The document reports on a virtual classroom project completed by two students for a class on instructional technology. It defines a virtual classroom as a computer-mediated teaching and learning environment where teacher and students are separated by time and/or space. The document outlines features of virtual classrooms like flexible scheduling, location independence, and interactive learning tools. It also discusses advantages, limitations, and examples of virtual classroom platforms. Communication in virtual classrooms can occur synchronously using tools like chat or asynchronously through discussions forums and email.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
This document discusses tools and strategies for flexible learning at KTH, a university in Sweden. It outlines pedagogical development courses for teachers, as well as internal and external projects focused on learning. These include developing learning spaces, benchmarking e-learning, and incorporating non-technical knowledge into courses. The document also discusses KTH's learning management system called Bilda, which is used by over 1000 teachers and 4800 courses. Personal web meeting tools and video resources are also discussed. Overall the document provides an overview of KTH's approach to supporting flexible learning through various educational development programs and technology tools.
Best Practices For Delivering Virtual Classroom TrainingFareeza Marican
The document discusses using telepresence and video walls for virtual classrooms. It explains that a virtual classroom allows participants to communicate, view presentations, interact with others, and engage with resources online. It then provides examples of how immersive technology and virtual reality can be used for medical and military training. Finally, it offers tips for presenting effectively in a virtual classroom, such as engaging learners at all sites, using clear communication, and designing suitable activities for all participants.
E-learning refers to the use of electronic media and information and communication technologies to support learning. It can occur in or out of the classroom, synchronously or asynchronously. E-learning encompasses various terms that emphasize different components, such as computer-based training, online education, and virtual learning. It makes use of technologies like online courses, educational videos, learning platforms, and virtual classrooms to deliver educational content and facilitate student-teacher and student-student interaction. E-learning is widely used in preschool, K-12, and higher education, and provides flexibility for students to learn at their own pace from any internet-connected location.
This document discusses best practices for online library services. It covers areas like access, acquisitions, systems, instruction, reference, databases, e-reserves, document delivery, and interlibrary loan. For each area, it provides recommendations. For example, for acquisitions it recommends purchasing electronic materials first when available and providing simultaneous use. For systems, it suggests accommodating varying technology access and facilitating direct integrated access through the course management system.
E-learning, satellite learning, and social networking technologies are being used in education to provide more flexible and accessible learning opportunities. These technologies allow students to learn remotely through online courses, virtual classrooms, and networking with peers. While offering cost and time savings over traditional in-person education, these technologies also raise concerns about isolation and over-reliance on technology. Overall, emerging technologies are expanding educational access for students in various settings like K-12, higher education, and corporate training.
Virtual meetings allow for real-time interactions over the internet using audio, video, and application sharing. They are used by students and faculty for education purposes such as distance learning programs, collaboration on group projects, and bringing in remote experts. While virtual meetings provide the benefits of face-to-face interaction, challenges include accommodating different time zones and technical issues that could disrupt the meeting experience. As the technology continues to evolve and integrate further with course management systems, virtual meetings are expected to play an expanding role in teaching and learning.
Quality of Service Challenges for IP NetworksVideoguy
1) The document discusses implementing desktop video conferencing technology for more effective teaching and learning compared to traditional teaching methods.
2) Video conferencing allows for live connections between groups of people in different locations to communicate and collaborate in real time through sharing of audio, video, and computer applications.
3) The technology discussed would include hardware like cameras, microphones, speakers, and network cards as well as software to enable transmission of video, audio, and data between participants and coordinate the conferencing session.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
This document discusses tools and strategies for flexible learning at KTH, a university in Sweden. It outlines pedagogical development courses for teachers, as well as internal and external projects focused on learning. These include developing learning spaces, benchmarking e-learning, and incorporating non-technical knowledge into courses. The document also discusses KTH's learning management system called Bilda, which is used by over 1000 teachers and 4800 courses. Personal web meeting tools and video resources are also discussed. Overall the document provides an overview of KTH's approach to supporting flexible learning through various educational development programs and technology tools.
Best Practices For Delivering Virtual Classroom TrainingFareeza Marican
The document discusses using telepresence and video walls for virtual classrooms. It explains that a virtual classroom allows participants to communicate, view presentations, interact with others, and engage with resources online. It then provides examples of how immersive technology and virtual reality can be used for medical and military training. Finally, it offers tips for presenting effectively in a virtual classroom, such as engaging learners at all sites, using clear communication, and designing suitable activities for all participants.
