RTC was one of the early adopters of the Sherig collection, which was an offline and legal virtual education bundle developed by Galit and Boaz Shmueli.
Slides for presenting the Rigsum Sherig Collection and other related projects by the Rigsum Research Lab, to the "Bhutan Education ICT Master Plan" committee (Aug 1, 2013).
1. The University Library at Newcastle developed online Skills Guides to provide consistent and accessible information literacy instruction. These guides cover key topics like finding, evaluating, and managing information.
2. Interactive online tools were also created, including a Search Strategy Planner to help students plan literature searches and a Dissertation Planner to guide research projects.
3. An online course for a faculty research program used a variety of media like videos and quizzes. Assessment showed improved student satisfaction and engagement with the blended learning approach.
E-learning refers to electronic learning or learning facilitated and supported through the use of internet and digital technologies. It allows for multimedia content like text, audio, video and animation to be integrated into learning. E-learning can be synchronous, occurring in real-time, or asynchronous, allowing learners to engage with content on their own schedule. While e-learning reduces costs and increases access to learning, it also requires reliable internet access and computer skills. When implemented effectively, e-learning can improve the efficiency of teaching and learning while increasing learner motivation and understanding.
The document describes a vision for future classrooms that will include innovative classroom environments with multiple smartboards, laptops for each student, and movable desks and tables. Technologies used will be enhanced with devices like laptops, printers, response systems, projectors, and access to online instruction. Classrooms will have more collaborative and student-driven activities using these technologies, with larger student-teacher ratios to support different subjects and technologies. The conclusion notes it is difficult to predict exactly what future classrooms and technologies will be like years from now given rapid advances.
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.
The document discusses using computers in learning. It provides an introduction to e-learning concepts and tools. It explains how technology can influence learning when used as a teaching method. It invites participants to practice designing their own teaching slides and media to use. The agenda includes an introduction to e-learning tools, a lab session to practice using them, and a discussion on teacher practices using technology. It defines e-learning and discusses how technology supports teaching and learning through expanded materials, engagement, and accessibility. It also introduces SlideShare as a tool for sharing presentations online.
This document provides an overview of an e-learning module being offered at a university. It includes:
- An agenda for the contact session that will introduce e-learning concepts and show examples through presentations and hands-on activities.
- An outline of the online portion of the module that will run from July 5th to 30th, with assignments due on August 10th. This includes creating an e-learning intervention using an instructional design model and reflecting on the process online.
- Module outcomes that involve articulating the role of e-learning, selecting appropriate technologies based on contexts, and using technology for learning and assessment.
- An assignment involving designing an e-learning intervention, an evaluation plan
Slides for presenting the Rigsum Sherig Collection and other related projects by the Rigsum Research Lab, to the "Bhutan Education ICT Master Plan" committee (Aug 1, 2013).
1. The University Library at Newcastle developed online Skills Guides to provide consistent and accessible information literacy instruction. These guides cover key topics like finding, evaluating, and managing information.
2. Interactive online tools were also created, including a Search Strategy Planner to help students plan literature searches and a Dissertation Planner to guide research projects.
3. An online course for a faculty research program used a variety of media like videos and quizzes. Assessment showed improved student satisfaction and engagement with the blended learning approach.
E-learning refers to electronic learning or learning facilitated and supported through the use of internet and digital technologies. It allows for multimedia content like text, audio, video and animation to be integrated into learning. E-learning can be synchronous, occurring in real-time, or asynchronous, allowing learners to engage with content on their own schedule. While e-learning reduces costs and increases access to learning, it also requires reliable internet access and computer skills. When implemented effectively, e-learning can improve the efficiency of teaching and learning while increasing learner motivation and understanding.
The document describes a vision for future classrooms that will include innovative classroom environments with multiple smartboards, laptops for each student, and movable desks and tables. Technologies used will be enhanced with devices like laptops, printers, response systems, projectors, and access to online instruction. Classrooms will have more collaborative and student-driven activities using these technologies, with larger student-teacher ratios to support different subjects and technologies. The conclusion notes it is difficult to predict exactly what future classrooms and technologies will be like years from now given rapid advances.
