The professional competence indicators of digital mass communication offices consisted of four element essentials for professional competences and 44 competence indicators including 10 indicators of printed media competences, 13 indicators of radio and television broadcasting competences, 10 indicators of film competences, and 11 indicators of digital media competences.
Leading e-Learning Adoption in Schools: Human and Technological Structures an...CITE
5 March 2010 (Friday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/76 | Prof. Ronghuai HUANG, Deputy Dean, Faculty of Education, Beijing Normal University
Unit – II: NEW HORIZONS IN ICT
Recent trends in the area of ICT - Interactive Video-Interactive White Board- videoconferencing –M-learning, Social Media- Community Radio: Gyan Darshan, Gyanvani, Sakshat Portal, e-Gyankosh, Blog, MOOC, Whatsapp, Facebook, Twitter etc.-Recent experiments in the third world countries and pointers for India with reference to Education.
Model of Learning Environment for Creative Education on Social Network to Dev...Chantana Papattha
Abstract: The purposes of this research were 1) to investigate factors essential for the learning environment of creative education on social network to develop creative thinking 2) to design a model for development learning environment, and 3) to evaluate the developed model. Three steps of the research study were: 1) reviewing literature to analyze and synthesize the factors essential to the model, 2) designing the model, and 3) evaluating the model. The sample group included eight experts who specialized in education, Information and technology, and creative thinking. The study found the following results: Three elements were essential for development of LECES Model feature. Knowledge Creation through learning process included seven steps: Problem Finding, Data Acquisition, Analysis, Solution Finding, Revise/Evaluation, Acceptance Finding, and Convergent Thinking. Source for learning environment included four elements: Learning Media, Technology Media, Context, and Communication). Technologies through social network in learning environment consisted of six elements: Identity Network, Creative Network, Interested Network, Collaboration Network, Gaming/Virtual Reality, and Peer to Peer Communication. Evaluation of LECES Model was in the highest level in both overall picture and each aspect i.e., Theories and aspect element concept, development factors, and the appropriateness of the design.
Leading e-Learning Adoption in Schools: Human and Technological Structures an...CITE
5 March 2010 (Friday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/76 | Prof. Ronghuai HUANG, Deputy Dean, Faculty of Education, Beijing Normal University
Unit – II: NEW HORIZONS IN ICT
Recent trends in the area of ICT - Interactive Video-Interactive White Board- videoconferencing –M-learning, Social Media- Community Radio: Gyan Darshan, Gyanvani, Sakshat Portal, e-Gyankosh, Blog, MOOC, Whatsapp, Facebook, Twitter etc.-Recent experiments in the third world countries and pointers for India with reference to Education.
Model of Learning Environment for Creative Education on Social Network to Dev...Chantana Papattha
Abstract: The purposes of this research were 1) to investigate factors essential for the learning environment of creative education on social network to develop creative thinking 2) to design a model for development learning environment, and 3) to evaluate the developed model. Three steps of the research study were: 1) reviewing literature to analyze and synthesize the factors essential to the model, 2) designing the model, and 3) evaluating the model. The sample group included eight experts who specialized in education, Information and technology, and creative thinking. The study found the following results: Three elements were essential for development of LECES Model feature. Knowledge Creation through learning process included seven steps: Problem Finding, Data Acquisition, Analysis, Solution Finding, Revise/Evaluation, Acceptance Finding, and Convergent Thinking. Source for learning environment included four elements: Learning Media, Technology Media, Context, and Communication). Technologies through social network in learning environment consisted of six elements: Identity Network, Creative Network, Interested Network, Collaboration Network, Gaming/Virtual Reality, and Peer to Peer Communication. Evaluation of LECES Model was in the highest level in both overall picture and each aspect i.e., Theories and aspect element concept, development factors, and the appropriateness of the design.
This is an interesting application of Path Analysis leveraging Richard Florida's findings regarding real estate valuations in different cities. This example serves as an introduction to Path Analysis.
Designing Mobile Learning Application for the Five Aggregates Learning by Qu...Anatta Anitjung
ABSTRACT
The objectives of the research were to design and develop mobile leaning (m-Learning) application for the five aggregates learning by questioning-answering. Designing of m-Learning consisted of seven steps included screen design, course design standards, interactivity, design of question, feedback, learning activity, and media selection. Development of the m-Learning application applied the five aggregations consisted of five steps included corporeality, feeling, perception, mental formations, and consciousness. Step 1 was corporeality that was learning knowledge, moral, and ethical. Step 2 was feeling that was educating, presenting included picture and sound and answering-questioning on lesson study. Step 3 was perception that was analysis, presentation, and question to students on application interaction. Step 4 was mental formations that synthesis to summery about knowledge, moral, and ethic by questioning-answering of students learning on m-Learning. M-learning was application included pictures animation and sound. Step 5 was consciousness that was knowledge, moral, and ethical assessment of students by answering-questioning on lesson study. Finally, result of the research was demo program that was m-Learning application by answering-questioning.
This is an interesting application of Path Analysis leveraging Richard Florida's findings regarding real estate valuations in different cities. This example serves as an introduction to Path Analysis.
Designing Mobile Learning Application for the Five Aggregates Learning by Qu...Anatta Anitjung
ABSTRACT
The objectives of the research were to design and develop mobile leaning (m-Learning) application for the five aggregates learning by questioning-answering. Designing of m-Learning consisted of seven steps included screen design, course design standards, interactivity, design of question, feedback, learning activity, and media selection. Development of the m-Learning application applied the five aggregations consisted of five steps included corporeality, feeling, perception, mental formations, and consciousness. Step 1 was corporeality that was learning knowledge, moral, and ethical. Step 2 was feeling that was educating, presenting included picture and sound and answering-questioning on lesson study. Step 3 was perception that was analysis, presentation, and question to students on application interaction. Step 4 was mental formations that synthesis to summery about knowledge, moral, and ethic by questioning-answering of students learning on m-Learning. M-learning was application included pictures animation and sound. Step 5 was consciousness that was knowledge, moral, and ethical assessment of students by answering-questioning on lesson study. Finally, result of the research was demo program that was m-Learning application by answering-questioning.