E-learning refers to the use of electronic media and information and communication technologies to support learning. It can occur in or out of the classroom, synchronously or asynchronously. E-learning encompasses various terms that emphasize different components, such as computer-based training, online education, and virtual learning. It makes use of technologies like online courses, educational videos, learning platforms, and virtual classrooms to deliver educational content and facilitate student-teacher and student-student interaction. E-learning is widely used in preschool, K-12, and higher education, and provides flexibility for students to learn at their own pace from any internet-connected location.
This document discusses best practices for online library services. It covers areas like access, acquisitions, systems, instruction, reference, databases, e-reserves, document delivery, and interlibrary loan. For each area, it provides recommendations. For example, for acquisitions it recommends purchasing electronic materials first when available and providing simultaneous use. For systems, it suggests accommodating varying technology access and facilitating direct integrated access through the course management system.
E-learning, satellite learning, and social networking technologies are being used in education to provide more flexible and accessible learning opportunities. These technologies allow students to learn remotely through online courses, virtual classrooms, and networking with peers. While offering cost and time savings over traditional in-person education, these technologies also raise concerns about isolation and over-reliance on technology. Overall, emerging technologies are expanding educational access for students in various settings like K-12, higher education, and corporate training.
Virtual meetings allow for real-time interactions over the internet using audio, video, and application sharing. They are used by students and faculty for education purposes such as distance learning programs, collaboration on group projects, and bringing in remote experts. While virtual meetings provide the benefits of face-to-face interaction, challenges include accommodating different time zones and technical issues that could disrupt the meeting experience. As the technology continues to evolve and integrate further with course management systems, virtual meetings are expected to play an expanding role in teaching and learning.
Quality of Service Challenges for IP NetworksVideoguy
1) The document discusses implementing desktop video conferencing technology for more effective teaching and learning compared to traditional teaching methods.
2) Video conferencing allows for live connections between groups of people in different locations to communicate and collaborate in real time through sharing of audio, video, and computer applications.
3) The technology discussed would include hardware like cameras, microphones, speakers, and network cards as well as software to enable transmission of video, audio, and data between participants and coordinate the conferencing session.
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Maximizing Classroom Collaboration Using Web 2.0 Technologytcc07
This document discusses using Google Docs and Spreadsheets to maximize classroom collaboration. It provides an overview of how these tools allow for anytime access to shared documents, automatic saving, and ability to view individual contributions. Examples are given of how these tools could be used for group projects and papers in classes to improve the collaborative process for both students and faculty. Concerns about using these tools are also addressed, such as interface issues and managing multiple revisions.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
Integrating Desktop Video Conferencing into Online and Web ...Videoguy
This document discusses integrating desktop video conferencing into online and web-enhanced courses. It provides an overview of desktop video conferencing features and how it can be used to enhance computer-supported collaborative learning. Some benefits highlighted include allowing real-time collaboration and interaction between students and instructors. Practical tips are also provided, such as using small group work and preparing an agenda for video conferencing sessions.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
This document discusses open education and the role of information and communication technologies (ICT). It covers open educational resources, open and flexible learning practices, and open learning environments. Key points include the evolution of learning objects and repositories to facilitate reuse of digital content, the growth of open online courses and informal learning through communities of practice, and the transition from closed learning management systems to more open personal and social learning environments.
This document provides an agenda for a workshop on blended learning. It introduces the presenters Tanya Joosten and Amy Mangrich and their relevant experience. It then discusses what blended learning is and poses 10 questions to help redesign a course for blended learning. The rest of the document outlines sample content, activities, and assessments that could be used in an blended course on organizational communication. It provides strategies for integrating online and face-to-face components and assessing student work in a blended format.
The document discusses various eLearning tools that can be used to deliver content effectively and efficiently. It describes tools like Poll Everywhere, asynchronous learning, synchronous learning, blended learning, learning management systems like Moodle and Edmodo, video conferencing software, Google Docs, and YouTube. The document encourages the reader to explore these tools and discuss which would work best for their needs. It provides references for further information about course sites, types of eLearning, and comparisons of learning management systems.
This document provides guidance for designing blended courses that thoughtfully integrate online and face-to-face learning. It discusses promoting student understanding through building knowledge online and asynchronously, strengthening understanding through elaboration and sharing perspectives synchronously, and applying understanding through discussion, problem-solving and assessment. Managing blended learning environments effectively requires addressing challenges like engaging both online and on-site students and maintaining multiple technologies simultaneously. The goal is meeting student and institutional needs through flexible instruction that develops students' cognitive abilities.
This document discusses using Adobe Connect for online synchronous learning. It provides an introduction to synchronous conferencing tools and their ability to facilitate real-time discussion. It also outlines some practical considerations for using these tools, such as preparing interactive content and activities, facilitating engagement between students, and transitioning from an instructor-led to more facilitator role. The document emphasizes the importance of interaction, planning, and gaining experience with the tools to effectively support online learning.
