In a nutshell, this 'idea deck' describes how a (node-edge) graph and data model can, in addition to containing knowledge, can also include: 1) metadata to drive knowledge and collaboration UX behavior, 2) content curation, 3) temporal knowledge, 4) collaborative voting, and 5) deep provenance of the statements contained in the knowledge graph.
Note: This slide deck contains ideas for 'reinventing' Education. In particular, a proposal I submitted in January-2010 to the MacArthur Foundation 'Reinvent Learning' RFP is included along with a handful of supplementary mockup screenshots.
UX and Technical Communication: Bridging the GapChris LaRoche
The document discusses the relationship between UX and technical communication. It notes that the fields have historically been connected through a shared focus on users. More recently, companies have increasingly merged technical communication, training, and UX teams to better address user needs. Content strategy has also emerged from this closer collaboration between fields. The document argues that technical communicators should learn basic UX skills, as user experience awareness will continue growing in importance for the profession.
This document provides an overview of a training session on technology enhanced learning (TEL) methods and how they can support teaching and learning. It will include hands-on training with the underlying theory. The session will be led by staff from the Centre for Learning Innovation and Professional Practice (CLIPP) and Aston Media and cover the university's virtual learning environment (VLE), plagiarism tools, e-portfolios, and other digital tools. [/SUMMARY]
The User Edit Method - When a Usability Method Fulfills a Technical Communica...Chris LaRoche
Presentation at the 2010 IPCC/Professional Communication Society's annual conference. Presentation discussed the research method known as user edit/usability edit method. This is a UX/Usability method used to test the effectiveness of task-based documentation.
Tutela Webinar - April 23, 2020
On the Internet, students are at the centre and educators are on the periphery, relying on pedagogy to steer the learning process at a distance. This session will cover aspects of transitioning to online spaces and managing students at a distance. The presenter will attempt to address questions and concerns related to online learning tasks in the four language skill areas.
The Master’s Degree in Technical Communication at Northeastern University - F...Chris LaRoche
Presentation at the 2008 IPCC/Professional Communication Society's annual conference. Presentation discussed the research methods and history and evolution of the MS in Technical Communications Program at Northeastern University from the late 1990s unitl 2008.
This document discusses using technology like Google Classroom, Google Sites, and Google Hangouts for online learning. It provides guidance on setting up virtual classrooms using these tools, including creating classes, inviting students, assigning tasks, and facilitating synchronous interactions. Synchronous interactions could involve check-ins, sharing, scheduling meetings, inviting students, and assessing students through speaking tasks. Asynchronous learning involves planning, designing, preparing, and participating in internet learning spaces and assessing students.
UX and Technical Communication: Bridging the GapChris LaRoche
The document discusses the relationship between UX and technical communication. It notes that the fields have historically been connected through a shared focus on users. More recently, companies have increasingly merged technical communication, training, and UX teams to better address user needs. Content strategy has also emerged from this closer collaboration between fields. The document argues that technical communicators should learn basic UX skills, as user experience awareness will continue growing in importance for the profession.
This document provides an overview of a training session on technology enhanced learning (TEL) methods and how they can support teaching and learning. It will include hands-on training with the underlying theory. The session will be led by staff from the Centre for Learning Innovation and Professional Practice (CLIPP) and Aston Media and cover the university's virtual learning environment (VLE), plagiarism tools, e-portfolios, and other digital tools. [/SUMMARY]
The User Edit Method - When a Usability Method Fulfills a Technical Communica...Chris LaRoche
Presentation at the 2010 IPCC/Professional Communication Society's annual conference. Presentation discussed the research method known as user edit/usability edit method. This is a UX/Usability method used to test the effectiveness of task-based documentation.
Tutela Webinar - April 23, 2020
On the Internet, students are at the centre and educators are on the periphery, relying on pedagogy to steer the learning process at a distance. This session will cover aspects of transitioning to online spaces and managing students at a distance. The presenter will attempt to address questions and concerns related to online learning tasks in the four language skill areas.
The Master’s Degree in Technical Communication at Northeastern University - F...Chris LaRoche
Presentation at the 2008 IPCC/Professional Communication Society's annual conference. Presentation discussed the research methods and history and evolution of the MS in Technical Communications Program at Northeastern University from the late 1990s unitl 2008.
