The document discusses internet-based distance education. It describes how the internet allows for educational material and distance learning by allowing students to learn at their own pace. It outlines the tier structure of the internet and discusses advantages like flexibility and cost savings, as well as limitations like emphasis on technology over content. Web 2.0 applications for education like blogging, wikis, and podcasting are also covered, along with e-learning adoption cycles.
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E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. INTERNET
The internet is increasingly being used for the delivery of
educational material and distance education. Internet-
based learning allows students to learn at their own pace,
access the information at a time that is convenient of
them, and provides education to remote students that
otherwise would not be able to travel to a classroom.
3. INTERNET STRUCTURE
Tier 1: Backbone Networks and Internet Exchange Point- Is the essential framework that
provides a worldwide configuration of extremely high-bandwidth networks.
Tier 2: Regional Networks- operate backbones on a smaller scale, in the United States typically
within a state or among adjacent states, connecting to one or more national or international
backbones.
Tier 3: Internet Service Providers – is perhaps the most important component for distance
educators. The individual internet services (ISPs) are connected to regional networks and
provide dial-up, or direct, highspeed access to the internet at the local level.
Tier 4: Organizational and Home Network – are the local area networks that interconnect
computers within an organization, such as a school, college, government agency, or company,
and provide Internet access to individuals within those entities.
4. ADVANTAGES OF ONLINE LEARNING
Students are able to participate from school, home,
office, or community locations, asynchronous course
components are available 24 hours a day, at the learner’s
convenience, and are time-zone independent.
Students are able to work at their own pace and
corporate training programs conducted via the Internet
can yield significant savings in employee time and
travel costs, and training can be conducted on a “just in
time” basis.
5. ADVANTAGES
A well organized online course will provide a
variety of learning experiences and can
accommodates any type of learning skills.
Students who become skilled at using Internet
resources, a factor that can improve
employment options upon graduation. Learning
materials are available across the entire web
6. LIMITATIONS OF ONLINE LEARNING
Online courses may emphasize the technology
rather than the content and learning opportunities,
well-designed Internet-based courses may be
labor-intensive to develop, requiring time and
personnel resources not available to many
instructors, instructors have difficulty adjusting to
the learner-centered model of instruction and do
little more than “shovel their teacher-centered,
lecture-based courses into an online format”.
7. LIMITATIONS
Copyright violations on course web pages that are not
password-protected sit in plain sight for viewing by the
rights holders and their attorneys, computer bandwidth
limitations make it difficult to present advanced
technologies, such as streamed video, multimedia, and
memory-intensive graphics, over the Web, and online
courses require students to take more responsibility for
their own learning, a task that some find hard to
accomplish
8. WEB 2.0 APPLICATIONS
Blogging: Web logging, or blogging, is a form of online
reporting and journaling that gives anyone an
opportunity to publish on the internet.
Wikis: is an online writing space designed to be created
and edited by groups of persons.
Podcasting: derived from the Apple product iPod and
the term “broadcasting”, “is the process of recording
and storing audio and/or video content on the Internet
for downloading and playback using iPods, MP3
players, computers, and other electronic gear that plays
back audio and/or video files.
9. E-LEARNING ADOPTION CYCLES
E-Learning Adopting cycles is categorized into four
distinct cycles which are:
Cycle 1- Enhancements to traditional course program
configurations are examples are emails web sources and
powerpoints
Cycle 2- Course Management Systems- reflects teacher
centered instructional paradigm
Cycle 3- Imported course objects involves student
understanding of the course materials
Cycle 4- New course configurations its purpose is to
take advantage of the power of technology.
10. SUMMARY
In conclusion technologies used for distance education
falls into two categories which are:
Telecommunication technologies that connect
instructors to distant learners and classroom
technologies that record, present and display
instructional information.
Video and computer-based systems