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 document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
The document provides information about distance learning (DL). It begins by defining DL as an educational field focused on integrating pedagogy, technology, and educational system design to effectively teach students remotely where teachers and students can communicate asynchronously and synchronously. It then discusses three usage scenarios for DL: 1) providing theoretical and methodological information, 2) allowing communication between students and tutors, and 3) providing access to virtual online laboratories. The document also discusses different forms of DL, including e-learning which delivers content electronically via the internet or other means, and m-learning which utilizes mobile devices.
This document summarizes a presentation on videoconferencing given at the WCET Annual Meeting in San Antonio, TX on November 1, 2012. It discusses how Utah State University and the University of Utah College of Nursing use interactive videoconferencing (IVC) to deliver distance education programs. IVC allows them to reach students across multiple campuses. The University of Utah specifically uses IVC to deliver its PhD nursing program entirely at a distance. Both institutions discuss best practices for IVC classroom design and challenges with finding an affordable single solution for high-quality synchronous video and web conferencing.
This document provides a breakdown of the costs associated with developing and delivering a Moodle-based distance education program. Development costs total $2670, including $1000 for a development team and $500 for equipment. Delivery costs total $1270, with the largest portions going to a server ($200) and power/internet ($320). Support costs after launch are estimated to be $1270 annually.
Este documento describe las fechas más importantes de la Navidad, incluyendo la Novena del 16 de diciembre, la Nochebuena del 24 de diciembre, el Año Nuevo del 31 de diciembre y la Epifanía del 6 de enero. Define la Navidad como un tiempo de paz, amor y renovación para enfrentar el nuevo año con esperanza.
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Maximizing Classroom Collaboration Using Web 2.0 Technologytcc07
This document discusses using Google Docs and Spreadsheets to maximize classroom collaboration. It provides an overview of how these tools allow for anytime access to shared documents, automatic saving, and ability to view individual contributions. Examples are given of how these tools could be used for group projects and papers in classes to improve the collaborative process for both students and faculty. Concerns about using these tools are also addressed, such as interface issues and managing multiple revisions.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
Integrating Desktop Video Conferencing into Online and Web ...Videoguy
This document discusses integrating desktop video conferencing into online and web-enhanced courses. It provides an overview of desktop video conferencing features and how it can be used to enhance computer-supported collaborative learning. Some benefits highlighted include allowing real-time collaboration and interaction between students and instructors. Practical tips are also provided, such as using small group work and preparing an agenda for video conferencing sessions.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
This document discusses open education and the role of information and communication technologies (ICT). It covers open educational resources, open and flexible learning practices, and open learning environments. Key points include the evolution of learning objects and repositories to facilitate reuse of digital content, the growth of open online courses and informal learning through communities of practice, and the transition from closed learning management systems to more open personal and social learning environments.
This document provides an agenda for a workshop on blended learning. It introduces the presenters Tanya Joosten and Amy Mangrich and their relevant experience. It then discusses what blended learning is and poses 10 questions to help redesign a course for blended learning. The rest of the document outlines sample content, activities, and assessments that could be used in an blended course on organizational communication. It provides strategies for integrating online and face-to-face components and assessing student work in a blended format.
The document discusses various eLearning tools that can be used to deliver content effectively and efficiently. It describes tools like Poll Everywhere, asynchronous learning, synchronous learning, blended learning, learning management systems like Moodle and Edmodo, video conferencing software, Google Docs, and YouTube. The document encourages the reader to explore these tools and discuss which would work best for their needs. It provides references for further information about course sites, types of eLearning, and comparisons of learning management systems.
This document provides guidance for designing blended courses that thoughtfully integrate online and face-to-face learning. It discusses promoting student understanding through building knowledge online and asynchronously, strengthening understanding through elaboration and sharing perspectives synchronously, and applying understanding through discussion, problem-solving and assessment. Managing blended learning environments effectively requires addressing challenges like engaging both online and on-site students and maintaining multiple technologies simultaneously. The goal is meeting student and institutional needs through flexible instruction that develops students' cognitive abilities.
This document discusses using Adobe Connect for online synchronous learning. It provides an introduction to synchronous conferencing tools and their ability to facilitate real-time discussion. It also outlines some practical considerations for using these tools, such as preparing interactive content and activities, facilitating engagement between students, and transitioning from an instructor-led to more facilitator role. The document emphasizes the importance of interaction, planning, and gaining experience with the tools to effectively support online learning.
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 document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
The document provides information about distance learning (DL). It begins by defining DL as an educational field focused on integrating pedagogy, technology, and educational system design to effectively teach students remotely where teachers and students can communicate asynchronously and synchronously. It then discusses three usage scenarios for DL: 1) providing theoretical and methodological information, 2) allowing communication between students and tutors, and 3) providing access to virtual online laboratories. The document also discusses different forms of DL, including e-learning which delivers content electronically via the internet or other means, and m-learning which utilizes mobile devices.