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.
The document discusses using computers in learning. It provides an introduction to e-learning concepts and tools. It explains how technology can influence learning when used as a teaching method. It invites participants to practice designing their own teaching slides and media to use. The agenda includes an introduction to e-learning tools, a lab session to practice using them, and a discussion on teacher practices using technology. It defines e-learning and discusses how technology supports teaching and learning through expanded materials, engagement, and accessibility. It also introduces SlideShare as a tool for sharing presentations online.
This document provides an overview of an e-learning module being offered at a university. It includes:
- An agenda for the contact session that will introduce e-learning concepts and show examples through presentations and hands-on activities.
- An outline of the online portion of the module that will run from July 5th to 30th, with assignments due on August 10th. This includes creating an e-learning intervention using an instructional design model and reflecting on the process online.
- Module outcomes that involve articulating the role of e-learning, selecting appropriate technologies based on contexts, and using technology for learning and assessment.
- An assignment involving designing an e-learning intervention, an evaluation plan
Yuvraj Seth presents on e-learning and its advantages over traditional classroom learning. E-learning refers to electronic learning using the internet and intranets to deliver educational content. It allows learning to take place anytime and anywhere through multimedia like text, audio, video and animation. E-learning can be synchronous, with real-time instruction, or asynchronous, allowing self-paced learning. It has benefits like flexibility, rich content, and scalability compared to traditional classrooms. The University of Delhi has implemented e-learning initiatives like the Institute of Lifelong Learning and virtual learning environment to provide online educational resources for students.
This document discusses e-learning tools and their benefits. It defines e-learning as learning facilitated through information and communication technologies. Key benefits identified include connectivity, flexibility, interactivity, collaboration, and extended learning opportunities. Specific e-learning tools are also outlined, such as online discussion boards, wikis, blogs and virtual lectures. The document notes that e-learning can personalize learning and extend classroom activities through opportunities for peer-to-peer learning and automation. However, it also acknowledges that implementing e-learning may require more time from instructors and a re-evaluation of teaching practices.
Making Your Classes, Sing, Dance, Talk, and Talk Back!Russ Meade
This document discusses ways to make online classes more engaging through the use of multimedia tools. It provides examples of synchronous and asynchronous teaching modes as well as blended approaches. Specific tools are presented for incorporating interaction and collaboration, such as blogs, wikis, podcasting, video blogging, and virtual worlds. The document encourages using meaningful technology that students can easily comprehend and the best available multimedia. The goal is to make online classes more dynamic, personalized, and replicate the face-to-face experience as much as possible.
Mobile learning has two meanings: participating in learning events while mobile using mobile devices, and learning from one's environment and encounters while mobile. It allows learning during more hours of the day and found time. Mobile learning can reduce infrastructure costs and allows more people to teach by fitting education into schedules. Effective mobile learning requires adapting existing education for mobile formats and capabilities, accommodating mobile learners in virtual classrooms, and designing for limitations of mobile devices.
Role of the teacher in the era of Online Teaching - R.D.SivakumarSivakumar R D .
This document discusses the role of teachers in online teaching. It begins by providing a brief history of teaching methods and then discusses how modern technologies like LCD projectors, interactive whiteboards, smartphones, and video conferencing have begun to replace traditional lecture-based teaching. It provides examples of online academic activities teachers can implement, such as online seminars, multimedia learning materials, and video lectures. The document also discusses synchronous teaching methods like video conferencing and asynchronous methods like hosting course materials online. It concludes by listing the duties of online teachers, such as developing e-content and conducting online quizzes and assignments.
Digital storytelling was used at Ulster University to capture student experiences and voices. Students attended two workshops where they learned skills like storyboarding, scriptwriting, and video editing. They created digital stories about their transition to higher education. Three students, Caitlin, Tony, and Christopher, showcased their stories. The audience then asked the students questions. Digital storytelling enhances students' reflection, creativity, and presentation skills. It provides a way for students to share their stories and feelings of belonging in higher education.
