Research Thesis on Popular Multimedia Video Tutorial Websites by Pratik Man Singh Pradhan. The study focuses on the popularity of Multimedia Video Tutorials and its impact in the education sector.
www.pmspratik.com.np
Popular Multimedia Video Tutorial Websites - Pratik Man Singh Pradhan - ThesisPratik Pradhan
Research Thesis on Popular Multimedia Video Tutorial Websites by Pratik Man Singh Pradhan. The study focuses on the popularity of Multimedia Video Tutorials and its impact in the education sector.
www.pmspratik.com.np
Joel Wayne Ganibe, EESDP expert for ICT4E/Teacher Development Strategy/Classroom based Assessment and his team of national experts are working closely with the implementing units and has begun to pilot micro-certifications where a typical full course is broken down into smaller, bite-size modules that can be delivered asynchronously and synchronously. The 15 modules in this pilot series are all geared towards increasing Lao Teacher PCK (pedagogical-content/context-knowledge) while also increasing confidence and experience on education technology. “We make it easier for the learner to absorb knowledge faster and to build skills through continuous engagement and formative assessments.”
Ganibe explains that the webinar is just level 1 or the first barrier to overcome by the target beneficiaries. “It is meant to be the first of many layers and communication channels that will be used for knowledge transfer and generation. It aims to provide experiential learning through digital channels to give them more comfort in using these channels, so that we can mentor them further through a community of practice. Yes, it is social media and we are demonstrating how it can be used for education and not just entertainment, now that face-to-face events and travel are limited,” he further elaborated.
MOOCs have gone from being hailed as the future of higher education - a revolutionary tool that would make traditional institutions obsolete - to being written off as an unsustainable fad with enormous drop-out rates. In this short presentation, I share a few thoughts on how AI can support MOOCs in reaching their full potential as a tool for democratising education.
Popular Multimedia Video Tutorial Websites - Pratik Man Singh Pradhan - ThesisPratik Pradhan
Research Thesis on Popular Multimedia Video Tutorial Websites by Pratik Man Singh Pradhan. The study focuses on the popularity of Multimedia Video Tutorials and its impact in the education sector.
www.pmspratik.com.np
Joel Wayne Ganibe, EESDP expert for ICT4E/Teacher Development Strategy/Classroom based Assessment and his team of national experts are working closely with the implementing units and has begun to pilot micro-certifications where a typical full course is broken down into smaller, bite-size modules that can be delivered asynchronously and synchronously. The 15 modules in this pilot series are all geared towards increasing Lao Teacher PCK (pedagogical-content/context-knowledge) while also increasing confidence and experience on education technology. “We make it easier for the learner to absorb knowledge faster and to build skills through continuous engagement and formative assessments.”
Ganibe explains that the webinar is just level 1 or the first barrier to overcome by the target beneficiaries. “It is meant to be the first of many layers and communication channels that will be used for knowledge transfer and generation. It aims to provide experiential learning through digital channels to give them more comfort in using these channels, so that we can mentor them further through a community of practice. Yes, it is social media and we are demonstrating how it can be used for education and not just entertainment, now that face-to-face events and travel are limited,” he further elaborated.
MOOCs have gone from being hailed as the future of higher education - a revolutionary tool that would make traditional institutions obsolete - to being written off as an unsustainable fad with enormous drop-out rates. In this short presentation, I share a few thoughts on how AI can support MOOCs in reaching their full potential as a tool for democratising education.
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
1 WIKIS IN HIGHER EDUCATION: THE CONSTRUCTIVIST LEARNING PARADIGMThiyagu K
Wikis are a very versatile and easy-to-use tool that is finding increasing applications in teaching and learning. Wikis are largely used in education for both teaching and learning. Wikis can be used in the classroom to support many learning approaches. Learning approaches that could most be supported by wikis are collaborative learning and the constructivist learning paradigms. A wiki is a web page that can be viewed and modified by anybody with a web browser and access to the internet. This means that any visitor to the wiki can change its content if they desire. While the potential for mischief exists, wikis can be surprisingly robust, open-ended, collaborative group sites. This paper deals about the characteristics of wiki, wiki as a learning tool and uses of wiki in education. This paper also explains the concept of STOLEN principles for using wiki in higher education.