This document discusses using technology like Google Classroom, Google Sites, and Google Hangouts for online learning. It provides guidance on setting up virtual classrooms using these tools, including creating classes, inviting students, assigning tasks, and facilitating synchronous interactions. Synchronous interactions could involve check-ins, sharing, scheduling meetings, inviting students, and assessing students through speaking tasks. Asynchronous learning involves planning, designing, preparing, and participating in internet learning spaces and assessing students.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
This document provides instructions for a student to complete a practical task involving creating a Wordpress blog. The student must develop the blog to demonstrate their understanding of online communication techniques and compile an ICT e-portfolio showcasing their work and learning from ICT courses over years 10-12. The blog must include pages on online communities, the student's 2013 camp experience, and a social justice issue. Criteria for assessment cover the process, product, communication, and technical skills demonstrated.
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
This document discusses considerations for using digital technologies in curriculum. It emphasizes examining: 1) the context in which a tool will be used, 2) its alignment with curriculum goals, and 3) opportunities/constraints of the tool. The context includes user characteristics, site conditions, and content/delivery factors. Alignment means the tool's function matches the curriculum's purpose. Opportunities/constraints analyze a tool's features and how they may help or hinder learning goals. Choosing technologies requires understanding these elements to effectively support curriculum objectives.
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
This resume summarizes Joseph Knupsky's experience and qualifications as an instructional designer with over 13 years of experience designing online, hybrid, and in-person educational courses. He has worked in instructional design roles at Point Park University, Duquesne University, and as an independent consultant. His background also includes over 20 years of experience teaching journalism and communications courses.
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
M2 Auxiliary resources to optimize activities Telecenter / ICT Center / Lib...TELECENTRE EUROPE
This document outlines a learning module on optimizing activities at telecenters, ICT centers, and libraries. The module contains 5 units that cover topics like essential tools, creating resources, manuals and tutorials, and specialized tools. Each unit has readings, tasks for students to complete, and focuses on developing skills like creating documents, images, and video tutorials. The overall aim is for students to learn how to utilize available technologies and create effective learning content and resources for their organizations. The module concludes with an evaluation forum and questionnaire for students.
The document discusses the multi-modal curriculum developed by the Data Wise project at Harvard Graduate School of Education. It aims to provide accessible learning experiences on data-driven decision making through various platforms, including online courses, intensive retreats, and a digital portfolio. The curriculum features foundational training on the Data Wise improvement process, skill-building exercises using interactive data visualization tools, and a highly structured online version of their popular on-campus leadership institute for school teams. The goal is to develop alternative offerings that retain the richness of in-person experiences while improving access to both participant data and digital assets as the project expands.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
This document provides an introduction to e-learning, including definitions, benefits, elements, instructional strategies, models, and industry. It outlines 10 learning objectives related to understanding e-learning concepts and ROI. Key benefits highlighted are learner-centric access, flexibility, collaboration, and cost savings. Challenges discussed include the initial costs and integrating technologies. Models of e-learning range from gaining access to taking autonomy in online learning. ROI and Kirkpatrick's levels are frameworks for evaluating e-learning programs.
The document discusses several pilots conducted as part of the Coimbra Group VICTORIOUS Project to test the preparedness of universities for digital mobility.
Pilot 1 examined the quality of information available to visiting students and found that information is often missing, disorganized or difficult to understand. Pilot 2 looked at the "culture shock" students may experience when accessing digital services between home and host universities. Pilot 5 demonstrated how students could use their home institution's credentials to access secure resources at the host university through a federated trust framework. The pilots provided valuable data on barriers to digital mobility and preliminary conclusions that need further development.
The document discusses using technology navigators and personal portals to integrate face-to-face and online students in "synchromodal" classes, going through different models used including shared portals, personal portals, and enhanced personal portals, and highlighting lessons learned and positive instructor feedback about how well the approaches allowed remote students to participate similar to in-person students.
This document discusses conducting a training needs assessment before selecting learning technologies and methods for training. It emphasizes identifying the knowledge, skills, and needs of both the workforce and external customers. Common mistakes include selecting technology before content or a one-size-fits-all approach. The assessment should determine skills and knowledge levels, performance objectives, and learner computer expertise. It should also identify any translation needs. Questions to consider include difficulty levels, prerequisites, interaction needs, and ways to assess learning. A variety of presentation and distribution methods are outlined, along with frameworks for selecting technologies based on interaction level, activity focus, and strengths/weaknesses.