This document summarizes a presentation on videoconferencing given at the WCET Annual Meeting in San Antonio, TX on November 1, 2012. It discusses how Utah State University and the University of Utah College of Nursing use interactive videoconferencing (IVC) to deliver distance education programs. IVC allows them to reach students across multiple campuses. The University of Utah specifically uses IVC to deliver its PhD nursing program entirely at a distance. Both institutions discuss best practices for IVC classroom design and challenges with finding an affordable single solution for high-quality synchronous video and web conferencing.
This document provides a breakdown of the costs associated with developing and delivering a Moodle-based distance education program. Development costs total $2670, including $1000 for a development team and $500 for equipment. Delivery costs total $1270, with the largest portions going to a server ($200) and power/internet ($320). Support costs after launch are estimated to be $1270 annually.
Este documento describe las fechas más importantes de la Navidad, incluyendo la Novena del 16 de diciembre, la Nochebuena del 24 de diciembre, el Año Nuevo del 31 de diciembre y la Epifanía del 6 de enero. Define la Navidad como un tiempo de paz, amor y renovación para enfrentar el nuevo año con esperanza.
El documento explica los conceptos de operador matemático y cómo resolver operaciones simples y combinadas usando diferentes operadores. También muestra cómo crear nuevos operadores matemáticos con sus propias reglas de definición y resuelve ejemplos para demostrar el uso de varios operadores como #, %, $, entre otros.
Este documento define la comunicación como el proceso de compartir información entre seres vivos a través de señales como sonidos o gestos. Explica que la comunicación implica un emisor, un mensaje, un canal y un receptor. Además, identifica diferentes tipos de comunicación como la comunicación masiva dirigida a grandes audiencias y la comunicación en Internet que permite la interacción a través de programas como el chat.
Programação festival de quadrilhas 2014Portal NE10
O documento lista os horários e nomes das quadrilhas que se apresentarão nos quatro arraiais do 30o Festival de Quadrilhas Juninas em São João do Recife nos dias 13 e 15 de junho de 2014.
Cartilha legal- Delegados Policia Civil de PEPortal NE10
O documento apresenta diretrizes e procedimentos padrão para a Polícia Civil durante investigações criminais, incluindo regras para interrogatórios, buscas domiciliares, perícias, prazos de inquéritos e tratamento de presos e vítimas especiais como mulheres, idosos e adolescentes.
Programação Festival de Quadrilhas 2014Portal NE10
O documento lista os horários e nomes das quadrilhas que se apresentarão nos quatro arraiais do 30o Festival de Quadrilhas Juninas em São João do Recife nos dias 13 e 15 de junho de 2014.
El documento explica los conceptos de operador matemático y cómo resolver operaciones simples y combinadas usando diferentes operadores. También muestra cómo crear nuevos operadores matemáticos con sus propias reglas de definición y resuelve ejemplos para demostrar el uso de varios operadores como #, %, $, y funciones.
This document provides a breakdown of the costs associated with developing and delivering a Moodle-based distance education program. Development costs total $2670, including $1000 for a development team and $500 for equipment. Delivery costs total $1270, with the largest portions going to a server ($200) and power/internet ($320). Support costs after launch include maintenance, content updates, and a call center.
A empresa de tecnologia anunciou um novo smartphone com câmera aprimorada, tela maior e bateria de longa duração por um preço acessível. O dispositivo tem como objetivo atrair mais consumidores em mercados emergentes com suas especificações equilibradas e preço baixo. Analistas esperam que as melhorias e o preço baixo impulsionem as vendas do novo aparelho.
The document discusses the differences between the left and right hemispheres of the brain. The left brain is logical, sequential, and rational while focusing on language, past and future. The right brain focuses more on creativity, emotions and the present moment. The document advocates that to solve problems, one must look at issues from a higher level than they were created, drawing from both hemispheres of the brain.
There are over 100 million street children worldwide who live without families and make money on the streets, experiencing exploitation, hunger, lack of shelter, drugs, and violence. Many street children in places like Peru, Colombia, and Bolivia face additional dangers like organ harvesting, conscription as child soldiers, and abuse of inhalants. However, organizations like UNICEF, World Vision, and Southern Cross Humanitarian are working to provide shelter, education, healthcare, and job training to help street children develop and integrate into society, though they need more funding and volunteers to help more children.
This document lists 40 candidates who were classified for admission to the Civil Engineering program at the U.F.PE campus in Caruaru for the 2014-2 semester. It provides information such as the candidate's registration number, name, identification number, state of origin, classification score, and admission classification type (such as quota or open competition).
