural sector
Project Recreate
Contents
Introduction ............................................................................................................................1
Theoretical background..........................................................................................................2
E-learning methodology..........................................................................................................4
Results and conclusions.........................................................................................................5
Introduction
A preliminary survey of educational needs in the CCI found that the creative sector lacked knowledge
in the areas of financial literacy, funding sources for entrepreneurial or cultural endeavours, internet
marketing and business planning to help overcome the pandemic crisis (Research for CULT Committee
2021, European Commission1
).
As this is an international project based on the availability of education for people with fewer abilities
and as the target group of the project experienced a major crisis during the COVID-19 epidemic, it was
initially decided to organize classes online with the intention of education available to as many
participants as possible.
During the preparatory phase of the project, research was conducted within the cultural and creative
sectors in Croatia and Spain, and we received information about the content of the education that our
participants consider necessary for the successful management of a business venture or project within
their sector.
The four basic modules are divided into:
M01 Financial Literacy, which includes basic terms from financial terminology, budgeting rules and
various strategies for determining the price of a product or service.
M02, second module is Sources of funding for CCS with topics: company growth and funding in the
SEED phase, Individual financing (business angels and other sources), internal borrowing and loans,
1 http://www.europarl.europa.eu/thinktank/en/document.html?reference=IPOL_STU(2021)652242
3. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
European sources in the financial period 2021-2027 with application and management of a creative
project financed by EU funds and Crowdfunding – mass financing.
M03 in the Digital Marketing module, the content is concentrated on the communication plan and its
revision with special emphasis on goals, audience and messages, as well as channels and budgeting
with evaluation. The second part is dedicated to social networks and personal branding, as well as
other tools for external and internal communication while protecting the digital personality.
M04 How to design a business plan for Creative Industries is concentrated on explanation what a
business plan is, main structure, tools for creation of the business plan and other considerations to
take into account for financing educational and cultural projects.
The clear structure of the e-learning modules prevents duplication of topics and repetition.
Theoretical background
Traditional formal education is based on a “knowledge reproduction model”. In this model, learners
are seen as passive learners. Research results claim that all types of learning are promoted when
teaching methods favour active learning. For this reason, the teaching methodology in our courses will
be based on active learning.
Comparison of theoretical models of learning methodology2
TRADITIONAL LEARNING THEORIES MODERN LEARNING
THEORY
BEHAVIORALISM CONSTRUCTIVISM COGNITIVE THEORY CONNECTIVISM
Understand/remember create estimate analyse apply recognize connect
Active approach to learning3
• sees learning as the active acquisition of new knowledge and the development of adequate cognitive
constructions
• sets the learner as a place of control, not as a passive participant in the learning process
• learning revolves around insight, information processing, memory and perception
• emphasizes the role of existing knowledge and experience in learning outcomes
• The learner is the processor and organizer of information
Important points to consider:
• Learners should practice what they learn
• Learners should be given the opportunity to learn together
• The purpose of feedback should be to improve the learning process
Modern methods and forms of teaching
2 Contemporary Methods and Forms of Teaching, dr.sc. Mirjana Posavec 2021, School Portal
3 Methodology of Online Learning and Teaching, Hakan Tuzun, Indiana University
4. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
The choice of teaching methods and forms is an important issue for modern teachers. Unlike those
traditional methods in which the teacher is more or less a transmitter of knowledge, and learners are
passive listeners and recipients of that knowledge, modern teaching methods allow active involvement
of learners in teaching and expressing their creativity, which is actually the goal of modern teaching.
To begin with, it is necessary to understand the differences between teaching methods and learning
techniques. Learning techniques are tools that allow understanding and comprehension of content:
mnemonics, flashcards, abstracts, notes, visual thinking, etc. On the other hand, teaching methods are
based on theoretical foundations that include various techniques or procedures used by teachers to
transfer knowledge, procedures and values, and facilitate the development of learner skills.
Connectivism is based on Web 2.0, which provides users with a large number of opportunities. The
principle of education based on Web 2.0 is called e-learning 2.0, which emphasizes the application of
Web 2.0 tools in order to improve the educational process. Unlike any other learning theory,
connectivism sees potential through cyber nodes specifically rooted in social networks.
