Una red informática conecta varios equipos que pueden compartir datos, hardware o software. Existen diferentes tipos de redes como LAN, MAN y WAN dependiendo de su área de cobertura. Una LAN típica requiere dispositivos como routers, tarjetas de red, switches y adaptadores de red conectados mediante cables o puntos de acceso inalámbricos. Cada dispositivo en la red debe tener una dirección IP única y configurarse con la misma máscara de subred y puerta de enlace para permitir la comunicación y el acceso a recurs
Planificación Educativa en la Educación InicialFLORY GONZALEZ
La planificación escolar permite a todo docente a intervenir en el desarrollo de potencialidades individuales y colectivas de manera oportuna y eficaz.
Una red informática conecta varios equipos que pueden compartir datos, hardware o software. Existen diferentes tipos de redes como LAN, MAN y WAN dependiendo de su área de cobertura. Una LAN típica requiere dispositivos como routers, tarjetas de red, switches y adaptadores de red conectados mediante cables o puntos de acceso inalámbricos. Cada dispositivo en la red debe tener una dirección IP única y configurarse con la misma máscara de subred y puerta de enlace para permitir la comunicación y el acceso a recurs
Planificación Educativa en la Educación InicialFLORY GONZALEZ
La planificación escolar permite a todo docente a intervenir en el desarrollo de potencialidades individuales y colectivas de manera oportuna y eficaz.
El documento describe los elementos, características y tipos de interacciones de los ambientes virtuales de aprendizaje. Explica que la educación virtual utiliza instrumentos virtuales y computacionales para apoyar actividades educativas a distancia a través de redes. También describe las diferencias entre educación virtual y ambientes virtuales de aprendizaje, así como las características de estos ambientes como el aprendizaje autónomo, cooperativo y centrado en el estudiante.
The Minimum Hamming Distances of the Irreducible Cyclic Codes of Length inventionjournals
This document discusses irreducible cyclic codes of length n over finite fields. It begins by reviewing some preliminary concepts regarding characters of finite abelian groups. It then provides theorems that give the irreducible factorization of polynomials of the form x^n-1 over finite fields under certain conditions on n and the field size. Finally, it determines the primitive idempotents in the ring Fq[x]/(x^n-1) and obtains the check polynomials, dimensions, and minimum Hamming distances of the irreducible cyclic codes generated by these idempotents. The key results are the theorems providing the irreducible factorizations of x^n-1 and determining the corresponding primitive idempotents.
1) O documento discute a primeira lei da termodinâmica e como a ideia de aproveitar o calor para produzir trabalho evoluiu ao longo da história, culminando na revolução das máquinas a vapor no século XVIII.
2) É apresentado um experimento que ilustra como o calor pode ser convertido em trabalho mecânico através de uma "usina térmica" caseira.
3) Exemplos históricos mostram como as máquinas a vapor permitiram a produção em larga escala, revolucionando a economia
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.
This document discusses testing a mobile app using TestFlight. It mentions uploading the app to TestFlight, starting internal testing, and redeeming testers' invites to test the app through their email. The document also notes there are steps to take to test different versions of the app and provide feedback.
El documento habla sobre cinco coronas que serán entregadas a los creyentes en el juicio de Cristo como recompensa por sus obras en la vida. Estas coronas son la corona de justicia, la corona de gloria, la corona incorruptible, la corona de vida y la corona de gozo, las cuales serán otorgadas por victorias sobre la muerte espiritual, tentaciones, pruebas y por obras buenas realizadas para el Señor.
Dokumen tersebut membahas pentingnya sistem tiket dan informasi pengguna bagi integrasi dan peningkatan layanan transportasi umum di Jakarta. Sistem tiket pintar dan informasi real-time diperlukan untuk memudahkan perjalanan lintas moda dan menarik lebih banyak penumpang. Namun demikian, diperlukan kerja sama antar lembaga dan data yang akurat dari pemerintah untuk mendukung pengembangan sistem tersebut.