A virtual classroom is a teaching and learning environment located within a computer system where all activities occur through computers instead of face-to-face. It allows for both synchronous interactions like online meetings and presentations as well as asynchronous interactions. Virtual classrooms provide benefits like flexible learning, efficient learning by overcoming limits of location, and more active learning through computer interaction. However, they also have limitations such as a narrow range of course offerings and requiring computer equipment for students. Common virtual classroom tools mentioned that are attractive and widely implemented include Horizon Wimba, iLinc, and Microsoft Live Meeting.
The document discusses virtual classrooms and the Wimba collaboration suite. Virtual classrooms allow for flexible, distance education through synchronous and asynchronous online interactions. They provide community and control for learners. The primary contributor to student satisfaction is contact and interaction with instructors. The Wimba suite facilitates online collaboration through tools like virtual classrooms, audio/video conferencing, content sharing, and course authoring aids. It aims to reduce isolation and create community for distance learners.
The document discusses virtual classrooms and their role in distance education. It defines virtual classrooms as complete e-learning programs that use a mixture of synchronous and asynchronous online events. The primary benefit of virtual classrooms is that they allow for interaction between teachers and students across distances. Examples of virtual classroom tools discussed include the Wimba Collaboration Suite, which provides features like audio/video conferencing, application sharing, and online course authoring.
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
The document provides information on asynchronous and synchronous e-learning. It defines e-learning as imparting education through digital technologies like the internet, computers, and multimedia. Synchronous e-learning involves real-time classes on set schedules where students and instructors are online simultaneously, while asynchronous allows students to complete lessons independently without strict schedules. Both have benefits like flexibility but synchronous allows immediate feedback while asynchronous lacks instant interaction and motivation. Choosing the approach depends on factors like costs, time, collaboration needs, and instructor availability.
The document discusses virtual learning environments (VLEs) and compares features of three VLE platforms: Scribblar, Wimba Virtual Classroom, and WizIQ Virtual Classroom. Scribblar allows for real-time collaborative editing using a whiteboard, images, text chat and audio. Wimba Virtual Classroom enables live classes with audio, video, application sharing and content display. WizIQ Virtual Classroom provides synchronous learning with video, audio and text chat as well as recording and sharing of classes and presentations. The author argues these platforms can effectively support virtual learning for digital-age students.
This document discusses online learning and virtual learning environments. It defines online learning as a type of distance learning where students and teachers interact over the internet without attending in-person classes. Virtual learning environments allow for synchronous and asynchronous virtual classrooms using tools like video conferencing. The document outlines different types of online learning like e-learning, m-learning, and blended learning. It also discusses advantages like flexibility and cost-effectiveness, as well as disadvantages such as lack of structure and non-verbal communication. Overall, the document presents online and virtual learning as educational technology platforms that can provide access to education from any location.
This document discusses the concept and features of a virtual classroom called Virtual Class Room (VCR). VCR allows teachers to present remotely and conduct live online sessions for students. Key features include audio/video conferencing, screen sharing, file sharing, online quizzes, and remote desktop access. The goal of VCR is to simulate a traditional classroom experience over a computer network and provide interactive learning opportunities for students and teachers separated by location.
This document discusses various technologies and methods used in nursing education. It describes how computer technologies can erase geographical boundaries, enhance content presentation, and improve learning outcomes. Modern technologies allow for simulations, multimedia, virtual reality scenarios, and information gathering. Social media, interactive web-enhanced courses, and software/hardware decisions are reviewed. The document also compares traditional and online/blended delivery methods and their effects on student-teacher relationships. Technologies like simulations, virtual reality, internet tools, podcasts, and webinars are transforming nursing education.
E-learning refers to online learning facilitated through information communication technologies. It allows learning to occur anytime and anywhere through electronic resources. E-learning has grown due to increased demand for flexible education opportunities and the need to reduce costs. It offers benefits like personalized learning, improved retention, and environmental sustainability. While e-learning has drawbacks like low motivation and isolation, it comes in asynchronous, synchronous, fixed, and adaptive formats and can be used for teaching, online courses, training, and more.
The document discusses virtual classrooms as teaching and learning environments located within computer-mediated communication systems where all activities and interactions take place through computers instead of face-to-face. Virtual classrooms may involve synchronous online meetings and presentations as well as asynchronous events and consist of a mixture of these. They utilize technologies like course management applications, multimedia resources, the internet and videoconferencing. Advantages for students include accessibility from anywhere with an internet connection and flexibility in schedule. Advantages for teachers include accessibility from anywhere with a computer and more efficient updating of materials. Google Classroom is highlighted as a useful virtual classroom software that is free, accessible anywhere and supports tracking of student progress and scheduling of materials.