Educational Technology: Global Implementation Strategies, Policy Review and A...Ramesh C. Sharma
This paper discusses the policies formulated in the global context regarding use of ET in the classrooms and examines them that how the ET are implemented.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
The Development of Digital Mass Communication Officer Professional Competence Indicators by using Delphi Techniques
1. Chantana Papattha, Ph.D.
Lecturer
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Namon Jeerungsuwan, Ph.D.
Associate Professor and Director
Prachyanun Nilsook, Ph.D.
Associate Professor
2. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
Research Background
Research Objective
Research Methodologies
Research Results
Acknowledgements
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
3. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
21st century outcome learning framework
Digitalization impact
Professional competences
Competences of Mass communication officer in
digital age
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
4. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
To develop the competence indicators of digital
mass communication professional by using Delphi
Techniques
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
5. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
The research methodology was Delphi Techniques by 19
experts: Administrators and Instructors
Three steps of Delphi Techniques:
1. Evaluation appropriateness of experts
2. Evaluation aspects of experts
3. Confirm evaluation aspects of experts
Data analysis: Median (Mdn.), Interquartile range (IQR.)
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
6. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Table 2: Results development of components of digital mass communication officers
Professional Competences Indicators
Suitability levels Commitment of Experts
Highest High Agree Disagree
1. Competences of Printed Media 10 8 2 10 -
2. Competences of Radio and
Television Broadcasting
13 7 6 13 -
3. Competences of Film Production 10 9 1 10 -
4. Competences of Digital Media 12 11 1 11 1
Total 45 35 10 44 1
Percentage 100.00 77.78 22.22 97.78 2.22
7. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Printed
Media
10 Indicators
3i = Knowledge
Knowledge of publishing printed media operated by digital system and electronic
publishing produced by computer software
Demonstrating good skills of communication using texts, colors, and images
Knowledge of business management in publishing industry
6i = Skills
Production skills for print media operated by digital system and electronic publishing
produced by computer software
Demonstrating creative writing skills for print media
Ability to create contents for print media
English writing skills for print media
Solving problem skills for digital publishing
Design skills for print media
1i = Attribute Demonstrating good skills of communication using texts, colors, and images
8. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Radio and
Television
Broadcasting
13 Indicators
4i = Knowledge
Knowledge of business administration in broadcasting industry and broadcasting studio
operation
Knowledge of video content and audio production techniques with digital system
Knowledge of how to operate the equipment for radio and television broadcasts
Knowledge of video shooting techniques, video and audio editing, lighting, setting, and
presenting image and audio through radio and television broadcasts
7i = Skills
Ability to produce video content and audio with techniques using digital system
Ability to control various newsroom equipment for radio and television broadcasts
Having skills of video shooting techniques, video and audio editing, lighting, setting,
and presenting image and audio for radio and television broadcasts
Ability to communicate and express feelings and emotions via image and audio
Production skills for all types of radio and television
Ability to host live television and radio including recorded programs n programs (Pre-
Pro-Post)
2i = Attributes
Problem solving skills in case of live broadcasting
Verbal skills, tone, speech, personality, and appearance required for the newscasters
9. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Film Production
10 Indicators
5i = Knowledge
Familiarity with film production equipment and tools used for, e.g., lighting, setting,
and video and audio editing
Knowledge of film production (Pre-Pro-Post)
Knowledge of international law, film rating system, and related ethics
Knowledge of business management in motion picture/video industry
Knowledge of filmmaking process
4i = Skills
Ability to present stories, motion, and audio including universal signs and symbols in
cinema
Production skills with techniques for motion and audio using digital system
English language skills for international communication in film business
Writing skills for screenplays and ability to bring creative production
1i = Attribute Ability to deliver creative production to people without negative influences on society
10. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Digital
Media
11 Indicators
i = Knowledge
Knowledge of how to interact with digital media and use them as the communication tools
Knowledge of business management in digital media
Computer knowledge; computer, a medium that connects to other sources of information
Knowledge of virtual reality especially presentation in 3D
Knowledge of website building and creating web content for the target groups
6i = Skills
Production skills for multimedia including texts, image, moving image, audio, and interactive
multimedia
Virtual reality skills in 3D presentation
Having skills for multimedia convergence, communication technologies, computer technology, and
equipment for digital presentation
Ability to build website and create web content for the target groups
Familiarity with publishing information and coverage on the internet via website, social network,
and social media according to ethics and Computer Crime Act
Ability to publish information and cover news on the internet via website, social network, and social
media according to ethics and Computer Crime Act
1i = Attribute Ability to search, analyze, synthesize, and distribute information and news as well as being able to
select information available on social network securely, legally, and responsibly
11. Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
July 20-21, 2015 at BITEC, in Bangkok, Thailand
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
Competences of Printed Media
Competences of Radio and Television
Broadcasting
Competences of Film Production
Competences of Digital Media
12. Rajamangala University of Technology
Phra Nakhon (RMUTP),Thailand
King Mongkut’s University of Technology
North Bangkok (KMUTNB), Thailand
Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
July 20-21, 2015 at BITEC, in Bangkok, Thailand
13. e-mail: chantana.p@rmutp.ac.th
Chantana Papattha, Prachyanun Nilsook, and Namon Jeerungsuwan
Rajamangala University of Technology Phra Nakhon &
King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand.
July 20-21, 2015 at BITEC, in Bangkok, Thailand