The student manual developed for face to face instruction of faculty members at University of North Dakota. The manual goes step by step with supporting images and instructions.
Please turn on the main power switch now.
Student: *turns on main power switch*
Instructor: Thank you. Now please turn on the Gateway power switch.
Student: *turns on Gateway power switch*
Instructor: Great, now the system should be booting up. Let's give it a few moments. While we wait, are there any other questions so far?
Once the system is fully booted, the touch panel will be ready for use. Let's try turning on the projector using the touch panel. Please select the "Projector" button now.
Student: *selects Projector button on touch panel*
Instructor: Excellent! You've now
This document provides instructions for a module on performing mensuration and calculations. It includes an introduction explaining mensuration, units of measurement, and estimating areas. Examples are provided to illustrate measuring lengths and converting between units. Instructions are given for constructing three-dimensional solids using nets. The document concludes with examples of converting between metric and imperial units.
This document provides an overview of computer fundamentals, including:
- The five basic functionalities of a computer: taking input, storing data, processing data, generating output, and controlling operations.
- The advantages of computers like speed, accuracy, storage capacity, and reliability.
- Common applications of computers in areas like business, banking, education, marketing, healthcare, engineering design, the military, communication, and government.
- The five generations of computers from first to fifth generation and the characteristics of each.
computer systems servicing cbc ncii for vtvs Rogelio Alvarez
This document outlines a competency-based curriculum for a Computer Systems Servicing NC II qualification. It includes modules on basic competencies like communication, teamwork, and safety. Common competencies cover topics like computer operation, technical drawing, and electrical wiring. Core competencies focus on installing computer systems, setting up networks and servers, and repairing computers. Assessment involves hands-on demonstration, observation, exams. Training uses lecture, self-paced learning, and group discussion. Instructors must have experience in Computer Systems Servicing NCIII.
Computer Hardware Servicing Learner's Material Grade 10Bogs De Castro
This material is for CHS learners only. It can be used as a resource materials.
It is owned by DepEd. All copyright is from the publishers, creators, and owners.
This document contains a lesson plan for teaching trainees about encoders. The plan includes information about the learning conditions such as the trainees, classroom, and college. It describes the didactic reflection including analyzing the curriculum, content, and appropriate methods. The plan lists general and specific learning objectives. It outlines the intended process through opening, body, and closing sections. It provides details on methodology, media, time allocation, and expected trainer and trainee actions. Lists of teaching materials, didactic principles, and references are also included.
This document provides a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It covers four key lessons: (1) using hand tools, (2) performing calculations and measurements, (3) preparing and interpreting technical drawings, and (4) practicing occupational health and safety procedures. Each lesson aims to achieve several learning outcomes and includes information sheets, self-check questions, activities, and scoring rubrics to help students apply and assess what they have learned. The overall goal is for students to gain basic competencies in computer hardware servicing through exploratory, hands-on learning experiences.
Please turn on the main power switch now.
Student: *turns on main power switch*
Instructor: Thank you. Now please turn on the Gateway power switch.
Student: *turns on Gateway power switch*
Instructor: Great, now the system should be booting up. Let's give it a few moments. While we wait, are there any other questions so far?
Once the system is fully booted, the touch panel will be ready for use. Let's try turning on the projector using the touch panel. Please select the "Projector" button now.
Student: *selects Projector button on touch panel*
Instructor: Excellent! You've now
This document provides instructions for a module on performing mensuration and calculations. It includes an introduction explaining mensuration, units of measurement, and estimating areas. Examples are provided to illustrate measuring lengths and converting between units. Instructions are given for constructing three-dimensional solids using nets. The document concludes with examples of converting between metric and imperial units.
This document provides an overview of computer fundamentals, including:
- The five basic functionalities of a computer: taking input, storing data, processing data, generating output, and controlling operations.
- The advantages of computers like speed, accuracy, storage capacity, and reliability.
- Common applications of computers in areas like business, banking, education, marketing, healthcare, engineering design, the military, communication, and government.
- The five generations of computers from first to fifth generation and the characteristics of each.
computer systems servicing cbc ncii for vtvs Rogelio Alvarez
This document outlines a competency-based curriculum for a Computer Systems Servicing NC II qualification. It includes modules on basic competencies like communication, teamwork, and safety. Common competencies cover topics like computer operation, technical drawing, and electrical wiring. Core competencies focus on installing computer systems, setting up networks and servers, and repairing computers. Assessment involves hands-on demonstration, observation, exams. Training uses lecture, self-paced learning, and group discussion. Instructors must have experience in Computer Systems Servicing NCIII.
Computer Hardware Servicing Learner's Material Grade 10Bogs De Castro
This material is for CHS learners only. It can be used as a resource materials.
It is owned by DepEd. All copyright is from the publishers, creators, and owners.
This document contains a lesson plan for teaching trainees about encoders. The plan includes information about the learning conditions such as the trainees, classroom, and college. It describes the didactic reflection including analyzing the curriculum, content, and appropriate methods. The plan lists general and specific learning objectives. It outlines the intended process through opening, body, and closing sections. It provides details on methodology, media, time allocation, and expected trainer and trainee actions. Lists of teaching materials, didactic principles, and references are also included.
This document provides a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It covers four key lessons: (1) using hand tools, (2) performing calculations and measurements, (3) preparing and interpreting technical drawings, and (4) practicing occupational health and safety procedures. Each lesson aims to achieve several learning outcomes and includes information sheets, self-check questions, activities, and scoring rubrics to help students apply and assess what they have learned. The overall goal is for students to gain basic competencies in computer hardware servicing through exploratory, hands-on learning experiences.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It includes 392 hours of training delivered through modules covering basic, common, and core competencies. Basic competencies focus on workplace communication, teamwork, professionalism, and safety. Common competencies include quality standards, computer operation, measurement, technical drawing, hand tools, and electrical wiring. Core competencies center on installing, diagnosing, configuring, and maintaining computer systems and networks. Assessment involves hands-on demonstration, observation, exams, and discussion. The course uses lecture, self-paced learning, and group work delivered by a qualified trainer.
Ict week 1 computer definition, purpose & importanceAllan Tomas
This module provides information about computers and their uses. It defines a computer as an electronic device that uses electricity and can accept, process, and produce data and information. The module also discusses the input-process-output (IPO) cycle that computers follow to transform data into information. Additionally, it covers the capabilities and limitations of computers as well as their uses in personal, business, communication, education, science/research, transportation, and artificial intelligence applications. Learners complete various activities to demonstrate their understanding of computers and appreciation for their importance.
This document outlines a competency-based curriculum for the qualification of Computer Systems Servicing NC II. It includes the course design, structure, resources needed, assessment methods for basic, common and core competencies. The basic competencies cover obtaining and conveying workplace information, participating in meetings, and teamwork. Common competencies include quality control, using computers and tools, making measurements, and testing electronics components. The core competencies focus on assembling, installing, configuring and maintaining computer hardware and networks, diagnosing and rectifying faults. The course is designed to develop the knowledge, skills and attitudes of computer service technicians according to industry standards over 280 hours of training.