Management of Distance Learning Systems in China - Selecting technologiesGiovanni Marconato
This document discusses various information and communication technologies (ICT) that can be used to support distance learning and e-learning. It begins by outlining what ICTs can do for teaching and learning at a distance, such as managing information, enabling communication, developing learning activities, and constructing knowledge. It then examines specific technologies for managing information storage, delivery, and retrieval as well as enabling synchronous and asynchronous communication. Frameworks for selecting ICTs based on factors like costs, teaching/learning goals, and organizational issues are presented. The document emphasizes selecting the simplest and cheapest technologies that allow achieving desired learning outcomes. Examples of matching instructional strategies to low, medium, and high tech options are also provided.
This document discusses using technology in ESL instruction. It provides examples of using mobile and web-based technologies like podcasts, online courses, YouTube, blogs, Facebook, and texts to engage language learners. Examples are given of student work using these technologies, including videos students created giving advice and rapping about NOVA. The document encourages using technology that students use recreationally and having students create their own content for authentic language practice.
Technology and English Language teaching: telepresence technologyPaul Woods
This document discusses the increasing role of technology in education and an innovative project in Uruguay called Ceibal that utilizes technology. The key points are:
1) Technology is advancing rapidly and will increasingly be used for teaching and learning, replacing books within 10 years. Teachers must learn to use technology or risk being replaced.
2) The Ceibal project provides every child in Uruguay with a laptop and uses telepresence technology to have remote teachers in other countries teach English lessons.
3) Preliminary results show that with proper training, materials, and classroom teacher support, students can learn effectively through remote lessons and be highly motivated using one-to-one laptops.
Students take 4 ICT classes and 1 programming class per week, totaling 7 classes. The school has 3 computer labs with 30 desktop computers each, as well as a physics lab equipped with laptops, a video projector, and an interactive whiteboard. The interactive whiteboard allows for greater student participation and makes classes more dynamic. The school also uses an eLearning platform called AeL that provides online courses, simulations, and assessments to increase student motivation. While the labs help direct learning towards practical applications, some are outdated and insufficient for the number of teachers wanting to use them. There is also a risk that teachers and students may over-rely on technology without integrating it properly into the curriculum.
The document summarizes the evolution of the LIST (Library Information Skills Tutorials) program at Maynooth University from its inception to the development of LIST Online. It describes how the program started with in-person sessions and has expanded to involve more university departments and be offered semester long with increased attendance. It also notes the recognition of a need for online support and the experimentation with different tools to create online tutorials, deciding on one that can include multimedia. Finally, it outlines the future plans to have a full suite of LIST online tutorials developed by September 2016 to be hosted on Moodle and/or Libguides.
This document discusses the benefits of eLearning and the services offered by eLearning Studios. It highlights how eLearning can provide a more cost effective and flexible way for learners to learn at their own pace using technologies like interactive courses, virtual learning environments, and mobile apps. eLearning Studios provides tools and training to help organizations develop their own eLearning content and learning management systems to facilitate online learning.
Gizmo Garage: Closing the Digital Divide One Device at a TimeJezmynne Dene
This document outlines the Gizmo Garage program run by Portneuf District Library in Idaho. The program aims to close the digital divide by providing training and assistance to patrons on various digital devices. Key aspects of the program include staff training, public sessions where library staff help patrons with their devices, and adapting the programming based on patron needs and feedback. The library found that informal, one-on-one assistance tailored to specific devices and questions worked best. The program helped both patrons and staff gain familiarity with different operating systems and address common issues around passwords, accounts, and using library materials digitally.
The Ease Of Language Learning through Digital Language LabSwathi Sarma
The document discusses various approaches to language teaching using technology. It describes how language is acquired versus learned, and how blended learning combines online and offline materials to provide flexibility. A core principle is delivering content through various channels to create an optimal blend for meeting learner needs. Technological aids can support communicative, theme-based, and task-based approaches. Blended learning allows for adaptability, contextualized learning, and intervention from teachers as needed. Various activity-based tools are described like discussions, reading practice, and model imitation to support skill development. Assessment and feedback are important for understanding learner progress.