The document discusses plans for implementing a virtual classroom at Rajshahi Medical University. It defines a virtual classroom as allowing participation in live training events without travel via web-based tools. Two main learning theories that can be supported are instructivism, which is teacher-centered, and constructivism, which is learner-centered. The university will offer both live-streamed classes and recorded class archives available on-demand. Its goals are to improve access, quality and reduce costs of education while addressing challenges like lack of socialization that virtual classrooms can present. The university plans to connect institutes to a central server to control, monitor and support live and on-demand virtual class facilities.
Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
The document discusses possibilities for using educational technology in higher education. It begins by outlining objectives of providing a conceptual framework, exposing educators to a range of technologies, and facilitating reflection on appropriate uses. It then cautions that technology alone will not solve problems and must be driven by good educational design. Several challenges for educators are discussed, such as how students can read materials, explore their discipline, engage in learning conversations, practice skills, and produce work. A variety of technology-enabled solutions are presented for each challenge, such as using audio/video, online discussions, simulations, and specialist software. Online learning environments and concerns around bandwidth constraints are also addressed.
This document discusses the benefits of incorporating technology into education. It argues that technology allows for expanded learning beyond the classroom, as students can access materials anywhere and anytime through the internet. Technology also enables deeper understanding through interactive simulations and tools. It promotes self-directed learning as students can access materials based on their own interests and pace. The document concludes that technology prepares students for the future and that while putting technology in classrooms is important, professional development for teachers is also needed to facilitate student learning with technology.
This document discusses virtual classrooms (VCR) and their key components and uses. It describes a VCR as a simulated online classroom that allows for distance learning. The main components of a VCR are identified as students, a shared learning environment, and functioning tools like a whiteboard, chat, and polling. Common classroom activities that can be done in a VCR are also outlined, such as discussions, teamwork, and resource sharing. Potential benefits of VCRs include cost-effectiveness, global reach, and accessibility. The document concludes by discussing goals of developing VCR technology further.
A virtual learning environment (VLE) is an online platform for providing educational content and courses. A VLE allows students to access learning materials and tools anywhere with an internet connection. Key features of a VLE include online assessments, student tracking, communication tools, and collaboration features. VLEs aim to model real-world classroom experiences in an online format.
Digital learning has become a very common phenomenon in the modern world. With the advent of internet floodgates of opportunity has opened up in front of the modern world. This has swept out all the domains revolutionizing the very of working and existence. Some of the significant advantages for the popularity of digital learning are mentioned here.
Virtual classrooms allow students and instructors to participate in remote learning communities using personal computers. They improve access to advanced educational experiences and can enhance the quality of education by supporting collaborative learning through technology. While virtual classrooms provide flexibility by being accessible anywhere there is an internet connection, they require students to have adequate computer, communication, and self-paced learning skills to be successful. Both benefits and challenges exist in using virtual classrooms for teaching and learning.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Educational technology refers to the effective use of digital tools, media, and networks in learning. It includes technologies like computers, multimedia, and internet-based learning such as computer-based learning and web-based learning. Educational technology can enable both synchronous learning, with real-time interaction, and asynchronous self-paced learning using technologies like email, blogs, and discussion boards. Computer-based training is a form of linear self-paced learning delivered via computers or mobile devices, while computer-supported collaborative learning uses instructional methods to encourage students to work together on learning tasks using digital tools and networks.
This document compares three technologies - video conferencing, Cisco, and asynchronous - on several categories including type of interaction, learning style, flexibility, ease of access, speed, instructional medium, multimedia support, and cost. It finds that all three support synchronous interaction and allow sharing of files and content between students and teachers. Cisco provides both group-based and self-based learning styles while video conferencing is best for group-based learning. All three provide flexibility in time and place but video conferencing requires attendance of other people. They have easy access and use, immediate feedback, and can be developed quickly, though video conferencing depends on device quality. All promote standalone mediums, but video conferencing requires multimedia support. The
The document provides a budget breakdown for a moodle-based distance education program with costs totaling $2670 in fixed costs and $1270 in variable costs. Key expenses include $1000 for a development team, $400 for printing/copying/CDs, $300 for designing interactive graphs and scripts, and $350 for programming Java and JavaScripts. Support costs total $380 with the largest items being $150 for a call center and $120 for maintenance.
This document summarizes three studies that compare face-to-face and distance learning methodologies. Study one found that participants preferred face-to-face learning due to the social interaction and direct contact with instructors. Study two found that students receiving online tutoring in distance education programs rated the quality of tutorial support lower than face-to-face students. Study three found no statistically significant difference in subject knowledge retention between distance education and face-to-face students after completing a library sciences course, suggesting the delivery methods have equal effectiveness.