The document summarizes key points from a meeting about the JISC DDL Cluster projects. It discusses what went well in the projects, including blogs being inherited by a new digital program and the need for new projects to complete an expression of interest form. It also notes some challenges, such as the relationship between project leaders' roles and community projects varying, the need for projects to follow an inquiry process, and the desire of some leaders to improve data analysis skills. Finally, it discusses next steps for year 2, including managing project scope and engagement expectations, addressing structural communication issues, defining digital literacies, and supporting projects in reporting, publishing and resource development.
This document discusses key aspects of learning design and theories of learning. It covers:
1. An introduction to learning design, copyrights, motivation theories, instructional design, and economics of learning design.
2. Why learning objects are created, which is to fill educational needs when existing learning objects are unsuitable. Common barriers to creating learning objects include lack of technical skills, pedagogical issues, copyright problems, workload, and determining appropriate scope.
3. For learning objects to be effective, they must be relevant, usable, culturally appropriate, supported by infrastructure, accessible through multiple means, and appropriately sized relative to delivery method and learner access. Design considerations like motivation theories, aligning activities to outcomes
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
Assessment 4 Project 15 Overview This unit involves collec.docxfredharris32
Assessment 4: Project 15%
Overview
This unit involves collecting, organising and presenting information. The project is to create an information resource involving all these aspects.
Details
You are required to create an interactive, digital information resource for a topic related to one of your university units you have studied (or are currently studying) at UWS. It should relate to one concept only. If possible, make it a concept that students find difficult to learn. The aim is to produce a resource that other students would find useful and interesting (and actually teach them). The type of resource could include -
• a simulation using hyperlinks in Powerpoint
• a narrated Powerpoint presentation
• a YouTube video followed by a quiz
• an interactive PDF
• a Prezi presentation
• a wiki content management design in a collaborative website environment
• a Wordpress content management design for creating a website or blog (for computing students)
• a mobile app (for computing students) or
• something creative (you’re own idea that matches the marking criteria)
The project artefacts can be of different size and quality, which are subject to the information resource context and a set of features to be implemented. The aspects of this project are determined by the type of information resource, media format, development platforms, technical skills, time and budget, potential users of the product etc. The project topic and size should be worked out during the design stage. You are asked to relate a chosen topic to ONE concept only, which is to avoid an oversized work and make the topic cohesive and manageable.
The project work is diverse and with creative ideas, there might not be a well pre-defined model. However, there are examples and applicable guidelines to refer to. Detailed instructions and examples of each type of the above will be placed in vUWS. You are suggested to apply a disciplined design scheme using Learning Resource Card and adopting project processing stages. More information about this Project will be placed in vUWS.
...
Steve Wileman - Smart Assessor - Developments in digital learning technology ...Arkin Buhara
The document discusses using technology like online meeting spaces to provide cost-effective workforce training and development amid tight budgets. It notes that tools like Bring Your Own Device (BYOD) policies, social media integration, and cloud-based solutions can help harness digital learning technologies while cutting costs on hardware, software, and travel. Online meeting spaces allow for remote collaboration, CPD delivery across campuses, and reusing video sessions for online lessons to engage learners.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
This document provides instructions for a student to complete a practical task involving creating a Wordpress blog. The student must develop the blog to demonstrate their understanding of online communication techniques and compile an ICT e-portfolio showcasing their work and learning from ICT courses over years 10-12. The blog must include pages on online communities, the student's 2013 camp experience, and a social justice issue. Criteria for assessment cover the process, product, communication, and technical skills demonstrated.
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
This document discusses considerations for using digital technologies in curriculum. It emphasizes examining: 1) the context in which a tool will be used, 2) its alignment with curriculum goals, and 3) opportunities/constraints of the tool. The context includes user characteristics, site conditions, and content/delivery factors. Alignment means the tool's function matches the curriculum's purpose. Opportunities/constraints analyze a tool's features and how they may help or hinder learning goals. Choosing technologies requires understanding these elements to effectively support curriculum objectives.
The document outlines an intermediate induction program for an e-learning project, including introductions, mentor training, using learning repositories, and workshop dates. It provides an overview of the program planning process and requirements such as draft delivery templates. Potential delivery strategies, tools, and a communication model are also presented.
This resume summarizes Joseph Knupsky's experience and qualifications as an instructional designer with over 13 years of experience designing online, hybrid, and in-person educational courses. He has worked in instructional design roles at Point Park University, Duquesne University, and as an independent consultant. His background also includes over 20 years of experience teaching journalism and communications courses.