This presentation explains the different types of web 2.0 tools for Education. It also describes the different generations of web such as web 1.0 web 2.0, web 3.0, web 4.0 and web 5.0.
Trends and Directions of Technology in Elementary Schools under the Bangkok ...Dr Poonsri Vate-U-Lan
The future can be forecast from a decision based on current knowledge in relation to the trends and directions of computer technology implementation in a school. It depends frequently on the influence of administrators and their knowledge level. It is crucial to study the demand and the confidence level of e-learning implementation in the schools from an administration perspective. In 2013, a group of 120 school administrators attended a seminar workshop on e-learning at a university in Bangkok, Thailand. Fifty-six participants returned the questionnaire. The survey elicited level of their interest towards a combination of instructional approaches and computer technology. The research results are presented in this paper and outline the different levels of their interest towards each computer-technology application. The questionnaire contained questions regarding the potential of e-learning implementation based upon the available infrastructure in their schools. The results showed that e-learning was considered to be an education tool where implementation was not seen as problematic and it was likely to be an addition to the education offerings in schools. The survey also found that social networking was influential among schools, parents and students in relation to the potential benefits of e-learning implementation in schools. The survey indicates that the demand and confidence levels of e-learning implementation at the schools under Bangkok Metropolitan were rated at a high level.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
1 WIKIS IN HIGHER EDUCATION: THE CONSTRUCTIVIST LEARNING PARADIGMThiyagu K
Wikis are a very versatile and easy-to-use tool that is finding increasing applications in teaching and learning. Wikis are largely used in education for both teaching and learning. Wikis can be used in the classroom to support many learning approaches. Learning approaches that could most be supported by wikis are collaborative learning and the constructivist learning paradigms. A wiki is a web page that can be viewed and modified by anybody with a web browser and access to the internet. This means that any visitor to the wiki can change its content if they desire. While the potential for mischief exists, wikis can be surprisingly robust, open-ended, collaborative group sites. This paper deals about the characteristics of wiki, wiki as a learning tool and uses of wiki in education. This paper also explains the concept of STOLEN principles for using wiki in higher education.
This presentation explains the different types of web 2.0 tools for Education. It also describes the different generations of web such as web 1.0 web 2.0, web 3.0, web 4.0 and web 5.0.
Trends and Directions of Technology in Elementary Schools under the Bangkok ...Dr Poonsri Vate-U-Lan
The future can be forecast from a decision based on current knowledge in relation to the trends and directions of computer technology implementation in a school. It depends frequently on the influence of administrators and their knowledge level. It is crucial to study the demand and the confidence level of e-learning implementation in the schools from an administration perspective. In 2013, a group of 120 school administrators attended a seminar workshop on e-learning at a university in Bangkok, Thailand. Fifty-six participants returned the questionnaire. The survey elicited level of their interest towards a combination of instructional approaches and computer technology. The research results are presented in this paper and outline the different levels of their interest towards each computer-technology application. The questionnaire contained questions regarding the potential of e-learning implementation based upon the available infrastructure in their schools. The results showed that e-learning was considered to be an education tool where implementation was not seen as problematic and it was likely to be an addition to the education offerings in schools. The survey also found that social networking was influential among schools, parents and students in relation to the potential benefits of e-learning implementation in schools. The survey indicates that the demand and confidence levels of e-learning implementation at the schools under Bangkok Metropolitan were rated at a high level.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
This guide describes a e-learning research paper. When you read this slide that's time you know how company can take to get the most from an e-learning.