This document discusses distance learning and individualized learning. It defines distance learning and discusses the educational relationship between teachers and students in distance learning compared to traditional learning. The document also covers types of distance learning including open schedule, blended, computer-based, and fixed-time e-learning. It discusses synchronous and asynchronous technologies and media used in distance learning.
Distance education is defined as instruction and learning that occurs when the instructor and learner are not physically present in the same place or at the same time. It utilizes synchronous technologies like videoconferencing and asynchronous technologies like email and message boards to deliver education to students who are not physically on-site. While the concept of distance education through correspondence has existed since the 1700s, technology-based distance education emerged with the introduction of audiovisual devices in schools in the early 1900s. Distance learning allows people to learn anything, anywhere, and at any time.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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How to Create a More Engaging and Human Online Learning Experience
Review of a DE technology.
1. Assignment 6
Report of the Sultan Qaboos University
College of education
Presentation ILT Department
Tech4010
Done By : Murtadha ALAjmi
Hussain Al-Ajmi
Submitted to : Dr. Alaa Sadik
2. Virtual Classroom
Definitions
Actually, there are various definitions to explain the meaning of Virtual
classroom as follows:
A teaching and learning environment located within a computer-
mediated communication system.
All activities and interactions take place through the computer instead
of face-to-face.
Virtual education refers to instruction in a learning environment where
teacher and student are separated by time or space, or both, and the ...
The online learning space where students and instructors interact.
The electronic, learning community where students and teaching
faculty interact using Internet listservs and the World Wide Web.
Features
Virtual classrooms provide the community and control some learners
need.
Flexible time: students may participate at any time of the day...
(Learning is flexible).
Efficient learning
Location: students are not limited to courses offered in their geographic
locality.( Overcome distances)
3. More active learning: the computer forces response and attention.
A Virtual Classroom might contain:
Class activities
Group and individual learning activities
Discussions and chats with students, parents and guests
Quizzes and surveys
Homework activities and assessment documents
Full online courses with modules of work
Forums and synchronous chat sessions WebQuests, Hotlists,
Scavenger Hunts, etc.
Features Analysis
Synchronous √
Time of interaction
Asynchronous √
Student-student √
Student-teacher √
Type of interaction
Student-content √
Student-machine √
Group-based √
Learning style
Self-based learning √
Flexibility Anytime √
4. Anyplace √
Ease of access/use √
Development √
Speed Feedback √
Delivery √
Stand-alone medium √
Instruction
Multimedia support √
Cost √
Advantages
Advantages for students
Virtual classrooms remove the need to travel to a location in which to
participate in the course or lessons.
Virtual classrooms can be accessed from any computer that has the
necessary software, hardware, Internet connection, and Internet
browser requirements in order to participate in the virtual classroom.
Virtual classrooms are accessible to students with physical disabilities,
which is an advantage over the real classroom, as they can access it
from home.
Virtual classrooms have been affirmed as “time independent� meaning
that students can access the course material and activities in the virtual
classroom at a time that is most convenient to them.
5. Advantages for teacher
The teacher is not required to work from an office or classroom to
instruct lessons or organize material and lessons; this can be done
from anywhere where they have access to a computer with an Internet
connection and other necessary software/hardware, which is an
advantage.
Electronic content can be updated more efficiently than printed
material, and at a lower cost, which saves the teacher time and money
when preparing and adjusting material to suit their lessons and courses
within their virtual classroom.
Advantages for Schools and
Businesses operating Virtual
Classroom
For educational institutions and businesses offering courses, lessons,
and/or training through virtual classrooms, several advantages exist
over the traditional form of delivering courses and training in a physical
classroom. One source says that technology-delivered training costs is
less than half that of lecture/laboratory training costs, which is an
advantage to educational institutions and businesses who want to
create a means of educating people in a cost-effective format. Also,
because training hours are usually less in a virtual classroom compared
with a traditional classroom, they are an advantage to educational
institutions as they would be paying teachers less because teachers
would be working fewer hours to conduct lessons in the virtual
classroom.
6. Limitations
Limitations for students
Limited offerings: the choice of courses is limited at present.
Equipment requirements: students who do not have a computer will have
to travel to use the necessary equipment.
Delayed feedback: it may be hours until a question is answered by the
teacher.
Limitations for teacher
The teacher must develop educational content that is interesting, relevant
and important to students, and in an appropriate format (using
asynchronous communication or synchronous communication tools),
which is a difficult task.
Example of
Implementations of VC
Second Life has recently become a virtual classroom for major colleges and
universities.