It defines technology integration as using technology to support instruction across content areas in a way that engages students in meaningful learning and allows them to demonstrate their knowledge creatively. It is not just using computers occasionally, but rather integrating technology into daily classroom activities. When done effectively, technology integration shifts the classroom from a teacher-centered model to a more student-centered environment that stimulates students through multi-sensory and multi-path activities using multimedia. The document provides some examples of how teachers can use technology to support differentiated instruction and engage students in small group work through activities, research, projects and communication tools.
This document discusses integrating information and communication technologies (ICT) into teaching and learning. It begins by introducing the presenter and asking attendees to share their names, experience with ICT, and interests. The document then defines ICT, discusses how ICT is addressed in the Australian curriculum, and different levels of ICT integration. It provides examples of how ICT can be used innovatively in subjects like math, English, history and science to transform learning beyond traditional substitution approaches. The document encourages exploring opportunities to use ICT in new and creative ways to enhance student learning.
Be where your users are: libraries in content management systemsJezmynne Dene
Academic institutions acquire and use content or learning management systems for online teaching and learning. Faculty and students log into their CMS daily to peruse readings, check schedules, turn in assignments, and connect with content. Integrating library resources, both librarian expertise and materials, into the CMS enables users to connect with the library without leaving the ‘classroom’ the CMS provides. This session will cover different approaches to embedding librarians and library content into the CMS using examples with Sakai, and open source content management system. Use of CMS tools for instruction, reference, and communication will be addressed as well as different options for creating or interacting with course sites will be covered.
E-learning involves using internet technologies to deliver educational content and solutions to enhance knowledge. It allows learning to take place through interactive digital content that can be accessed online from anywhere at any time. While traditional classroom learning will still have a role, e-learning allows for a blended approach with less emphasis on in-person teaching and more emphasis and flexibility for online, on-demand learning. E-learning provides benefits like unlimited and personalized learning paths, access to multimedia and digital libraries, and cost-effective solutions for growing student populations and lack of educational facilities and funding.
This document discusses lecture capture technologies and how they have evolved. It notes that while lecture capture has existed for a long time through methods like note-taking, modern technologies now allow for easy audio and video recording of lectures. However, the document argues that lecture capture should really be thought of more broadly as "class capture" and used to support blended learning models through capturing the entire classroom experience, including labs and discussions, and enabling students to access this content flexibly. It addresses both how lecture capture can help students and faculty concerns about its use.
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
FLIPPED CLASSROOM AND EDUCATIONAL PODCASTINGNikhithaPS1
The document discusses the flipped classroom model and educational podcasting. It defines the flipped classroom as delivering instructional content outside of class and moving activities and projects into the classroom. This allows for a flexible learning environment and shifts the focus to a learner-centered approach. It also discusses how podcasting can be used to deliver course content to students through automatic downloads and its benefits for communication, accessibility, and disseminating lectures. Key steps for creating podcasts and vodcasts are also outlined.
Yuvraj Seth presents on e-learning and its advantages over traditional classroom learning. E-learning refers to electronic learning using the internet and intranets to deliver educational content. It allows learning to take place anytime and anywhere through multimedia like text, audio, video and animation. E-learning can be synchronous, with real-time instruction, or asynchronous, allowing self-paced learning. It has benefits like flexibility, rich content, and scalability compared to traditional classrooms. The University of Delhi has implemented e-learning initiatives like the Institute of Lifelong Learning and virtual learning environment to provide online educational resources for students.
This document discusses e-learning tools and their benefits. It defines e-learning as learning facilitated through information and communication technologies. Key benefits identified include connectivity, flexibility, interactivity, collaboration, and extended learning opportunities. Specific e-learning tools are also outlined, such as online discussion boards, wikis, blogs and virtual lectures. The document notes that e-learning can personalize learning and extend classroom activities through opportunities for peer-to-peer learning and automation. However, it also acknowledges that implementing e-learning may require more time from instructors and a re-evaluation of teaching practices.