The UN-Habitat and the Creative Industries Fund NL have collaborated since 2015 on urban development projects. They support 20 designers working in teams at 5 urban labs in developing countries. Currently, they are working on a planned city extension in Ningo Prampram, Ghana to accommodate growth in the Greater Accra region, which is expected to reach 4.2 million residents by 2020. The Dutch-Ghanaian design team is establishing frameworks for flood mitigation, basic service provision, and long-term growth as the city expands over multiple decades.
Goebbels, Himmler y Goering eran tres líderes prominentes del partido nazi en Alemania durante la segunda guerra mundial. Goebbels era el ministro de propaganda, Himmler era el líder de las SS y la policía secreta, y Goering era el comandante de la Luftwaffe y uno de los principales lugartenientes de Hitler.
22.- 24.aprillil toimunud Haapsalus kutsevõistlused ehituspuuseppadele ja tisleritele. Õpetajatele korraldati Riikliku Eksami- ja Kvalifikatsioonikeskus võistluste ajal seminar.
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
This document discusses personas used in instructional design. It provides examples of primary, secondary, supplemental, customer, served, and negative personas. The primary persona describes the most important user type for an interface. Secondary personas have similar needs to the primary persona, with some additional needs. Supplemental personas have needs fully met by combining primary and secondary personas. Customer personas describe customer rather than user needs. Served personas are impacted by but do not directly use a product. Negative personas are user types the product is not intended for. The document also discusses scenario-based design and provides an example scenario of a student teacher using a competency assessment tool.
2. cba
See materjal on avaldatud Creative Commons Autorile
viitamine–Jagamine samadel tingimustel 3.0 Eesti litsentsi alusel.
Litsentsi terviktekstiga tutvumiseks külastage aadressi
http://creativecommons.org/licenses/by-sa/3.0/ee/
4. Õpitarkvara ajalugu
• Lennusimulaatorid (ca 1940)
• Programmeerimiskeeled BASIC (1964) ja Logo
(1967)
• Personaalarvutitel töötav õpitarkvara (1975)
• Multimeedia CD-ROM’id (ca 1990)
• Veebipõhised õppematerjalid (ca 1995)
5.
6. Multimeedia CD-ROM’ide
puudused
• Raskesti uuendatavad
• Sageli seotud konkreetse operatsioonisüsteemiga
• Sisu ja keskkond moodustavad lahutamatu terviku
11. Õpiobjekti mõiste
kujunemisest
• 1992 — Wayne Hodgins tuleb õpiobjekti ideele
• 1994 — CedMA töörühm “Learning Architectures, APIs
and Learning Objects”
• 1997 — James J. L’Allier: “the smallest independent
instructional experience that contains an objective, a
learning activity and an assessment”
• 1998 — IEEE LOM 2002: “any entity -digital or non-digital-
that may be used for learning, education or training”
• 2000 — David Wiley “any digital resource that can be
reused to support learning”
12.
13. David Wiley:
“So whether learning objects are dead or not, I
couldn’t say. And to some extent, who cares? As long
as people are willing to (1) openly share (2)
educational materials that will (3) render properly in
most web browsers, and they also (4) provide access
to the unobfuscated source for the materials
(especially for Flash files, Java applets, Photoshop
images with many layers, and the like), I certainly
don’t care.”