Here are some examples of behaviors that may affect quantity and quality of work:
Behaviors that may affect quantity of work:
1. Tardiness - arriving late will reduce the amount of time available to complete tasks.
2. Absenteeism - missing workdays will reduce the amount of work that can be done.
3. Wasting time - spending time on non-work activities like personal phone calls or internet browsing reduces productivity.
4. Inefficiency - poor organization or lack of focus can lead to wasting time on tasks.
5. Distractions - being easily distracted by noises or people walking by reduces focus on work.
6. Lack of motivation - without proper motivation, one may work at
TLE - Information and Communications Technology - Computer Hardware Servicing...JeRo Awanan
This document provides information about a learner's material for computer hardware servicing for grade 10. It includes 4 modules that cover personal entrepreneurial competencies, environment and market concepts, configuring computer systems and networks, and maintaining computer systems and networks. The document lists authors and editors for the material and provides publishing information for the Department of Education. It also notes that no copyright exists for works produced by the Philippine government, but permission is needed for use of other copyrighted materials included in the book.
This document contains information for training rubber production workers:
- It includes a self-assessment form for trainees to evaluate their current skills and competencies.
- It outlines the process for identifying any gaps between required and current competencies to develop a training plan.
- The proposed training plan includes modules on establishing rubber nurseries, planting, budding, and latex harvesting over several days.
This document provides learning materials for maintaining computer systems and networks, including:
1. Information on planning maintenance procedures such as designing systematic plans for hardware and software, and workplace safety procedures.
2. Details on the tools, materials, and equipment needed for maintenance including protective gear, wiring tools, and testing devices.
3. Instructions for how to use the module and lists the learning outcomes of planning and preparing maintenance procedures, maintaining systems and networks, and inspecting and testing them.
Here are the key points about assessing personal entrepreneurial competencies (PECs):
- It is important to assess one's own personal characteristics, attributes, lifestyles, skills, and traits to determine if they align with what is needed to be a successful entrepreneur.
- The PECs of a successful entrepreneur include traits like being hardworking, self-confident, future-oriented, profit-oriented, goal-oriented, persistent, able to cope with failure, open to feedback, taking initiative, willing to listen, setting own standards, coping with uncertainty, being committed, building on strengths, being reliable with integrity, and being willing to take risks.
- One should compare their own PECs to those of
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
The document is a learning module that provides information about dressmaking and tailoring as an exploratory course for grades 7 and 8. It covers five lessons: (1) use of sewing tools, (2) measurements and calculations, (3) creating designs for simple projects, (4) basic maintenance, and (5) occupational safety and health. Lesson 1 defines various sewing tools and their uses, including measuring tools, cutting tools, marking tools, and sewing machines. It provides information on different types of sewing machines and their functions.
The document provides information on planning and preparing for the installation of computer systems and networks. It outlines the necessary tools, equipment, materials and references needed for the installation. Safety policies and procedures for working with computer equipment are also discussed to ensure personal safety while performing installations.
This document outlines a session plan for a module on pre and post beauty care services. The module covers three learning outcomes: 1) preparing tools, equipment, supplies and materials; 2) preparing the client; and 3) storing tools, equipment, supplies and materials. For each learning outcome, it lists the learning content, methods of instruction, resources needed and time allotted. The goal is to teach students the knowledge, skills and attitudes for performing pre and post beauty care services according to standard salon practices.
The document is a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It contains 4 lessons that cover key competencies: 1) using hand tools, 2) performing calculations and measurements, 3) preparing and interpreting technical drawings, and 4) practicing occupational health and safety. The first lesson focuses on selecting, using, and maintaining appropriate hand tools for computer repair tasks. It provides definitions of common tools and groups them into categories for electrostatic discharge protection, hand tools, cleaning tools, and diagnostic tools. The lesson emphasizes safe tool use, maintenance, and selecting the right tool for each job.
Here are the answers to Self-Check 1.1:
A.
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
B.
1. Philips head screwdriver
2. Hex driver
3. Torx screwdriver
4. Wire cutter
5. Part retriever
6. Lint-free cloth
7. Cable ties
8. Flat head screwdriver
9. Compressed air
3.
7.
4.
5.
6.
The document describes a lesson plan using a smart board to teach monetary values to students ages 6-8. The original plan has the teacher putting coins in a piggy bank on the smart board when students raise their hands. The adjustment suggested allows each student to take a turn interacting directly with the smart board, engaging them more in the activity and ensuring understanding. The adjusted plan supports the teaching principle of universal design for learning by including all students.
The distribution of the USA's population is influenced by several physical geographical factors. Coastal areas and regions near waterways tend to be more densely populated. Population density is also highest in temperate areas, with fewer people living in the northernmost states or desert southwest. Government census and mapping sites provide information and visualizations of these demographic and climate patterns across the USA.
This document provides tips for increasing student engagement in virtual classrooms. It recommends sprucing up syllabi, beefing up Blackboard sites with enhanced banners and learning units, speaking to students via Skype for office hours and interviews, using Facebook for communication and current events, incorporating short video clips, and utilizing Voicethread for icebreakers, discussions, presentations and assessments. The goal is to bring more interaction and relationships into online courses using free or low-cost tools.
The document summarizes an evaluation project of smart classrooms at a university. Data was collected through a focus group and survey of faculty to understand challenges in using smart classrooms and support needs. The evaluation found that while many faculty are using technology in teaching, there is a need for more training, technical support, and equitable access to smart classrooms across departments. Faculty identified timely support, training, and consistent equipment as important for effective use of smart classroom technology.
This document discusses smart boards and their use in classrooms. It provides a brief history of smart boards, noting they were created in 1991 and were the first interactive whiteboard to allow touch control of computer applications. The document also discusses potential positive effects of smart boards on students, including increased participation from first grade students and building confidence in students diagnosed with anxiety. It further notes students of all learning types responded positively when an interactive whiteboard was incorporated into teaching in early childhood education classrooms.
New Technology in the Classroom: SMART Boardsjessicakeyes
This is a presentation I made for my FILM315 Digital Media Theory class at Queen's University. It shows the benefits of technology, and more specifically SMART Boards, being used in the classroom.
This lesson plan proposes using a Jeopardy game on a SMART Board to review vocabulary for a history course at the college freshman level. The class would be divided into teams who take turns answering questions at the board, allowing all students to participate interactively. This lesson incorporates universal design principles by engaging students of varying learning styles through team-based gameplay and interactive participation at the board.
Dr. Nigel Spivey gave a virtual lecture to 75 high school students in Los Angeles from his office at the University of Cambridge in England. The students had contacted Dr. Spivey after being inspired by his descriptions of art history. They organized a film festival of his lectures and formulated thoughtful questions for his Skype call, gaining new perspectives on art and its influence.
This document outlines a competency-based curriculum for a Computer Hardware Servicing NC II qualification. It includes 392 hours of training delivered through modules covering basic, common, and core competencies. Basic competencies focus on workplace communication, teamwork, professionalism, and safety. Common competencies include quality standards, computer operation, measurement, technical drawing, hand tools, and electrical wiring. Core competencies center on installing, diagnosing, configuring, and maintaining computer systems and networks. Assessment involves hands-on demonstration, observation, exams, and discussion. The course uses lecture, self-paced learning, and group work delivered by a qualified trainer.