Making Your Classes, Sing, Dance, Talk, and Talk Back!Russ Meade
This document discusses ways to make online classes more engaging through the use of multimedia tools. It provides examples of synchronous and asynchronous teaching modes as well as blended approaches. Specific tools are presented for incorporating interaction and collaboration, such as blogs, wikis, podcasting, video blogging, and virtual worlds. The document encourages using meaningful technology that students can easily comprehend and the best available multimedia. The goal is to make online classes more dynamic, personalized, and replicate the face-to-face experience as much as possible.
Mobile learning has two meanings: participating in learning events while mobile using mobile devices, and learning from one's environment and encounters while mobile. It allows learning during more hours of the day and found time. Mobile learning can reduce infrastructure costs and allows more people to teach by fitting education into schedules. Effective mobile learning requires adapting existing education for mobile formats and capabilities, accommodating mobile learners in virtual classrooms, and designing for limitations of mobile devices.
Role of the teacher in the era of Online Teaching - R.D.SivakumarSivakumar R D .
This document discusses the role of teachers in online teaching. It begins by providing a brief history of teaching methods and then discusses how modern technologies like LCD projectors, interactive whiteboards, smartphones, and video conferencing have begun to replace traditional lecture-based teaching. It provides examples of online academic activities teachers can implement, such as online seminars, multimedia learning materials, and video lectures. The document also discusses synchronous teaching methods like video conferencing and asynchronous methods like hosting course materials online. It concludes by listing the duties of online teachers, such as developing e-content and conducting online quizzes and assignments.
Digital storytelling was used at Ulster University to capture student experiences and voices. Students attended two workshops where they learned skills like storyboarding, scriptwriting, and video editing. They created digital stories about their transition to higher education. Three students, Caitlin, Tony, and Christopher, showcased their stories. The audience then asked the students questions. Digital storytelling enhances students' reflection, creativity, and presentation skills. It provides a way for students to share their stories and feelings of belonging in higher education.
Management of Distance Learning Systems in China - Selecting technologiesGiovanni Marconato
This document discusses various information and communication technologies (ICT) that can be used to support distance learning and e-learning. It begins by outlining what ICTs can do for teaching and learning at a distance, such as managing information, enabling communication, developing learning activities, and constructing knowledge. It then examines specific technologies for managing information storage, delivery, and retrieval as well as enabling synchronous and asynchronous communication. Frameworks for selecting ICTs based on factors like costs, teaching/learning goals, and organizational issues are presented. The document emphasizes selecting the simplest and cheapest technologies that allow achieving desired learning outcomes. Examples of matching instructional strategies to low, medium, and high tech options are also provided.
This document discusses using technology in ESL instruction. It provides examples of using mobile and web-based technologies like podcasts, online courses, YouTube, blogs, Facebook, and texts to engage language learners. Examples are given of student work using these technologies, including videos students created giving advice and rapping about NOVA. The document encourages using technology that students use recreationally and having students create their own content for authentic language practice.
Technology and English Language teaching: telepresence technologyPaul Woods
This document discusses the increasing role of technology in education and an innovative project in Uruguay called Ceibal that utilizes technology. The key points are:
1) Technology is advancing rapidly and will increasingly be used for teaching and learning, replacing books within 10 years. Teachers must learn to use technology or risk being replaced.
2) The Ceibal project provides every child in Uruguay with a laptop and uses telepresence technology to have remote teachers in other countries teach English lessons.
3) Preliminary results show that with proper training, materials, and classroom teacher support, students can learn effectively through remote lessons and be highly motivated using one-to-one laptops.
Students take 4 ICT classes and 1 programming class per week, totaling 7 classes. The school has 3 computer labs with 30 desktop computers each, as well as a physics lab equipped with laptops, a video projector, and an interactive whiteboard. The interactive whiteboard allows for greater student participation and makes classes more dynamic. The school also uses an eLearning platform called AeL that provides online courses, simulations, and assessments to increase student motivation. While the labs help direct learning towards practical applications, some are outdated and insufficient for the number of teachers wanting to use them. There is also a risk that teachers and students may over-rely on technology without integrating it properly into the curriculum.