Francisco Iniesto and Covadonga Rodrigo Institute of educational Technology. The Open University
Department of Computer Systems and Languages. Universidad Nacional de Educacion a Distancia (UNED)
4 tips to create lockdown virtual trainingchristadebeer
Many of us have been caught off guard by lock downs as a result of COVID-19. Here are a few tips on things to think of when creating virtual training material during this period where bandwidth and the time to create the training material is limited.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
Chapter 8 - Multimedia Storage and RetrievalPratik Pradhan
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
Chapter 4 - Introduction of International StandardsPratik Pradhan
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
This is the subject slides for the module MMS2401 - Multimedia System and Communication taught in Shepherd College of Media Technology, Affiliated with Purbanchal University.
MMS2401 - Multimedia system and Communication NotesPratik Pradhan
This is the subject notes for the module, MMS2401 - Multimedia system and Communication Notes, taught in Bachelors of Media Technology in Shepherd College of Media Technology Affiliated with Purbanchal University.
This is the notes for the Module CT1101 - Computer Technology, a first year module taught in Bachelors of Media Technology (Shepherd College, Purbanchal University)
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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?
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Popular multimedia video tutorial websites pratik man singh pradhan - slides
1. Popular Multimedia Video
Tutorial Websites:
An Explanatory Study
By: Pra(k Man Singh Pradhan
PU Registration No: 057-1-3-05976-2014
Symbol No: 140023
Shepherd College
2016
6. Literature Review
• Video tutorials can be used to teach almost anything.
• Learners can access lessons the way they want.
(Caliner, 2004)
• 1963 - The Bri(sh Computer Society established school commi?ee
for promo;on of digital educa;on in schools.
• Only 5% of teacher used e-learning at the (me and most actually
preferred the tradi(onal classroom method.
(Holmer & Gardner, 2006)
7. Literature Review (Cont.)
• Linear format of video tutorials are much in use
• Interac;ve formats are necessary to engage a deeper level of
learning in students.
• There are 2 types of E-learning
• Asynchronous Mode – Learners are not able to interact like in TV,
Radio and CD-ROM
• Synchronous Mode – Learners are able to interact through forms,
threads, chats etc.
10. Methodology (Cont.)
• Sampling and Data Collec;on
• The minimum sample size was decided to be 100 with at least 15
of local subjects.
• Interviews, surveys, online communi(es and personal emails
• Ins(tu(ons, Students, teachers and professionals from
mul;media related sectors
11. Methodology (Cont.)
• Research Variables
• Awareness of mul(media video tutorial websites
• Use of mul(media video tutorial websites
• Encouragement of mul(media video tutorial websites
• Methods of Analysis and Interpreta;on
• Level of awareness, encouragement and use of it by learners,
instructors and educa(onal ins(tu(ons.
12. Data Analysis
• Google Forms and Microso( Excel use to represent data.
• Data collected at a global scale.
• The surveys are taken from 101 random people.
• Interviews are done specifically with media professionals and
students through online mediums and phone.
• 2 universi;es were contacted through emails for some data as well.
13. Data Analysis (Cont.)
Level of Familiarity in the Market
• 82% said that they knew about
the mul(media video tutorial
websites.
• In Local Context as well, Midas
E-Class is used and is known
throughout schools even if all of
them may not use it. Yes
82%
No
18%
Survey Result
14. Data Analysis (Cont.)
Use in Ins;tu;ons
• 37% seem to use it some;mes
personally
• Most don’t think it’s a requirement.
• Picasso Anima;on College (India)
and California Ins;tute of Arts (USA)
doesn’t seem to use video tutorials.
• Academy of Art University (USA)
provides full video tutorial based
online degrees.
Some;m
es
37%
Rarely
26%
Does not
use at all
18%
Very
O(en
19%
Survey Result
15. Data Analysis (Cont.)
Encouragement by Ins;tu;ons
• 34% of them some;mes refer to
mul(media video tutorials
• Incessant Rain Studios has its
own server for distribu(on of
video tutorials – Rupal Shakya
(Animator)
Does not
use at all
20%
Rarely
28% Very
o(en
18%
Some;m
es
34%
Survey Result
16. Data Analysis (Cont.)
• Brad Cowen (Colombia College) men(oned that he ocen uses it
himself as well and he knows many ins;tu;ons in USA that
uses video tutorials
• Also Professor Han Verschure (University of Leuven) men(oned
that he personally encourages his students to use these
tutorials but only as an extra resource.