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
M2 Auxiliary resources to optimize activities Telecenter / ICT Center / Lib...TELECENTRE EUROPE
This document outlines a learning module on optimizing activities at telecenters, ICT centers, and libraries. The module contains 5 units that cover topics like essential tools, creating resources, manuals and tutorials, and specialized tools. Each unit has readings, tasks for students to complete, and focuses on developing skills like creating documents, images, and video tutorials. The overall aim is for students to learn how to utilize available technologies and create effective learning content and resources for their organizations. The module concludes with an evaluation forum and questionnaire for students.
The document discusses the multi-modal curriculum developed by the Data Wise project at Harvard Graduate School of Education. It aims to provide accessible learning experiences on data-driven decision making through various platforms, including online courses, intensive retreats, and a digital portfolio. The curriculum features foundational training on the Data Wise improvement process, skill-building exercises using interactive data visualization tools, and a highly structured online version of their popular on-campus leadership institute for school teams. The goal is to develop alternative offerings that retain the richness of in-person experiences while improving access to both participant data and digital assets as the project expands.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
This document provides an introduction to e-learning, including definitions, benefits, elements, instructional strategies, models, and industry. It outlines 10 learning objectives related to understanding e-learning concepts and ROI. Key benefits highlighted are learner-centric access, flexibility, collaboration, and cost savings. Challenges discussed include the initial costs and integrating technologies. Models of e-learning range from gaining access to taking autonomy in online learning. ROI and Kirkpatrick's levels are frameworks for evaluating e-learning programs.
The document discusses several pilots conducted as part of the Coimbra Group VICTORIOUS Project to test the preparedness of universities for digital mobility.
Pilot 1 examined the quality of information available to visiting students and found that information is often missing, disorganized or difficult to understand. Pilot 2 looked at the "culture shock" students may experience when accessing digital services between home and host universities. Pilot 5 demonstrated how students could use their home institution's credentials to access secure resources at the host university through a federated trust framework. The pilots provided valuable data on barriers to digital mobility and preliminary conclusions that need further development.
The document discusses using technology navigators and personal portals to integrate face-to-face and online students in "synchromodal" classes, going through different models used including shared portals, personal portals, and enhanced personal portals, and highlighting lessons learned and positive instructor feedback about how well the approaches allowed remote students to participate similar to in-person students.
This document discusses conducting a training needs assessment before selecting learning technologies and methods for training. It emphasizes identifying the knowledge, skills, and needs of both the workforce and external customers. Common mistakes include selecting technology before content or a one-size-fits-all approach. The assessment should determine skills and knowledge levels, performance objectives, and learner computer expertise. It should also identify any translation needs. Questions to consider include difficulty levels, prerequisites, interaction needs, and ways to assess learning. A variety of presentation and distribution methods are outlined, along with frameworks for selecting technologies based on interaction level, activity focus, and strengths/weaknesses.
The document summarizes key points from a meeting about the JISC DDL Cluster projects. It discusses what went well in the projects, including blogs being inherited by a new digital program and the need for new projects to complete an expression of interest form. It also notes some challenges, such as the relationship between project leaders' roles and community projects varying, the need for projects to follow an inquiry process, and the desire of some leaders to improve data analysis skills. Finally, it discusses next steps for year 2, including managing project scope and engagement expectations, addressing structural communication issues, defining digital literacies, and supporting projects in reporting, publishing and resource development.
This document discusses key aspects of learning design and theories of learning. It covers:
1. An introduction to learning design, copyrights, motivation theories, instructional design, and economics of learning design.
2. Why learning objects are created, which is to fill educational needs when existing learning objects are unsuitable. Common barriers to creating learning objects include lack of technical skills, pedagogical issues, copyright problems, workload, and determining appropriate scope.
3. For learning objects to be effective, they must be relevant, usable, culturally appropriate, supported by infrastructure, accessible through multiple means, and appropriately sized relative to delivery method and learner access. Design considerations like motivation theories, aligning activities to outcomes
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
Assessment 4 Project 15 Overview This unit involves collec.docxfredharris32
Assessment 4: Project 15%
Overview
This unit involves collecting, organising and presenting information. The project is to create an information resource involving all these aspects.