The document summarizes the evolution of the LIST (Library Information Skills Tutorials) program at Maynooth University from its inception to the development of LIST Online. It describes how the program started with in-person sessions and has expanded to involve more university departments and be offered semester long with increased attendance. It also notes the recognition of a need for online support and the experimentation with different tools to create online tutorials, deciding on one that can include multimedia. Finally, it outlines the future plans to have a full suite of LIST online tutorials developed by September 2016 to be hosted on Moodle and/or Libguides.
This document discusses the benefits of eLearning and the services offered by eLearning Studios. It highlights how eLearning can provide a more cost effective and flexible way for learners to learn at their own pace using technologies like interactive courses, virtual learning environments, and mobile apps. eLearning Studios provides tools and training to help organizations develop their own eLearning content and learning management systems to facilitate online learning.
Gizmo Garage: Closing the Digital Divide One Device at a TimeJezmynne Dene
This document outlines the Gizmo Garage program run by Portneuf District Library in Idaho. The program aims to close the digital divide by providing training and assistance to patrons on various digital devices. Key aspects of the program include staff training, public sessions where library staff help patrons with their devices, and adapting the programming based on patron needs and feedback. The library found that informal, one-on-one assistance tailored to specific devices and questions worked best. The program helped both patrons and staff gain familiarity with different operating systems and address common issues around passwords, accounts, and using library materials digitally.
The Ease Of Language Learning through Digital Language LabSwathi Sarma
The document discusses various approaches to language teaching using technology. It describes how language is acquired versus learned, and how blended learning combines online and offline materials to provide flexibility. A core principle is delivering content through various channels to create an optimal blend for meeting learner needs. Technological aids can support communicative, theme-based, and task-based approaches. Blended learning allows for adaptability, contextualized learning, and intervention from teachers as needed. Various activity-based tools are described like discussions, reading practice, and model imitation to support skill development. Assessment and feedback are important for understanding learner progress.
It defines technology integration as using technology to support instruction across content areas in a way that engages students in meaningful learning and allows them to demonstrate their knowledge creatively. It is not just using computers occasionally, but rather integrating technology into daily classroom activities. When done effectively, technology integration shifts the classroom from a teacher-centered model to a more student-centered environment that stimulates students through multi-sensory and multi-path activities using multimedia. The document provides some examples of how teachers can use technology to support differentiated instruction and engage students in small group work through activities, research, projects and communication tools.
This document discusses integrating information and communication technologies (ICT) into teaching and learning. It begins by introducing the presenter and asking attendees to share their names, experience with ICT, and interests. The document then defines ICT, discusses how ICT is addressed in the Australian curriculum, and different levels of ICT integration. It provides examples of how ICT can be used innovatively in subjects like math, English, history and science to transform learning beyond traditional substitution approaches. The document encourages exploring opportunities to use ICT in new and creative ways to enhance student learning.
Be where your users are: libraries in content management systemsJezmynne Dene
Academic institutions acquire and use content or learning management systems for online teaching and learning. Faculty and students log into their CMS daily to peruse readings, check schedules, turn in assignments, and connect with content. Integrating library resources, both librarian expertise and materials, into the CMS enables users to connect with the library without leaving the ‘classroom’ the CMS provides. This session will cover different approaches to embedding librarians and library content into the CMS using examples with Sakai, and open source content management system. Use of CMS tools for instruction, reference, and communication will be addressed as well as different options for creating or interacting with course sites will be covered.
E-learning involves using internet technologies to deliver educational content and solutions to enhance knowledge. It allows learning to take place through interactive digital content that can be accessed online from anywhere at any time. While traditional classroom learning will still have a role, e-learning allows for a blended approach with less emphasis on in-person teaching and more emphasis and flexibility for online, on-demand learning. E-learning provides benefits like unlimited and personalized learning paths, access to multimedia and digital libraries, and cost-effective solutions for growing student populations and lack of educational facilities and funding.