Ict week 1 computer definition, purpose & importanceAllan Tomas
This module provides information about computers and their uses. It defines a computer as an electronic device that uses electricity and can accept, process, and produce data and information. The module also discusses the input-process-output (IPO) cycle that computers follow to transform data into information. Additionally, it covers the capabilities and limitations of computers as well as their uses in personal, business, communication, education, science/research, transportation, and artificial intelligence applications. Learners complete various activities to demonstrate their understanding of computers and appreciation for their importance.
This document outlines a competency-based curriculum for the qualification of Computer Systems Servicing NC II. It includes the course design, structure, resources needed, assessment methods for basic, common and core competencies. The basic competencies cover obtaining and conveying workplace information, participating in meetings, and teamwork. Common competencies include quality control, using computers and tools, making measurements, and testing electronics components. The core competencies focus on assembling, installing, configuring and maintaining computer hardware and networks, diagnosing and rectifying faults. The course is designed to develop the knowledge, skills and attitudes of computer service technicians according to industry standards over 280 hours of training.
Here are some examples of behaviors that may affect quantity and quality of work:
Behaviors that may affect quantity of work:
1. Tardiness - arriving late will reduce the amount of time available to complete tasks.
2. Absenteeism - missing workdays will reduce the amount of work that can be done.
3. Wasting time - spending time on non-work activities like personal phone calls or internet browsing reduces productivity.
4. Inefficiency - poor organization or lack of focus can lead to wasting time on tasks.
5. Distractions - being easily distracted by noises or people walking by reduces focus on work.
6. Lack of motivation - without proper motivation, one may work at
TLE - Information and Communications Technology - Computer Hardware Servicing...JeRo Awanan
This document provides information about a learner's material for computer hardware servicing for grade 10. It includes 4 modules that cover personal entrepreneurial competencies, environment and market concepts, configuring computer systems and networks, and maintaining computer systems and networks. The document lists authors and editors for the material and provides publishing information for the Department of Education. It also notes that no copyright exists for works produced by the Philippine government, but permission is needed for use of other copyrighted materials included in the book.
This document contains information for training rubber production workers:
- It includes a self-assessment form for trainees to evaluate their current skills and competencies.
- It outlines the process for identifying any gaps between required and current competencies to develop a training plan.
- The proposed training plan includes modules on establishing rubber nurseries, planting, budding, and latex harvesting over several days.
This document provides learning materials for maintaining computer systems and networks, including:
1. Information on planning maintenance procedures such as designing systematic plans for hardware and software, and workplace safety procedures.
2. Details on the tools, materials, and equipment needed for maintenance including protective gear, wiring tools, and testing devices.
3. Instructions for how to use the module and lists the learning outcomes of planning and preparing maintenance procedures, maintaining systems and networks, and inspecting and testing them.
Here are the key points about assessing personal entrepreneurial competencies (PECs):
- It is important to assess one's own personal characteristics, attributes, lifestyles, skills, and traits to determine if they align with what is needed to be a successful entrepreneur.
- The PECs of a successful entrepreneur include traits like being hardworking, self-confident, future-oriented, profit-oriented, goal-oriented, persistent, able to cope with failure, open to feedback, taking initiative, willing to listen, setting own standards, coping with uncertainty, being committed, building on strengths, being reliable with integrity, and being willing to take risks.
- One should compare their own PECs to those of
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
The document is a learning module that provides information about dressmaking and tailoring as an exploratory course for grades 7 and 8. It covers five lessons: (1) use of sewing tools, (2) measurements and calculations, (3) creating designs for simple projects, (4) basic maintenance, and (5) occupational safety and health. Lesson 1 defines various sewing tools and their uses, including measuring tools, cutting tools, marking tools, and sewing machines. It provides information on different types of sewing machines and their functions.
The document provides information on planning and preparing for the installation of computer systems and networks. It outlines the necessary tools, equipment, materials and references needed for the installation. Safety policies and procedures for working with computer equipment are also discussed to ensure personal safety while performing installations.
This document outlines a session plan for a module on pre and post beauty care services. The module covers three learning outcomes: 1) preparing tools, equipment, supplies and materials; 2) preparing the client; and 3) storing tools, equipment, supplies and materials. For each learning outcome, it lists the learning content, methods of instruction, resources needed and time allotted. The goal is to teach students the knowledge, skills and attitudes for performing pre and post beauty care services according to standard salon practices.
The document is a learning module on computer hardware servicing for grades 7 and 8 in the Philippines. It contains 4 lessons that cover key competencies: 1) using hand tools, 2) performing calculations and measurements, 3) preparing and interpreting technical drawings, and 4) practicing occupational health and safety. The first lesson focuses on selecting, using, and maintaining appropriate hand tools for computer repair tasks. It provides definitions of common tools and groups them into categories for electrostatic discharge protection, hand tools, cleaning tools, and diagnostic tools. The lesson emphasizes safe tool use, maintenance, and selecting the right tool for each job.
Here are the answers to Self-Check 1.1:
A.
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
B.
1. Philips head screwdriver
2. Hex driver
3. Torx screwdriver
4. Wire cutter
5. Part retriever
6. Lint-free cloth
7. Cable ties
8. Flat head screwdriver
9. Compressed air
3.
7.
4.
5.
6.
The document describes a lesson plan using a smart board to teach monetary values to students ages 6-8. The original plan has the teacher putting coins in a piggy bank on the smart board when students raise their hands. The adjustment suggested allows each student to take a turn interacting directly with the smart board, engaging them more in the activity and ensuring understanding. The adjusted plan supports the teaching principle of universal design for learning by including all students.
The distribution of the USA's population is influenced by several physical geographical factors. Coastal areas and regions near waterways tend to be more densely populated. Population density is also highest in temperate areas, with fewer people living in the northernmost states or desert southwest. Government census and mapping sites provide information and visualizations of these demographic and climate patterns across the USA.
This document provides tips for increasing student engagement in virtual classrooms. It recommends sprucing up syllabi, beefing up Blackboard sites with enhanced banners and learning units, speaking to students via Skype for office hours and interviews, using Facebook for communication and current events, incorporating short video clips, and utilizing Voicethread for icebreakers, discussions, presentations and assessments. The goal is to bring more interaction and relationships into online courses using free or low-cost tools.
The document summarizes an evaluation project of smart classrooms at a university. Data was collected through a focus group and survey of faculty to understand challenges in using smart classrooms and support needs. The evaluation found that while many faculty are using technology in teaching, there is a need for more training, technical support, and equitable access to smart classrooms across departments. Faculty identified timely support, training, and consistent equipment as important for effective use of smart classroom technology.
This document discusses smart boards and their use in classrooms. It provides a brief history of smart boards, noting they were created in 1991 and were the first interactive whiteboard to allow touch control of computer applications. The document also discusses potential positive effects of smart boards on students, including increased participation from first grade students and building confidence in students diagnosed with anxiety. It further notes students of all learning types responded positively when an interactive whiteboard was incorporated into teaching in early childhood education classrooms.