7. Cisco webex: provides on-demand collaboration, online meeting, web
conferencing and video conferencing applications. Its products include
Meeting Center, Training Center, Event Center, Support Center, Sales Center,
MeetMeNow, PCNow, WebEx AIM Pro Business Edition, WebEx WebOffice,
WebEx Connect, and others.
Centra
Click-to-Meet
Horizon Wimba
ILinc
Macromedia Breeze
Marratech
Microsoft Live Meeting
Concerns
Select a qualified instructor.
Provide complete instruction.
Simplify tasks for learners.
Manage teams and deal with problem learners.
Enable interpersonal communication.
Pick tools to suit learners:
Language fluency.
8. Accents.
Typing skills.
Technical expertise.
Communication and Interaction in Virtual Classroom
Students in virtual education typically acquire knowledge in a uni-directional manner first
(e.g. by studying a video, reading a textbook chapter). Electronic media like a discussion
forum, chat room, voice mail, e-mail, etc. are often employed for communication.
Homework assignments are normally submitted electronically, e.g. as an attachment to an e-
mail. When help is needed, lecturers, tutors, or fellow students, or a help desk are available,
just like in a real university. The difference is that all communication goes via electronic
media.
Synchronous Communication
Synchronous
Communication
Tools
Chat is “an online, real-time interactive communication method using text to send
and receive instant messages? (World Wide Learn, 2005). It is commonly
recognised as text-to-text communication that occurs between two or more people
using the chat program, for example Microsoft’s Messenger Network (MSN).
In comparison, videoconferencing allows the transfer of aural and visual
communication over the Internet, thus communication occurs without text.
9. Teleconferencing is much the same in that it does not involve textual
communication; it occurs over the Internet, but is also possible over other
“telecommunication channels such as telephone lines, [and] local area networks?
Both of these forms are most alike to face-to-face communication.
In virtual classrooms, synchronous communication is used for learning and
teaching, it has been referred to as a “channel? Of communication, which learners
use to communicate with fellow class members and their teacher. Chat can occur
between the teacher and the learner in real-time; hence replies are immediate, which
is an attribute similar to face-to-face conversation in the traditional, physical
classroom. Chat sessions are usually organised with a predetermined purpose that
is in line with other learning activities in the virtual classroom. The way that chat is
used can vary. For example, the discussion topic, level of engagement, and whether
the communication is formal or non formal, and what the aim of the chat session is,
all vary among different virtual classrooms.
Videoconferencing and teleconferencing in virtual classrooms are not as common
as chat tools, because they require “a minimum connection speed? As they are
“memory-intensive; all students may not have these requirements.
Asynchronous Communication
Asynchronous
Communication
Tools
E-mail is an asynchronous communication tool; the sender and receiver do not
have to be in the same space as each other, or sending/receiving at the same time
as each other. Listservs are an “automatic e-mail service? That sends e-mails that
can be read by the recipient at any time. Listserv e-mails cannot usually be replied
to, and are only sent to subscribers (World Wide Learn, 2005). These are common
on websites that send out weekly newsletters or advertisements; they are
10. informative, can be read at any time, but cannot be replied to. These pages can be
read and commented on by others at any time, by accessing the web page that the
weblog is contained on, for example Blogger is a service where people can create
and view weblogs. Threaded discussions are an asynchronous communication tool;
they are based on a topic that is discussed by a group of people, who contribute at
different times.
Asynchronous
Communication and
the Virtual Classroom
In many virtual classrooms, “the instruction is delivered at one time and the work
can be done at a different time? (Oregon Network Education, date unknown). In this
case, learning is self-directed, and asynchronous communication tools are used.
Asynchronous tools used in the virtual classroom allow students to participate in
various class activities, discussions, and other online interactions with their teacher
and fellow class members, at their own pace and in their own time (World Wide
Learn, 2005; Watkins, 2004). Both the teacher and the student benefit from
asynchronous communication forms, such as discussion groups and forums,
because the “entire discussion is recorded? Points can be revised any time after or
even during a discussion.
Case Study
There was researcher in USA called Dana Parrish. He conducted in 2005 the
most used Virtual classroom tools to find out the first three tools by doing
questionnaire/survey. The tested tools were as follows:
- Centra
- Click-to-Meet
11. - Horizon Wimba
- iLinc
- Macromedia Breeze
- Marratech
- Microsoft Live Meeting
- WebEx
The researcher had found out that Horizon Wimba, iLinc, and Microsoft Live
Meeting are the most attractive and implemented tools of virtual classroom
through internet in USA.
Dana Parrish
References
http://en.wikipedia.org/wiki/Virtual_education"
www.uen.org/core/edtech/glossary.shtml
www.maine.gov/education/highered/Glossary/Glossary.htm
www.tarleton.edu/~lilly/B.htm