This document discusses lecture capture technologies and how they have evolved. It notes that while lecture capture has existed for a long time through methods like note-taking, modern technologies now allow for easy audio and video recording of lectures. However, the document argues that lecture capture should really be thought of more broadly as "class capture" and used to support blended learning models through capturing the entire classroom experience, including labs and discussions, and enabling students to access this content flexibly. It addresses both how lecture capture can help students and faculty concerns about its use.
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
FLIPPED CLASSROOM AND EDUCATIONAL PODCASTINGNikhithaPS1
The document discusses the flipped classroom model and educational podcasting. It defines the flipped classroom as delivering instructional content outside of class and moving activities and projects into the classroom. This allows for a flexible learning environment and shifts the focus to a learner-centered approach. It also discusses how podcasting can be used to deliver course content to students through automatic downloads and its benefits for communication, accessibility, and disseminating lectures. Key steps for creating podcasts and vodcasts are also outlined.
The document discusses the flipped classroom model and educational podcasting. Regarding flipped classroom, it describes delivering instructional content outside of class and moving activities and projects into the classroom. It discusses creating a flexible learning environment and shifting to a learner-centered approach. For educational podcasting, it explains using digital audio recordings to deliver content to students and the advantages of automatic distribution and accessibility. It provides examples of using podcasts and vodcasts to engage students, accommodate disabilities, and disseminate lectures. It also gives steps to create podcasts and vodcasts.
The document discusses the flipped classroom model and educational podcasting. Regarding flipped classroom, it describes delivering instructional content outside of class and moving activities and projects into the classroom. It discusses creating a flexible learning environment and shifting class time to in-depth discussions. Regarding educational podcasting, it describes using digital audio recordings to deliver content to students and the advantages of automatic distribution and accessibility. It provides examples of using podcasting and vodcasting to engage students and provide instruction beyond the classroom.
The document discusses flipped classroom and educational podcasting. It defines flipped classroom as delivering instructional content outside of class and moving homework and projects into class time. This allows class time to be used for deeper discussion and active learning. It also discusses the benefits of educational podcasting such as automatically distributing content to students and allowing them to learn remotely. Key steps for creating podcasts and vodcasts are outlined.
The document discusses flipped classroom and educational podcasting. It defines flipped classroom as delivering instructional content outside of class and moving activities and projects into class time. It also discusses the benefits of podcasting for education, such as automatically distributing recordings and allowing students to access lectures remotely. Key steps for creating podcasts and vodcasts are outlined, including determining content, recording audio or video, editing, converting formats, and uploading online.
The document discusses flipped classroom and educational podcasting. It defines flipped classroom as delivering instructional content outside of class and moving homework and projects into class time. This allows class time to be used for deeper discussion and active learning. It also discusses the benefits of educational podcasting such as automatically distributing content to students and allowing them to learn remotely. Key steps for creating podcasts and vodcasts are outlined.
The document discusses flipped classroom and educational podcasting. It defines flipped classroom as delivering instructional content outside of class and moving activities and projects into the classroom. It also discusses the benefits of podcasting for education, such as automatically distributing podcasts for students to access. Key steps for creating podcasts and vodcasts are outlined, including determining content, recording audio/video, editing, converting to MP3/uploading to websites. Software for creating multimedia content like Audacity and programs for uploading content are also listed.
Technology in Education - Priya Krishnan, Sujaya SchoolsCSFCommunications
Priya Krishnan shows how Sujaya Schools leveraged technology to improve student learning outcomes. Presentation given at the NISA School Leaders Summit.
The objective of this summit was to provide a platform for school owners and school leaders from affordable private schools to share best practices across multiple areas of school efficacy.
This document summarizes a total reading approach project for children in Cambodia using a Smart4Kids reading application. It was implemented in 8 schools across 2 provinces with about 2000 students in grades 1 and 2 from 2012-2014. The project used short reading benchmarks, literacy coaches, a rapid response system including a reading toolkit and mobile app, and parental engagement tools to systematically respond to children's literacy needs. It also describes the development process for the Khmer language mobile application, which included global pedagogical approaches adapted for local contexts through collaborative content creation. Challenges included accommodating the Khmer script and a lack of flexibility in the app design.