New Technology in the Classroom: SMART Boardsjessicakeyes
This is a presentation I made for my FILM315 Digital Media Theory class at Queen's University. It shows the benefits of technology, and more specifically SMART Boards, being used in the classroom.
This lesson plan proposes using a Jeopardy game on a SMART Board to review vocabulary for a history course at the college freshman level. The class would be divided into teams who take turns answering questions at the board, allowing all students to participate interactively. This lesson incorporates universal design principles by engaging students of varying learning styles through team-based gameplay and interactive participation at the board.
Dr. Nigel Spivey gave a virtual lecture to 75 high school students in Los Angeles from his office at the University of Cambridge in England. The students had contacted Dr. Spivey after being inspired by his descriptions of art history. They organized a film festival of his lectures and formulated thoughtful questions for his Skype call, gaining new perspectives on art and its influence.
This document outlines 10 steps for using the smart classroom technology at Prince Mohammad bin Fahd University, including logging into the network, adjusting lights and screens, using an overhead projector, wireless stylus, and software like Wizpro and Blackboard, as well as displaying documents from a flash drive. It encourages reviewing the steps and provides additional technical specifications for interested users.
A smart classroom uses interactive technology like touch panels, projectors, and speakers to enhance the learning experience. It allows for digital notes, online resources, and communication to make learning more engaging and improve academic performance, though initial costs and teacher training present disadvantages.
The document discusses the use of a smart classroom to support Thai students' learning. It describes the features of a smart classroom, including a smart whiteboard, smart tools, iPad charging, and connectivity. Students were asked if the smart classroom was a good place to learn assignments. All students replied yes, noting it was ideal for presentations and allowed freedom to think and access resources. The document advocates for an interactive learning environment and methodology in the smart classroom to nurture learning through varied contexts and spaced practice over time.
The Multi Purpose Working Stand (MPWS) is designed to enable maintenance operations on the roof, on the sides and on underfloor components of rail cars. It consists of:
Roof Working Platform (RWP) with Train Driver Catwalk (TDC)
Elevated Track.
Features at glance-
Working platforms
Underfloor lifting systems
Elevated tracks
Lifting jacks
Lifting and turning devices
Movable platforms
Train wash plants
Wheel set turning devices
turntables
Globsync Technology is proposing a smart education program using their interactive multimedia modules called Smart Class. Smart Class modules cover curriculum topics through 3D interactive content to help students better visualize concepts. They can be used before or after tutoring sessions. The proposal outlines features like live video conferencing, audio/video playback, and recording sessions. It proposes developing education applications and modules covering subjects like numbers, alphabets, stories, and moral studies. An evaluation process is outlined to test and refine the modules at schools over 7 days with feedback reports.
This document presents a smart classroom and student tracking management system. It includes sections that describe the objectives of making learning better and more engaging for students. It also explains key aspects of the system like smart classroom standards that include interactive whiteboards, document cameras, response systems, and audio equipment. The student tracking management system uses RFID readers and tags along with a GSM module and central computer to track student locations and attendance. Benefits of the smart classroom include better instruction tools for teachers and more engaging learning experiences for students.
The document outlines design principles for a smart classroom, including baseline technologies such as computer and laptop projection, sound systems, and document cameras. It discusses an integrated classroom control system that allows faculty to intuitively control technologies from an interactive touch panel. It also describes the centralized audiovisual distribution and control system used at the college, including the AMX Phoenix and XGEN systems, which allow remote monitoring and support of classrooms.
Smart Classroom Equipments for Digital Teaching & LearnngAnuj Prasher
Components of Smart Classroom Equipments are interactive whiteboard, digital podium and visual presenters. They enhance teaching and learning experience and ensure 100% attentiveness among students. For the successful implementation of smart classroom concept in education industry, it is must to organize training programs for instructors to learn how to operate technology driven smart equipments.
Electronically enhanced lecture classrooms use various audiovisual equipment like computers, LCD projectors, and microphones to provide an interactive learning environment. Key components include a Crestron touch panel interface, ceiling-mounted projector connected to a Windows computer, Samsung document camera, and laptop connectivity. Benefits include facilitating communication between schools globally, providing online notes and resources, enabling easier student-teacher interaction, and allowing students to focus on content rather than notetaking. However, integrating such technology is costly and requires maintenance resources that may not be accessible to all schools. Proper setup and equipment checks are needed before and after classroom use.
Teaching in 21st Century: Smart ClassesAsad Rehman
This document discusses smart classrooms, which use computers, multimedia, and networking technologies to enhance classroom learning. Smart classrooms aim to improve teaching effectiveness and make learning more engaging for 21st century students by bringing concepts to life through interactive technologies. Key features of smart classrooms include equipment like projectors, speakers, and internet access to facilitate active learning through student presentations, discussions, and interactions between globally connected classrooms. Research shows that students taught in smart classrooms tend to achieve better academic results compared to those in traditional classrooms. While smart classrooms have advantages, their widespread implementation faces challenges due to high costs and lack of infrastructure in underprivileged areas.
Information Technology (IX CLASS FIRST TERM) Adityaroy110
This document provides an introduction to a student handbook on fundamentals of computers. It outlines the contents of the handbook which covers 11 sessions on basic computer concepts such as introduction to computers, parts of a computer system, types of computers, operating systems, file operations, the internet, world wide web, digital technology and computer security. The handbook aims to develop relevant knowledge and skills through exercises and assessments in each session. It acknowledges contributions from various partners who provided content for the handbook.
K-12 Teacher's Guide on Computer Hardware ServicingRenz Cuaresma
This document provides a teacher's guide for a Computer Hardware Servicing exploratory course. The guide outlines 4 lessons that teach students to: 1) identify computer components and their functions, 2) use hardware tools properly, 3) understand occupational health and safety procedures, and 4) assemble and disassemble a personal computer. The lessons include learning activities, tasks for students to practice skills, and assessments. The overall goal is for students to gain basic knowledge and skills in computer hardware servicing as a foundation for higher-level troubleshooting and repair work.
This document layouts out an introduction to Microsoft's DigiSeniors Curriculum and gives information to prospective instructors/trainers for how to leverage it in their classrooms.
1.1 Define the computer
1.2 Describe the development of
computers, in particular abacas,
Pascal, Babbage, Hollerith and ENIAC.
1.3 Classify computers according to
generations from 1st - 5th generation
(any subsequent generation)
Demonstrate the
development of
computers through
generations using
power point
presentation.
White Board.
PC loaded with
Power point and
internet facility
General Objective 2 (COM 101): Know the concept of computer hardware
2
2.1 Define computer hardware
2.2 Identify the major components of a
computer system and their functions
2.3 Describe the functions
The document discusses the use of multimedia in teacher education, including PowerPoint presentations, computer-aided instruction (CAI) packages, mobile learning, and smart classrooms. It describes how PowerPoint can be used to teach lessons effectively using text, images, pictures, links and animations. CAI packages allow for individualized and self-paced instruction through computer interaction and feedback. Devices used in CAI include computers, storage devices, projectors, and input devices. Mobile learning provides flexibility and interactivity outside the classroom. Smart classrooms replace traditional classrooms by focusing on intellectual development through connected tools like computers, projectors, and smart boards.