According to the new learning paradigm, the methodology should be based on three ways of learning:
• Problem-based learning
• Self-directed learning
• Simulation-based learning
Active teaching methods are
• dialogue
• research
• problem-solving
• simulation
• play (gamification)
The dialogical method has an orientational and motivational character. It enables learners to get
acquainted with the program (whether the program is compiled by a teacher-programmer, to get a
finished program or the learners compose it themselves), create a work plan and motivation for the
upcoming activity based on the importance of its implementation
The research method includes independently searching for facts, finding relevant connections and
relationships between given data, restructuring data, redefining and independently bringing new
(unexpected) results.
Problem-based learning - enables a high level of creativity in learners. This is the highest range and
form of learning.
The game method is often applied in teaching. The learner's intelligence, perseverance and desire to
win and compete come to the fore.
PAR learning model 4
4 https://drbpresents.com/wp-content/uploads/2014/08/PAR-Model-Structure-for-Teaching.pdf
1. Aparicio, M., Bacao, F., Oliveira, T. (2016). An e-learning theoretical framework, Educational Technology & Society
2. Bacanlı, H. (2016). Behaviorist approach. In Z. Kaya, S. Akdemir, editor (s), Learning and teaching: Theories, approaches and models
3. Bognar, B. (2016). Theoretical backgrounds of e-learning. Croatian Journal of Education
5. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
The PAR learning model is a method of active learning characterized by three phases - present - apply
- revise, in which learners constructively build their own concepts and correct mistakes in the phase of
processing new teaching materials.
E-learning methodology
Considering the possibilities offered by the platform for the e-learning
itself, the following teaching methodology is proposed:
● The courses take place on the Learndash platform, which will be integrated into the learning
portal and integrated with most e-learning and digital accessibility plugins.
● Direct consultations with the lecturer can be arranged in a pre-arranged time slot or through
a forum, mail or some similar form of communication.
● Online teaching has proven to be excellent in a form that anticipates a change of activity and
alternates short video sequences with exercises and testing of acquired knowledge. Depending
on the topic being covered, the introductory part is followed by the elaboration of the topic
and the division into small parts that can be processed separately, and form an integral whole
with a larger topic.
● Thematic parts are connected with the practical part that the learners themselves make in the
form of a specific exercise that is sent to the lecturer or presented to other learners.
● All teaching parts and materials will be translated into Spanish and Croatian with transcripts
of content and subtitles for video materials, so as to be available to people with fewer
opportunities.
Every lesson should have:
Video lesson (max. 20 min.)
Transcript of the video lesson - synopsis
Short quiz (max 10 questions)
List of literature and sources for further research (online or offline)
Evaluation questionnaire - at the end of each course
Evaluation - methods
It is extremely important to set up evaluation and self-evaluation methods to make participants feel
rewarded and involved in the process. However, at the same time, it is extremely important to avoid
imposing stress due to evaluations, which would result in the withdrawal of learners.
4. CARNet - Referral Center (n.d.). Methodology and communication of e-education: constructivism
http://edupoint.carnet.hr/referalni/obrazovni/mkod/pedagogijkonstr.html
5. Jukić, R. (2013). Constructivism as a link in teaching science content and social subjects. Pedagogical Research
6. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
Teachers can monitor the learners' progress through the evaluation results and checklist ("learners
report card") and see at any time the extent to which each learner is involved in the program and, if
necessary, communicate with them and give them advice. Learndash has advanced evaluation options
– different types of questions, custom messages, question banks, etc.
The implementation of teaching will depend on the teacher and the topic being covered, but with the
obligatory use of modern methods and tools in order to achieve the highest possible quality of the
teaching process and learning outcomes, during the development of the curriculum, special attention
will be paid to outcomes that must have practical application.
Results and conclusions
The final evaluation was an integral part of each teaching module, and the results were collected
continuously. Here we present the results of the evaluation with particular attention paid to the
interviews conducted with the participants during the events in Madrid.
The key question was dedicated to the self-assessment of the knowledge that the participants have
about the topic before attending the module and after they have finished the individual module:
● How much did you know about this topic before taking the module (self-assessment)?
● How would you rate your own knowledge gained in this module?
The results in all 4 modules are almost equal and range from an average rating of current knowledge
of 3 to acquired knowledge with a rating of 4.
Here are the results per module (1 min, 5 max):
First number: How much did you know about this topic before taking the module (self-assessment)?