(David Wiley, 2006)
14. Digital learning resources
• “any digital resource that is actually used by
teachers and learners for the purpose of
learning” (OECD, 2009)
• “resources designed to be used by teachers in
supporting learning activities; where the resources
are provided by or derived from digital
products” (BECTA, 2008)
• (Digitaalsed õppematerjalid)
15. Open educational resources
• “educational resources (lesson plans, quizzes,
syllabi, instructional modules, simulations, etc.) that
are freely available for use, reuse, adaptation, and
sharing” (Gurrell, 2008)
• (Avatud õppematerjalid)
16. Õpiobjekti tunnused
• Käideldavus (accessibility) — õpiobjekt on kättesaadav
• Koostalitlusvõime (interoperability) — õpiobjekt töötab erinevatel riistvara- ja
tarkvaraplatvormidel
• Kohandatavus (adaptability) — õpiobjekti on võimalik kohandada õppurile või
õpisituatsioonile
• Korduvkasutus (reusability) — õpiobjekt ei ole seotud kontekstiga ja on
korduvkasutatav erinevate õppuritega
• Vastupidavus (durability) — õpiobjekt töötab ilma muutmata uuemal riist- ja
tarkvaral
• Granulaarsus (granularity) — õpiobjekti on võimalik lahutada väiksemateks
osadeks
(ADLNet, 2006)
17. Pealkiri Aine Vanus
Kirjeldus
Keel
Litsents Märksõnad
Õppematerjali tüüp Autor Avaldamise aeg
(Maadvere, 2009)
28. Digitaalsete õppematerjalide
kogud
• Repositoorium — andmebaasirakendus, mis
sisaldab digitaalseid õppematerjale ja nende
metaandmeid
• Referatoorium — andmebaasirakendus, mis
sisaldab digitaalsete õppematerjalide metaandmeid
ja viiteid nende asukohale
37. Rühmatöö
• Millistele nõuetele peaks vastama praegusel ajal
loodav digitaalne õppematerjal, et seda saaks ka 7
aasta pärast taaskasutada ja kohandada?
38. Viited (1)
• ADLNet. (2006). SCORM 2004 3rd Edition: Shareable Content Object Model. Overview.
Advanced Distributed Learning. Retrieved from http://www.adlnet.gov/Technologies/scorm/
SCORMSDocuments/Previous Versions/SCORM 2004 3rd Ed/SCORM.2004.3ED.DocSuite.zip
• IEEE. (2002). Draft Standard for Learning Object Metadata. Piscataway, NJ: IEEE. Retrieved
from http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf
• L'Allier, J. J. (1997). Frame of Reference: NETg's Map to Its Products, Their Structures and
Core Beliefs. Retrieved from http://web.archive.org/web/20020615192443/http://
www.netg.com/research/whitepapers/frameref.asp
• Leinonen, T. (2005). Urinal as a learning object. http://flosse.blogging.fi/2005/12/12/urinal-as-a-
learning-object/
• Maadvere, I. (2009). Õpiobjektide repositooriumid.
• OECD. (2009). OECD Study on Digital Learning Resources as Systematic Innovation: Coutry
Case Study Report on Denmark. Retrieved from http://www.oecd.org/dataoecd/
33/40/42033180.pdf
39. Viited (2)
• Saum, R. R. (2007). An Abridged History of Learning Objects. In P. Taylor Northrup,
Learning Objects for Instruction: Design and Evaluation (pp. 1-15). Hershey, PA: IGI
Global.
• Sheffield Hallam University (2008). Digital Learning Resources (DLRs) - Understanding
and defining user requirements and expectations: Report on the Literature Research and
Gap Analysis. Sheffield. Retrieved from http://collaboration.becta.org.uk/docs/DOC-1433
• Väljataga, T. (2005). Õpiobjektid ja pedagoogiline kontseptsioon. http://www.e-uni.ee/
konverents/2005/slaidid/Terje_Valjataga.pdf
• Wiley, D. (2000). Connecting learning objects to instructional design theory: A definition,
a metaphor, and a taxonomy. In D. Wiley (Ed.), The Instructional Use of Learning
Objects: Online Version. Retrieved from http://reusability.org/read/chapters/wiley.doc
• Wiley, D. (2006). RIP-ping on Learning Objects. http://opencontent.org/blog/archives/230
40. Kasutatud fotod
• Michael Knowles, http://www.flickr.com/photos/mknowles/47457221/
• Sergio, http://www.flickr.com/photos/srgblog/728719997/