Basic lesson plan نسخه%e2%80%ab%e2%80%ac0909abdullah254el
This document contains a lesson plan for a vocational pedagogy course on logic circuits. The lesson plan covers D flip flops, including analyzing the curriculum and content, discussing teaching methods, and outlining the intended learning process. Specifically, it will teach students about the structure and truth table of D flip flops, how to derive the timing diagram from the truth table, and applications of flip flops such as in counters and memory. The lesson will use methods like classroom discussion, lectures, and group work aided by a whiteboard and projector. The 20 students in the class range from 18 to 20 years old and are from Riyadh, with varying understanding levels.
Basic lesson plan نسخه%e2%80%ab%e21%80%acabdullah254el
The document provides a lesson plan for teaching about D flip-flops. It includes an introduction to the topic, curriculum analysis, content analysis covering D flip-flops and their applications, learning conditions, and a detailed lesson plan. The lesson plan aims to help students understand how D flip-flops work, their symbolism, truth tables, and applications such as in ring counters. It outlines the objectives, content, teaching methods including lecture and group work, and assessment.
Design and Development of a Knowledge Community SystemHuu Bang Le Phan
The document is a dissertation submitted by Le Phan Huu Bang to the Department of Computer Science at the National University of Singapore in 2008/2009 describing the design and development of a Knowledge Community System (K-Comm). The dissertation includes chapters on introducing knowledge and the need for knowledge sharing, reviewing existing literature, providing an overview of the K-Comm system and its features, and describing the implementation of K-Comm.
This three-day workshop aimed to familiarize participants with iLife and iWorks tools and help them build a draft professional development plan for their school. On day one, participants explored classroom management in technology-rich environments and lesson design principles. They learned about Mac OSX features and accessibility. On day two, participants showcased technology integration across the curriculum using tools like Pages, Keynote and the shared wiki space. On the final day, tools like GarageBand and iMovie were covered. Participants were asked to finalize their professional development plan, outlining skills for each tool and implementation steps.
Video conferencing provides an accessible and cost-effective medium for distance education that allows for both synchronous and asynchronous teaching and learning through two-way audio and visual transmission. It provides an interactive and user-friendly virtual learning environment similar to a real classroom by allowing teachers and students to see and discuss with one another live. While organizations need new technologies for learning, they must ensure high-quality software, technical support, and free materials are provided to students to address issues and motivate learning.
Computer systems have various applications in different fields. They are used for business purposes like payroll, accounting, and inventory management. Banking is also dependent on computers for online services and ATMs. Insurance and education sectors also utilize computers to maintain student/client records and process policies. Other applications include healthcare for diagnostics, marketing for advertising, engineering design with CAD software, military systems, communication tools, and government tasks like budgets, licenses and forecasts.
Moodle Introduction:
Develop Your Own Online Course Today; pre-conferenceat "eLearning Africa 2012"; Pieter van der Hijden; Cotonou, Bénin; 23 May 2012.
This document is an instructor's guide for career education programs containing comprehensive lesson plans. It is divided into four sections. Section I contains a chart indexing each chapter and corresponding lesson plan. Section II provides sample forms for a course syllabus, recording theory grades, and evaluating student progress. Section III contains 11 lesson plans closely following chapters in Milady's Master Educator textbook. Section IV contains an additional 9 lesson plans for the textbook. Each lesson plan provides learning objectives, required materials, teaching aids, allotted time, and references for instructors.
This document provides instructions and materials for learning how to operate a presentation package. It contains 5 learning outcomes covering creating presentations, customizing basic settings, formatting presentations, adding slideshow effects, and printing presentations. Each learning outcome includes information sheets, operation sheets, activity sheets, and checklists to guide students through hands-on learning activities. Upon completing all the activities and assessments, students will have the skills needed to effectively operate a presentation package.
This document provides an instructor's manual for a digital literacy curriculum. It contains guidance for instructors on creating lesson plans, using effective teaching methods, and managing classroom activities. Templates are included for creating syllabi and lesson plans to assist instructors in organizing their courses. The appendices also contain sample activities, a glossary, and answers to self-tests for the courses.
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
This technical report summarizes the author's experience during their Students' Industrial Work Experience Scheme (SIWES) at Enclave Computer College in Lagos, Nigeria. The author worked in the networking and maintenance departments where they gained experience in topics like HTML, network topology, software installation, and laptop repair. The 6-month training provided hands-on learning opportunities and exposure to colleagues and professionals that will help bridge the gap between the author's education and future career.
The document discusses various ways that technology can be used in physical education without replacing physical activity. It provides examples of using video cameras, MP3 players, mobile phones, YouTube, Google Docs, Skype, and other tools to enhance physical education lessons, analyze skills, communicate with students, and more. The key message is that technology should be used as a tool to explore and improve understanding of physical activity, not replace exercise. Most classes would still involve 90% physical activity without technology.
The document discusses various technologies that can be used in physical education, including video cameras, MP3 players, mobile phones, YouTube, Google Docs, Skype, and Posterous. Specifically, it provides examples of how each technology can be utilized, such as using video cameras to film and analyze techniques, MP3 players to create lesson podcasts, mobile phone calendars and stopwatches to organize sessions, and Google Docs and Skype to connect with other classes and experts around the world. The overall message is that these emerging technologies are tools that can help explore and enhance physical activity learning when used appropriately in the physical education classroom.
The document discusses using technology such as video games, mobile phones, and GPS in physical education classes. Specifically, it provides 12 examples of how different technologies can be utilized, such as using the Nintendo Wii to teach concepts like skill classification and intensity. It also describes a program called "How Fit Are Wii" where students recorded their exercise both in class and on Wii Fit games to analyze fitness concepts. Overall the document advocates that technology should be used as a tool in PE and only for 10% of class time, while 90% remains dedicated to physical activity.
The document describes a faculty development module designed to train faculty members at Mayville State University on effectively using discussion forums in Moodle, the institution's learning management system. The goal of the module is for learners to design an instructional discussion forum by choosing a purpose, activities, and appropriate Moodle forum type. The module was created using principles of andragogy and experiential learning and incorporates practice activities, knowledge checks, and a pre-test and post-test to assess learning. Analysis of learner performance found that scores improved as the module progressed and learners gained familiarity with the expectations, suggesting cognitive load was reduced. Revisions are recommended to further emphasize the strategy of multiple practice attempts and incorporate more discipline-specific
The document provides a checklist for a student to demonstrate their proficiency with an audiovisual system. It includes tasks like powering on projectors, cameras and microphones; using the touch panel to control devices; recording to video tapes and DVDs; using audio conferencing features; and participating in a Breeze session by logging in, selecting cameras, recording, and sharing documents. The assessor observes and checks off each task as the student completes it using their manual for reference without assistance.
The document contains charts and graphs summarizing participant data from a study with the following key points:
- The majority (86%) of all participants were female. Most (57%) participants had above average experience.