Second number: How would you rate your own knowledge gained in this module?
Financial literacy
3,00 3,74
Sources of funding
2,95 4,05
7. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
Digital marketing
3,55 4,28
Design of the business plan
3,37 4,09
The practical application of the knowledge gained in the program is an extremely important evaluation
criterion, whereby no one but the participants themselves can assess the usefulness of the program.
We are more than satisfied with this result.
How much will the acquired knowledge benefit you in the future? (1 min, 5 max)
Financial literacy 4,09
Sources of funding 4,05
Digital marketing 4,28
Design of the business plan 4,09
Interviews with the participants
In the direct interviews with participants, we found that the participants most missed contact with the
lecturers, which is inevitable in the case of online classes. However, a partial solution is possible
through a mentoring system in which participants willreceive feedback from the lecturer. For example,
a common practice is to assign specific tasks for which participants receive feedback. In our specific
case, this situation would be applicable in almost all modules, only the tasks would have to be designed
additionally. In Design of the Business Plan, it would be a business plan, in Pricing Strategies, it would
be strategy development, and in Digital Marketing it would be a Marketing or Communication Plan. Of
course, the situation would become quite complex in Funding sources, considering that we have
different elements that cannot be combined, and therefore different tasks should be set. For
Crowdfunding, for example, a CF campaign plan, for EU funds a logical matrix, and for other sources of
funding a Pitching presentation.
The next thing that was important to the participants was the translation. At the very beginning of the
implementation, we established that the automatic translation does not satisfy the quality and that
the so-called manual translation is necessary. Terminology is extremely sensitive and phrases are
mistranslated and the meaning is completely wrong. Therefore, it is necessary to foresee enough hours
for this activity and hire people who understand professional terminology (in our case economics) and
translate it into adequate terms.
When asked about the topics that were missing in certain modules, the participants answered that the
topics were complete, but they would like to continue with other additional modules. This is, of course,
a topic for another project.
8. Entrepreneurial Skills for REsilience in CREATive sector
Project ID: 2021-1-HR01-KA210-ADU-000034950
Evaluation - teachers
As planned, we conducted an evaluation with the teachers upon completion of the task. Feedback
from them is important for future planning of teaching materials and anticipated consumption of time
and equipment needed.
The teachers believe that the topics are fully covered, but that they could also be expanded, depending
on the target audience. They propose new modules such as market overview and content creation.
They believe that for the following projects it is necessary to use professional equipment for recording
e-learning materials. Also, we concluded that they lost a lot of time on transcripts and that maybe that
part can be bridged with artificial intelligence, and better results will be achieved if materials are more
interactive. This is something we will consider next time and use our lessons learned.
Conclusion
The proposed methodology is adequate, but future programs should, wherever possible, provide for
mentoring and more direct communication with participants using digital tools such as peer-to-peer
communication on the forum, online meetings or communication using the proven technique of e-
mail. Also, using some other platforms instead of Learn Dash gives more opportunities for interactivity.
The duration of the video lessons should definitely be limited to the max. 20 minutes as planned, and
if necessary, the lessons should be divided into several parts.
All materials must be translated "manually", the use of an automatic translator is not of sufficient
quality and uses the wrong terminology due to a lack of understanding of professional phraseology.
In some modules, participants expressed a desire for more quizzes. However, quizzes should be
shorter, with no more than 5 questions per lesson. The participants greatly appreciate this technique
of evaluating the acquired knowledge, so care should be taken to ensure that the questions are of
appropriate difficulty, neither too easy nor too difficult.
The same applies to the assignment for students because the assignment can be too difficult and take
up too much time, thus causing the program to be abandoned due to lack of time. Instead, it is better
to plan an interactive task that can be solved like a game. The immediate feedback is very important
because in this way the participants know whether they have met the passing criteria or whether they
need to study a little bit more.
The most important thing in lessons for adult participants is the applicability of knowledge in practical
situations they encounter at work or during the design of creative or artistic projects. As all the e-
learning modules were rated very good in this category (the lowest average rating is 4.05 and the
highest is 4.28), we believe that they fulfil their purpose and that all participants improved their
knowledge in the field of entrepreneurial skills.
October 2022.
------------
Disclaimer: This publication [communication] reflects the views only of the author, and the Commission cannot
be held responsible for any use which may be made of the information contained therein.