Details
You are required to create an interactive, digital information resource for a topic related to one of your university units you have studied (or are currently studying) at UWS. It should relate to one concept only. If possible, make it a concept that students find difficult to learn. The aim is to produce a resource that other students would find useful and interesting (and actually teach them). The type of resource could include -
• a simulation using hyperlinks in Powerpoint
• a narrated Powerpoint presentation
• a YouTube video followed by a quiz
• an interactive PDF
• a Prezi presentation
• a wiki content management design in a collaborative website environment
• a Wordpress content management design for creating a website or blog (for computing students)
• a mobile app (for computing students) or
• something creative (you’re own idea that matches the marking criteria)
The project artefacts can be of different size and quality, which are subject to the information resource context and a set of features to be implemented. The aspects of this project are determined by the type of information resource, media format, development platforms, technical skills, time and budget, potential users of the product etc. The project topic and size should be worked out during the design stage. You are asked to relate a chosen topic to ONE concept only, which is to avoid an oversized work and make the topic cohesive and manageable.
The project work is diverse and with creative ideas, there might not be a well pre-defined model. However, there are examples and applicable guidelines to refer to. Detailed instructions and examples of each type of the above will be placed in vUWS. You are suggested to apply a disciplined design scheme using Learning Resource Card and adopting project processing stages. More information about this Project will be placed in vUWS.
...
Steve Wileman - Smart Assessor - Developments in digital learning technology ...Arkin Buhara
The document discusses using technology like online meeting spaces to provide cost-effective workforce training and development amid tight budgets. It notes that tools like Bring Your Own Device (BYOD) policies, social media integration, and cloud-based solutions can help harness digital learning technologies while cutting costs on hardware, software, and travel. Online meeting spaces allow for remote collaboration, CPD delivery across campuses, and reusing video sessions for online lessons to engage learners.
empowerment-4_compress.pdf in senior high school students PSUaliyahdalogdogan
This document provides an overview of online platforms and applications for developing ICT content. It discusses the nature and purposes of various online platforms, including presentation, cloud computing, social media, web page creation, and file management platforms. Basic principles of web design are also covered, such as using visual language, balance, focus on content and simplification. Common web design elements like illustrations, links, buttons and images are explained. The document concludes by giving instructions on getting started with specific platforms like SlideShare, Google Drive and Tumblr.
This document provides an overview for an interactive learning module on designing databases in Microsoft Access. The module will define what a database is and how it differs from a spreadsheet, explain how to properly plan and design a database, and allow users to practice designing a database through interactive exercises. Content will come from Microsoft manuals and training materials. The module is intended for adults familiar with computers who want to use Access at work. It will cover database planning, categorizing data into tables, determining fields, relationships between tables, and more. The goal is for users to understand databases and be able to separate fields into functional tables with relationships. The module will be created using PowerPoint, Raptivity and Articulate and follow an instructional design
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.
According to the Association for Educational Communication and Technology (AECT, 2008) it is possible to define educational technology as “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” (Richey et al. 2008).
Engineers, technicians, and technologists:
technology as a tool for material construction based
on a systematic engineering knowledge of how to
design artifacts
Social scientists:
technology as a process for material construction
based on the organization of knowledge for the
achievement of practical purposes and also based
on any tool or technique of doing or making by
which capacity is extended (Luppicini 2005).
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This document outlines the design of a training module for employees of Gallup McKinley County Schools to learn how to use SharePoint. The training will include a series of video modules accessible online covering navigating and using SharePoint. Employees will practice skills on a training SharePoint site and discuss their learning on a Ning site where their responses will help build a knowledge base wiki. The goal is for all employees to learn how to access and collaborate on SharePoint for knowledge management and sharing.
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
Utilization of Digital Tools and Techniques in Effective Teaching, Research a...HRDC, GJU Hisar
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
This document discusses how digital tools and techniques can be utilized to prepare teachers for 21st century education. It outlines various online platforms that can be used for virtual classrooms, delivering learning content, and assessing students. These include tools for online collaboration like Google Drive, presentation software like Google Slides, and learning management systems like Moodle. Specific techniques are described, such as using Google Meet for webinars, Screenomatic for content creation, and Google Forms for digital assessments. Overall, the document promotes adopting digital tools and online learning models to enable flexible, mobile-based instruction anytime, anywhere.
The document discusses digital textbooks and e-content. It defines digital textbooks as digitized versions of printed textbooks that can be accessed through wired or wireless networks. It describes three types of digital textbooks: scanned print versions, digital books with added interactivity, and digital offerings without resembling printed books. The document also outlines the process of creating digital textbooks, including selecting a template, adding content and interactivity, and publishing. Finally, it discusses approaches to e-learning and the phases of developing e-content, including analysis, design, development, testing, implementation, and evaluation.