17. Data Analysis (Cont.)
Affordability
• 44% of them think that the mul(media video tutorial website prices
are at a moderate level
• 55% of them agrees that most of the contents should be free of
charge.
• 41% said they will o(en more use it
• Swornim Bajracharya, she o(en uses mul;media video tutorials
from YouTube to learn about music. And she prefers free websites
rather than paid once to develop her hobby.
Lynda.com subscrip;on schemes
18. Data Analysis (Cont.)
Integra;on in the Educa;on System
• 40% of the survey said they knew very few ins;tu;ons who used it.
• 53% of them said that they can be party integrated into the
educa(on system.
• Sangita Sing (Lecturer of Ins(tute of Engineering, Pulchowk) men(ons
that she some;mes use mul;media video tutorials and it can be
party integrated with the educa;onal system but not replace it
completely as it might create confusion among students and
teachers.
19. Data Analysis (Cont.)
Academic and Professional Use
• 53% of them use it some;mes to update themselves as alterna(ve to
other methods of learning.
• 38% of the majority believe that to come extent the mul(media video
tutorial websites are more beneficial than tradi(onal classroom.
• Kunal Rai (Highlights Nepal) men(ons that he does use mul(media
video tutorial some;mes to upgrade himself but not completely
depend on it.
20. Data Analysis (Cont.)
• Future Prospects
• 43% of them says that they might be more familiar in the days to
come.
• 51% thinks that e-learning might replace the tradi;onal method of
educa(on.
• While it is possible for learners to access most contents online,
complete replacement of the educa;on system might not happen at
least for now.
21. Data Analysis (Cont.)
Way of Use
• 64 of them preferred laptops
• Majority of people however
seems to prefer the use of
Laptop for mul(media video
tutorials as it is the portable and
provides the full compu;ng
power to the user.
64
22
45
18
0 20 40 60 80
Laptop
Tablet
Smartphone
Desktop PC
22. Data Analysis (Cont.)
Ease of Use
• 59% says that it is some;mes a
bit confusing to use.
• People ocen do not have idea
how to subscribe to the
websites, find the content that
they want and get a paid
subscrip(on.
23%
59%
14%
4%
No not at all
Some(mes a
bit confusing
Yes ocen
confusing
Very confusing
Survey Result
23. Data Analysis (Cont.)
Level of Effec;veness
• 66% thinks that it has a good level of effect that is seen among the
learners.
• 47% of the majority thinks that there is a chance for them to be
unproduc;ve to some extent.
• Those who have access to mul(media video tutorial websites tend to
depend on it to some extent as they do not feel that it is necessary to
remember the things they learn as they are easily search it back.
24. Data Analysis (Cont.)
Involvement of Experts in
Development
• 48% says they cannot be sure if
the professionals would want to
make video tutorials or not.
• Not every professional might
want to make video tutorials but
there are certain numbers of
professionals who are interested
to do so.
39%
48%
12% 1% 0% 0% 0% 0%
I cannot be
sure
Most of them
will be but not
all
Yes definitely,
everyone will
be interested
No I do not
think so
Survey Result
25. Data Analysis (Cont.)
Major Findings of the Study
• Responses collected were mainly from technologically driven ci(es.
• So we can say that most people in a society with access to
technology knows about mul;media video tutorial websites well
but needs (me to fully integrate it.
26. Data Analysis
(Cont.)
Major Findings of the Study
• From the sta;s;cs of TutorTube
YouTube channel.
• So it is seen that most many people
know about mul(media video tutorial
websites in the technologically driven
socie(es and ins(tu(ons do use them
to some extent and encourages their
students to use them.
1 India 875 (22%)
2 United States 662 (17%)
3 United Kingdom 297 (7.4%)
4 Pakistan 174 (4.4%)
5 Canada 121 (3.0%)
6 Malaysia 119 (3.0%)
7 Nepal 99 (2.5%)
8 Bangladesh 85 (2.1%)
9 Indonesia 82 (2.0%)
10 Australia 77 (1.9%)
32. References (Cont.)
• Carliner, S. (2004). An Overview of Online Learning. MassachuseKs: Human
Resource Development Press.