Basically this presentation is part of Education ,science and technology.in this presentation E-Learning,ICT agenda,and advantage and disadvantage of E-Learning is discussed.
Integrating Technology Tools to Enhance ESLBethany Fenner
The document outlines an agenda for a workshop on integrating technology to enhance ESL/ELL education. It discusses using iPads, apps, websites, podcasts, and online games in the ESL classroom. Specific apps, websites, and resources are provided as examples. The document emphasizes that technology can increase student engagement, promote independent learning, and help students practice language skills. It also provides tips for evaluating educational apps and ensuring quality online content.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
This document summarizes key points from a presentation about using technology to help learners with additional support needs achieve their full potential. It discusses how technology can help learners become successful learners, confident individuals, responsible citizens, and effective contributors as outlined in Scotland's curriculum. The presentation emphasizes that every learner should have access to assistive technologies and support to use them effectively. It provides an overview of the services and resources available from CALL Scotland to help learners and educators.
Digital prototype parents evening presentationAndrew Bailey
- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.
This document discusses the use of technology in language learning. It begins by explaining how technology can be used as a teaching resource or to enhance language learning experiences. It then provides examples of how technology can be used in the classroom as an instructional tool, for delivering content, or as the content itself. The roles of both the teacher and students in a technology-integrated classroom are outlined. The document also discusses benefits of multimedia and computer-assisted language learning (CALL) programs. It examines the effectiveness and advantages of technology in language learning, including examples like Duolingo and FluentU, before concluding by discussing potential disadvantages.
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Presentation on adoption of Sherig collection at RTC by Tanveer Reza Rouf & Cathy LeGrand
1. The Rigsum Sherig Collection:
Electronic resources without the
Internet
Tanveer Reza Rouf
Cathy LeGrand
4 May 2013
2. What is e-learning?
• Using technology to enhance instruction
– Interactivity
– Multimedia
– Self-paced learning
– Virtual learning environments
– Computer-based education and training
3. E-learning in Bhutan
• Bhutan is a low-infrastructure, resource-poor
environment
– Slow internet speeds
– Unstable internet connectivity
– Expensive internet
– Shortage of current teaching materials
4. What is the Rigsum Sherig
collection?
“A free suite of offline educational resources”
useful for e-learning
Compiled and
distributed by
Galit and Boaz
Shmueli,
Rigsum IT
Institute
5. What is in the Sherig Collection?
Khan Academy videos
• short videos (~10 min. each) giving instruction
on math and science topics
– Math: Arithmetic, algebra, pre-calculus, calculus,
probability, statistics, differential equations
– Science: Physics, chemistry, biology, organic
chemistry, astronomy & cosmology
11. Audiobooks of classic literature
• Children’s books:
– Fairy tales
– Fables
• Classics
– Huck Finn
– Tom Sawyer
– Oliver Twist
12. Where can I access it?
• All four of the library’s computers have the
collection
– Khan videos and audiobooks can be copied onto a
USB stick and taken away
– Dzongkha-language resources can only be used
after installation
– The entire package can be copied and installed
wherever you choose – please bring a storage
device with at least 25 GB
15. Future of Rigsum Sherig collection
at RTC
• Available on all lab and staff/faculty
computers?
• Available via K: or other network drive?
• Available via the new VLE?
16. How can I use these in my
teaching?
Use a video:
• as a lecture or to supplement your instruction
– Assign a video as homework or as pre-class work
• to help weaker students
• to engage students with different learning
styles
17. How can I use these in my
teaching?
Use Dzongkha tools:
• Students can compose Dzongkha-language
work in print
• The best works can be more easily shared and
uploaded to increase digital presence of
Dzongkha material
18. Uses for primary and secondary
education
• Full package includes resources for young
children such as educational games, Office
Suite for kids and programming tools for kids.
• Please share with colleagues and teachers in
the school system