- Total scores ranged from 24 to 34 for individual participants and were highest (34, 33) for the small group.
- The small group was all female (100%) and mostly (75%) had above average experience.
- Assessment scores increased for all participants from 42% to 98% across the 7 questions. One-to-one participants and the small group followed a similar trend of increasing scores.
- There was a positive correlation between participants' experience level and their total scores
This formative evaluation report summarizes the process used to evaluate training for faculty on using a new smart classroom technology. The report is divided into four sections: the plan, description, outcomes, and interpretation. The plan section describes how participants of varying experience levels took part in one-on-one and small group training sessions. The description section explains how the evaluations were conducted and issues identified. Key outcomes from the evaluations include revisions made to training materials and procedures based on participant feedback. The interpretation section analyzes the evaluation data to identify areas for further improvement in the training.
Alice is a program that teaches computer programming to students in a 3D virtual environment. It allows students to choose a virtual world template and add objects to that world. As an example, it uses one of Hollywood's most famous quotes to demonstrate how students can build their own interactive scenes and stories in the virtual world.
1) The document outlines an agenda for a tour of an instructional space in Second Life created by Cathy Walker, including a demonstration of the Nursing Education Simulator.
2) It provides background information on Second Life, describing it as a 3D virtual world used by over 9 million residents for a variety of educational, business, and social purposes.
3) Examples are given of how Second Life could be used instructionally, such as cultural demonstrations, networking, and collaboration between educators around the world.
- Second Life is a 3D virtual world launched in 2003 that has over 15 million users who use customizable avatars to interact and create using an in-world economy.
- It is unique from other virtual worlds in that it uses distributed simulation across multiple servers allowing for continuous expansion and advanced compression allowing thousands of objects to stream smoothly.
- Within Second Life, various universities, organizations, and individuals use it for networking, collaboration, education, psychotherapy, and more.
1) Second Life is a 3D virtual world launched in 2003 that has over 18 million users who interact through customizable avatars.
2) Unlike most virtual worlds which are located on a single server, Second Life is distributed over a network of servers allowing for a large scale environment.
3) Within Second Life, users can socialize, collaborate on projects and create virtual objects and spaces. Many universities and companies utilize Second Life for a variety of educational and business purposes.
1. A virtual world is a computer-simulated 3D environment where users interact through avatars. Second Life is a popular virtual world launched in 2003 with over 18 million users.
2. Second Life allows for a high degree of customization and collaboration. Users can design their own avatars and virtual objects. Many universities and companies use Second Life for teaching, meetings, and social networking.
3. Educational uses of Second Life include language learning, architecture tours, and role-playing simulations. However, its use should be intentional and technologies chosen based on their ability to meet instructional goals.
Second Life is a 3D virtual world launched in 2003 that has over 9 million users from around the world. Users create avatars to represent themselves and can explore, meet other residents, and build and create objects and structures. Unlike other virtual worlds, Second Life is not hosted on single servers but on a distributed network, allowing more areas to be created as more machines are added.
This document discusses connectivism and lifelong learning in the digital age. It defines connectivism as a learning theory where learning and knowledge are distributed across networks, and learning consists of forming connections. It also discusses how the half-life of knowledge is decreasing and more knowledge is "soft", meaning it changes rapidly. It suggests incorporating connectivism into classrooms by teaching its basic concepts, defining networks and their implications, and using tools like blogs and wikis to facilitate lifelong learning through connection and adaptation to changing information.
The document discusses research on the effectiveness of interactives in e-learning. It defines interactives as multimedia objects that allow learner interaction and control. While little research has specifically examined what makes interactives effective, principles of effective e-learning from other research suggest words with graphics near each other, audio narration over on-screen text, and practice with feedback are important. The document reviews studies that found multimedia interactives improved test scores compared to traditional methods, suggesting interactives can be effective learning tools if designed well. More research is still needed comparing different designs.
The document discusses a blended hybrid learning model that brings campus classroom experiences to distance students using technology. It describes how the author's views on distance learning have changed along with pedagogy and technology. Three options are presented for setting up classrooms that allow synchronous participation of both on-campus and distance students using tools like Breeze, Blackboard, and video recording equipment. Costs for installing a smart classroom range from $25,000 to $45,000.
The document introduces the ADDIE model of instructional design which includes the steps of analysis, design, development, implementation, and evaluation. It encourages analyzing learners and their systems, designing clear goals and objectives, developing instruction aligned to those goals, implementing and revising instruction based on formative and summative evaluations to improve learning.
This document summarizes the 2003 video game "Finding Nemo" published by THQ based on the Pixar film. The game was released on multiple platforms and aimed at children ages 12 and under. It closely follows the film's plot and characters of Nemo, Marlin, and Dory. Players complete levels by solving puzzles and objectives to reunite Nemo with his father Marlin. The graphics and sound quality are high. The game has various menus, levels, objectives, and puzzles. It supports learning about ocean life and concepts like problem solving. Overall the game effectively recreates the film experience but could have been less repetitive.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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 ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Smart Classroom Student Manual
1. Student Manual
for
Smart Classroom Training
in
ED 202
Designed by:
Christine Crawford
IDT
Professor Richard Van Eck
2. Table of Contents
Introduction .................................................................................................. 3
Training Objectives ...................................................................................... 5
Module I - Regular use of the smart classroom ........................................... 6
Part 1 – Getting Started .................................................................................................................7
Experience Assessment .....................................................................................................8
Part 2 – Tour of the system and powering up .............................................................................10
Diagram of ED 202 .........................................................................................................11
Tour of the room .............................................................................................................12
Powering Up ...................................................................................................................13
Part 3 – Projector, camera and instructor mic .............................................................................14
Projector .........................................................................................................................14
Camera ............................................................................................................................15
Instructor microphone .....................................................................................................18
Part 4 – Using computers with the system ..................................................................................20
Module II - Passive (one way) Broadcasting ................................................ 21
The Recording Process ...................................................................................................23
Part 5 – Streaming .......................................................................................................................24
Part 6 – Recording to mini-DV tape ...........................................................................................25
Part 7 – Recording to DVD .........................................................................................................28
Finalizing a DVD ............................................................................................................31
Module III - Active (two way) Broadcasting ................................................. 34
Part 8 – Audio Conferencing ......................................................................................................35
Part 9 – Breeze ...........................................................................................................................37
Fire wire ..........................................................................................................................37
Logging in .......................................................................................................................38
Start the camera...............................................................................................................40
Start the audio conference ...............................................................................................42
Record in Breeze .............................................................................................................43
Share your screen ............................................................................................................44
Share a document ............................................................................................................45
Module IV – What did we learn? ................................................................... 49
Part 10 – Recap ...........................................................................................................................50
Assessment ......................................................................................................................51
Something Extra ........................................................................................... 56
Using the VCR ................................................................................................................57
Using the DVD player ....................................................................................................58
Plugging in your laptop...................................................................................................59
Student Manual 2
3. Introduction
Welcome to this instruction on the smart classroom in ED room 202. This face-to-face
instructional unit is designed to train faculty members of the College of Education and Human
Services at the University of North Dakota to use the smart classroom in the Education Building
Room 202 for distance education. Distance education is a critical component of education in
today’s academic environment. The challenge inherent in distance education is to provide
students with instruction that does not sacrifice the quality of a face-to-face experience yet
reaches anywhere in the world. Technology is the vehicle to provide this experience but it is
often difficult to find technology that is both reliable and appropriate for the instructional tasks at
hand.