This document is a course syllabus for TECH 4240, a 3 credit hour online course on media usability studies. The course will examine usability of computer interfaces and how information is presented through hardware and software. Students will learn user-centered evaluation processes and apply usability testing strategies. The syllabus outlines course objectives, topics, assignments, grading scale, policies and expectations for online participation and interaction.
This document provides an agenda and notes for an ICT learning course. It includes:
- A reminder to email about marking requests and read assigned materials.
- An invitation to demonstrate an ICT tool and revisit the course goals.
- Feedback on the previous week's blog posts and exploring example ICT tools.
- Information on using tools like SlideShare, Prezi, and Glogster for presentations.
- Guidance on copyright and selecting a presentation tool for further exploration.
- Overviews of animation/simulation tools and learning objects to support teaching.
- Examples of specific tools like Scribble Maps and Bubblus for concept mapping.
- Suggestions for incorporating
The MOCA (Multimedia Online Collaboration Architecture) suite of tools was developed to facilitate online collaboration and distance learning. It includes tools for synchronous collaboration like shared whiteboarding and chat, as well as asynchronous tools for multimedia presentations, surveys, homework, and project management. The tools are being used in an advanced chip design course involving collaboration between teams at universities and companies. MOCA is built using standard Java technologies and allows real-time collaboration between distributed student groups.
Merging social media, mobile learning, MOOC optionsInge de Waard
Presentation given during the Learning Solutions conference 2014. It focuses on different learning affordances, organizational and learner challenges and solutions related to social media, mobile learning and MOOCs and suggests options to combine all these training technologies to come to a seamless learning environemt.
Information on creating portfolios for students or teachers highlighting several Web 2.0 tools. This provides steps, ideas and purpose of a digital portfolio.
Presentation software allows users to create slide shows for projection, similar to using photographic slides. Popular presentation software includes Microsoft PowerPoint, Harvard Graphics, Impress, and Lotus Freelance Graphics. These programs provide tools to style slides in an attractive way. Administrators benefit from understanding technology to effectively manage information and make data-driven decisions. When students can choose and use technology tools to obtain, analyze, and present course information, technology integration has occurred. Standards for administrators focus on enhancing learning and operations through technology use.
The document discusses various technology and media-based applications that can be used for educational purposes, including databases, graphic applications, media presentations, and internet technologies. It provides descriptions and examples of different types of databases (flat, hierarchical, network, and relational models), graphic applications like paint programs and illustration software, various media formats, and commonly used internet technologies in education such as video/podcasting, presentation tools, and social networking sites. It also outlines advantages and disadvantages of these applications.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
Technoblade The Legacy of a Minecraft Legend.Techno Merch
Technoblade, born Alex on June 1, 1999, was a legendary Minecraft YouTuber known for his sharp wit and exceptional PvP skills. Starting his channel in 2013, he gained nearly 11 million subscribers. His private battle with metastatic sarcoma ended in June 2022, but his enduring legacy continues to inspire millions.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANEFebless Hernane
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
International Upcycling Research Network advisory board meeting 4Kyungeun Sung
Slides used for the International Upcycling Research Network advisory board 4 (last one). The project is based at De Montfort University in Leicester, UK, and funded by the Arts and Humanities Research Council.
Fonts play a crucial role in both User Interface (UI) and User Experience (UX) design. They affect readability, accessibility, aesthetics, and overall user perception.
ARENA - Young adults in the workplace (Knight Moves).pdfKnight Moves
Presentations of Bavo Raeymaekers (Project lead youth unemployment at the City of Antwerp), Suzan Martens (Service designer at Knight Moves) and Adriaan De Keersmaeker (Community manager at Talk to C)
during the 'Arena • Young adults in the workplace' conference hosted by Knight Moves.
Decormart Studio is widely recognized as one of the best interior designers in Bangalore, known for their exceptional design expertise and ability to create stunning, functional spaces. With a strong focus on client preferences and timely project delivery, Decormart Studio has built a solid reputation for their innovative and personalized approach to interior design.
PDF SubmissionDigital Marketing Institute in NoidaPoojaSaini954651
https://www.safalta.com/online-digital-marketing/advance-digital-marketing-training-in-noidaTop Digital Marketing Institute in Noida: Boost Your Career Fast
[3:29 am, 30/05/2024] +91 83818 43552: Safalta Digital Marketing Institute in Noida also provides advanced classes for individuals seeking to develop their expertise and skills in this field. These classes, led by industry experts with vast experience, focus on specific aspects of digital marketing such as advanced SEO strategies, sophisticated content creation techniques, and data-driven analytics.