• Cermak, K. (2012). How to get into and survive Film, Adver(sing and TV Post-
Produc(on: The alterna(ve guide. London: Clouds and Ivy Ltd.
• Dickey, M. R. (2013, February 15). Key Turning Points In History Of YouTube -
Business Insider. Retrieved from Business Insider: hKp://
www.businessinsider.com/key-turning-points-history-of-youtube-2013-2
• Digital Preserva(on Management. (2003). Timeline: Digital Technology and
Preserva(on | dpworkshop.org. Retrieved from Digital Preserva(on
Management: hKp://www.dpworkshop.org/dpm-eng/(meline/viewall.html
• Educate Nepal. (2013, 3 19). E-learning to shake things up in schools. Retrieved
from EducateNepal: hKp://www.educatenepal.com/news/detail/e-learning-to-
shake-things-up-in-schools
33. References (Cont.)
• Fahy, P. J. (2004). Media Characteris(cs and Online Learning Technology.
Retrieved from Asthabasca University: hKp://cde.athabascau.ca/online_book/
ch6.html
• FitrieAprilia. (2015, June 3). E-Learning. Retrieved from SlideShare: hKp://
www.slideshare.net/FitrieAprilia/group-members-e-learning-ppt-new
• Garland, V. E., & Tadeja, C. (2013). Educa(onal Leadership and Technology. New
York: Routledge.
• Garrison, D. R. (2011). E-Learning in the 21st Century. New York: Routledge.
• Holmes, B., & Gardner, J. (2006). E-Learning Concepts and Prac(ce. London: SAGE
Publica(ons.
• Internet Society. (n.d.). Brief History of the Internet. Retrieved from Internet
Society: hKp://www.internetsociety.org/internet/what-internet/history-
internet/brief-history-internet
34. References (Cont.)
• Jefferies, A., & Cubric, M. (2015). Proceedings of the 14th European Conference
on e-Learning. Halield: Academic Conferences and Publishing Interna(onal
Limited.
• Kaiser Family Founda(on. (2010, January 20). Genera(on M2: Media in the Lives
of 8- to 18-Year-Olds | The Henry J. Kaiser Family Founda(on. Retrieved from
KFF.org: hKp://kff.org/other/event/genera(on-m2-media-in-the-lives-of/
• Koenen, R. (1998, June). MPEG-4: a Powerful Standard for Use in Web and
Television Environments. Retrieved from W3C: hKps://www.w3.org/
Architecture/1998/06/Workshop/paper26/
• Kopytoff, V., & Fost, D. (2004, April 29). For early Googlers, key word is $$$ /
Founders, backers could reap billions when company goes public - SFGate.
Retrieved from SFGate: hKp://www.sfgate.com/news/ar(cle/For-early-Googlers-
key-word-is-Founders-2786378.php
35. References (Cont.)
• Moore, M. G. (2013). Handbook of Distance Educa;on. New York: Routledge.
• Moreofit. (2016, July 11). Alterna;ves to Khanacademy. Retrieved from Moreofit:
hKp://www.moreofit.com/similar-to/www.khanacademy.org/
Top_10_Sites_Like_Khanacademy/
• Owen, D. (2007, July 4). Successful Website Sta;s;cs. Retrieved from Media
College: hKp://www.mediacollege.com/internet/sta(s(cs/successful-sites.html
• Pachler, N., & Daly, C. (2011). Key Issues in e-Learning: Research and Prac;ce.
London: Con(nuum Interna(onal Publishing Group.
• Piskurich, G. M. (2004). GeIng the Most from Online Learning. San Francisco:
Pfeiffer.
• Robertson, M. R. (2015). Reelseo. Retrieved from 500 Hours of Video Uploaded
To YouTube Every Minute [Forecast]: hKp://www.reelseo.com/hours-minute-
uploaded-youtube/