In addition, the College of Education and Human Services has the unique opportunity to be
leaders on the UND campus by modeling cutting edge teaching methodologies and technologies.
With the continued emergence of distance education as a viable and even preferred method of
teaching, it is important for faculty at UND to offer high quality distance education for their
students. This smart classroom system provides a means to do that without sacrificing the face-
to-face quality of classroom instruction.
This smart classroom is designed to accommodate distance instruction. Not only does it include
the usual classroom enhancements but it also includes the ability to broadcast one way using
streaming, record a class to DVD or mini-DV tape and broadcast two way using audio
conferencing and Breeze.
This instruction is designed to take about 90 minutes and is divided into five modules. The
modules are ordered from least complicated to most complicated use of the smart classroom.
Each module is divided into short units which are 10 to 20 minutes each. Each unit contains the
following sections: Objectives, Introduction, Discussion/Demonstration, Summary and Practice.
Module I is entitled “Regular use of the smart classroom.” In this module the instructor will
orient you to the manuals, the classroom and the equipment and show you how to turn the system
on and off. The instructor will also demonstrate how each component works and will give you
the chance to practice it yourself.
Module II is entitled “Passive Broadcasting (one way)” and this is where the instructor will
discuss how to use the system to stream audio and video for viewing without interacting.
In Module III, entitled “Recording” you will learn how to record sessions on the system.
Module IV will demonstrate how to perform two way audio and video conferencing and is
entitled “Active Broadcasting (two way)”
Module V will recap what you have learned and gives a short quiz on the important points of
each module. This quiz will also serve the function of helping you remember what you have
learned and to make sure the objectives of instruction were met.
Student Manual 3
4. Learners should have some knowledge of computers and may or may not have used a smart
classroom on the UND campus in the past. Beginners and advanced learners should all feel
comfortable with this instruction as we have broken down each task into simple steps while at
the same time provided supplemental information in the form of suggested reading and tech tips
for those who wish to learn more.
Student Manual 4
5. Training Objectives
Module I – Regular use of the smart classroom
Part 1 – Getting Started
In this section we will review the student manual and take the experience assessment if it has
not been done before.
Part 2 – Tour of the system and powering up
In this section you will show students how to turn on the system, the touch panel, and the
power to the desktop computer.
Part 3 – Projector, camera and instructor mic
In this section you will demonstrate how to turn the projector on and off using the touch
panel, how to control the camera using the touch pane and how to use the instructor
microphone.
Part 4 – Using computers with the system
You will demonstrate how to use the desktop computer and your laptop with the system.
Module II – Passive (one way) Broadcasting
Part 5 – Streaming
You will explain what it means to stream in real-time and you will summarize the process by
stating the procedure for contacting the IDT department.
Part 6 – Recording to mini-DV tape
In this section you will teach students to record sessions to mini-DV tape
Part 7 - DVD
In this section you will teach students to record sessions to DVD, DVD-R and DVD-RW.
You will also review a job aid on how to finalize a DVD.
Module III – Active (two way) Broadcasting
Part 8 – Audio conference
You will demonstrate how to hold an audio conference using this system.
Part 9 – Breeze
In this section you will show students the following: Logging in, changing participant levels,
using the audio conferencing feature, recording a meeting, sharing the desktop, sharing
documents.
Module IV – What did we learn?
Part 10 – Recap and Assessment
You will briefly review the objectives for the previous sections. You will give the students their
paper-based assessment to complete. Then you will use the checklist to assess them while they
demonstrate their knowledge of the system by performing the required tasks.
Student Manual 5
6. Module I
Regular use of the smart classroom
Student Manual 6
7. Part 1 – Getting Started
In this section we will review the student manual and take the experience assessment if it has
not been done before.
The Student Manual
This student manual is designed to supplement the face-to-face instruction by providing you with
job aids for various aspects of the training. Job aids will help trigger your memory for each task
and will walk you through each of them step by step. I have also provided photos and screen
shots which should aid with this process. Each lesson has plenty of space for you to take notes
during the instruction as well. If facilitation is not available, you may use this manual as stand-
alone training guide In addition, if you need assistance in the future, please feel free to call the
help number on the podium or contact CILT at (701) 777-2129.
These graphic conventions will be used to help you quickly identify certain types of information:
Job Aids will provide you with step by step instructions on how to
perform a specific task.
Notes sections give you a little extra information about a topic.
Reading sections provide you with resources to find extra reading if
you’re interested in learning more.
Tech Tips provide you with technical tips for using the equipment.
Something Extra provides you a place to go or something to do that will
supplement the instruction for the task. There is also a “Something Extra”
section at the end of the manual that addresses topics relevant to the
classroom but which were not discussed in the facilitated instruction.
Before you begin
Prior to registration you should have received your Experience Assessment and sent it to the
instructor. If not, please take a moment to fill it out now. (See page 8).
Student Manual 7
8. Experience Assessment
Please answer these questions to the best of your ability by placing a “X” in the appropriate response area.
1. How many years have you been using computers?
<---------------------------------------------------------------------------------------------------------------->
( ) ( ) ( ) ( ) ( )
<1 1-3 4-6 7-9 >10
2. How often do you use computers to teach?
<---------------------------------------------------------------------------------------------------------------->
( ) ( ) ( ) ( ) ( )
Almost Never Not Often Sometimes Often Always
3. How often do you use an LCD projector to teach?
<---------------------------------------------------------------------------------------------------------------->
( ) ( ) ( ) ( ) ( )
Almost Never Not Often Sometimes Often Always
4. Have you ever taken a class where a smart classroom was used by an instructor?
( ) ( )
Yes No
5. Have you ever used a smart classroom yourself?
( ) ( )
Yes No
6. How often do you use smart classrooms to teach?
<---------------------------------------------------------------------------------------------------------------->
( ) ( ) ( ) ( ) ( )
Almost Never Not Often Sometimes Often Always
7. Please rate your ability to learn new technical skills (based on your success in the past).
<---------------------------------------------------------------------------------------------------------------->
( ) ( ) ( ) ( ) ( )
Difficult Somewhat Can sometimes Somewhat Easy
Difficult do it Easy
Student Manual 8
9. 8. Have you ever taken a course using distance education?
( ) ( )
Yes No
9. Have you ever taught a course using distance education yourself?
( ) ( )
Yes No
10. What do you think is the biggest barrier to teaching online?
Student Manual 9
10. Part 2 - Tour of the system and Powering up
Objectives
In this section the instructor will give you a history of the room and a tour of the system. You
will also learn how to turn on the system using the touch panel, the main power switch and the
desktop computer.
Introduction
This section should take approximately 15 minutes. The purpose of this unit is to orient you to
the room and its contents and to show you how to power up the equipment. We have created a
diagram of the room which is included here. Refer to the diagram as you walk around the room
and observe the various components.
Discussion/Demonstration
(next page)
Student Manual 10
11. Diagram of ED 202
As you can see by this diagram, the boundary mics and the camera are fed into the podium so
that anything coming from there can be recorded by mini-DV tape or DVD. The equipment in
the podium also feeds out to the IDT server in another room so you can stream to that server if
you like. We’ll discuss this more in detail later.
Student Manual 11
12. Tour of the Room
Projector - Use the touch panel to turn the projector on and off.
Boundary microphones
• Two on each side wall
• Pick up the voices of the students in the room
• The sound goes directly to the podium for recording or streaming.
• Broadcast student voices to the people at a distance
• Acoustic materials will be added to walls and floors to reduce echo
The camera is
• high resolution (3CCD) analog with a codec
• the signal is converted from analog to digital
• can be recorded and edited from mini-DV tape
Go to http://en.wikipedia.org/wiki/3CCD for more information on 3CCD high
resolution cameras.
Speakers
• eight speakers built into the ceiling
• broadcast audio from a distance and from the instructor station.
Touch panel
• sits on top of the podium
• “brain” of the system
Inside the podium you will find the various components of
the system.
Student Manual 12
13. Powering Up
Labeled for your use is the main power switch. If the system is not turned on when you arrive,
simply flip this switch, and then turn on the Gateway power as well. Once these are activated, the
system should be up and running.
Gateway Main
Power Power
Switch Switch
Once the main power is on you can touch the touch panel to wake it up. The touch panel acts as
the “brain” for this system - almost everything in the system is run through the touch panel.
Some other smart classrooms on campus have touch panels as well so you may be familiar with
the layout.
The touch panel defaults to the computer interface which is indicated by the green button next to
the computer icon. When the touch panel is interfacing with the computer, anything you do on
the PC will be displayed on the monitor and the projector screen (as long as they are on).
As you can see, all of the components of the smart classroom are represented on the face of this
touch panel. On the left side of the touch panel are the interface buttons for the computer, a
laptop, the VCR and DVD player and the document camera, none of which we will cover in this
instruction. On the right side of the screen you see the projector power buttons, a clock, and the
media volume controls. On the bottom is the help button, which simply gives you a phone
number to call for assistance, the mic volume which allows you to turn up the volume on the
instructor microphone. Also on the bottom are the buttons that control the distance education
features of the room: the audio conference, record and camera control buttons. We will be
covering each of these later.
13
14. Part 3 – Projector, camera and instructor mic
Objectives
In this section the instructor will show you how to turn the projector on and off using the touch
panel. You will learn how to control the camera using the touch panel and you will also learn
how to use the wireless instructor microphone.
Introduction
This section will take about 10 minutes. We will go over how to use the projector, the camera
and the wireless mic.
Projector
To turn the projector ON, press and hold the button, then wait a moment. The ON button will
turn green when it is on but it usually takes a few seconds to warm up.
Sometimes it is hard to tell whether the projector is on or off. If you are trying to turn it on
and it’s not responding, touch and hold the off button for three to five seconds and then try
turning it on again.
To turn the projector OFF, hold the off button down for about 5 seconds until you see the off
button turn red and the projector turn off. Be careful that you only press the off button – if you
activate the On button as well, it will not turn off.
14
15. Camera
To switch to the camera interface, touch the “cam control” icon on the bottom of the touch panel
screen.
If the camera is facing away from you, you will need to use the touch panel to turn it on.
The camera is always on but it does go to sleep so you may have to power down the entire
system and re-power to wake it up.
Press the Cam Control icon to activate the camera screen. Below is the screen you will see.
There are 5 camera presets that you can use to change the camera angle.
15
16. Pan and
tilt
controls
Similar to how you might use a camera for personal use, the camera can also pan, tilt and zoom
by using the white arrows on the screen.
• Pan moves the camera side to side
• Tilt moves it up and down
• Zoom moves the focus closer to or further from the object
The longer you hold down the arrow button, the quicker the camera moves.
Zoom
controls
16
17. You can also get a full screen view of what is being shot by the camera. Simply press the “Touch
for Full Screen” area on the touch panel. Touch anywhere but the arrows.
Touch
for full
screen
Summary
As you can see, the camera is a very important feature of this system, especially for distance ed.
17
18. Instructor microphone
The instructor microphone is wireless and is stored in a bag inside the drawer of the podium.
• Press the power button for three seconds to turn it on – watch for the display to turn on
• Check the battery indicator to be sure you have full strength. If you use the last of the
batteries in the drawer, please call CILT by picking up the phone. They will replenish the
supply.
• Place the lapel mic about 8 inches away from your mouth
• The clip-on microphone must be positioned as shown below to work correctly. Center it
on your body rather than putting it on one side or the other.
• Attach the battery pack to your clothing or place it your pocket
• This room is not very big and the instructor doesn’t really need a mic. The mic volume is
intended to amplify the instructor’s voice for the distance students and overrides the
boundary mics or for the recording. When students are speaking in the classroom they
will only be heard if the instructor is not speaking. Only the two speakers in the back
broadcast the lapel mic to help overcome the air conditioner noise.
18
19. • The volume has already been optimized within the system. If you need to change the
volume for any reason, touch the mic volume button first, then use the media volume
controls.
Be careful not to press the MUTE button or it will turn off the sound altogether.
19
20. Part 4 – Using computers with the system
Objectives
In this section you’ll learn how to use the desktop computer and how to plug in a laptop to use
with the system.
Introduction
It’s easy to use the desktop machine with this system. You just have to make sure that the
computer has been turned on and that the touch panel is on computer interface.
Discussion/Demonstration
Desktop machine
The tower for the computer built into the system is housed inside the podium. When you first
power up the system you will also turn on the desktop machine. The computer monitor is sitting
on top of the podium and the keyboard and mouse are in the drawer (twist the knob and pull out
the drawer). You use this machine much like you would any other Windows machine.
USB Ports
To use a USB drive with the desktop machine, you can plug the drive into the ports shown above
and below.
USB Port
20
22. Objectives
This section will show you how to stream a class session simultaneously to your students not in
your classroom.
Introduction
This unit will take about 20 minutes to complete. One of the unique features of this room is its
ability to record class sessions. We can record on mini-DV tapes and DVDs or we can use the
web conferencing software Breeze to record, stream and archive. The diagram below illustrates
the recording process
Everything you use in the room – the camera, the mics, the computer, your laptop – can be
recorded. This allows you to record everything that goes on in the room. You can also stream
everything you do in the room because there are lines going to the server in IDT. The computer
in the system allows you to use Breeze as well to video conference with distance students.
22
24. Part 5 – Streaming
Demonstration/Discussion
Streaming is a passive way to broadcast a class session. Students will click on a link given to
them by the instructor and will be able to watch the class simultaneously.
The stream will be running off of the IDT server so in order to stream the session, the instructor
must contact the IDT department at least 48 hours prior to the class session. Someone in IDT will
give you a link to send to your students to watch. You can also archive this link – check with
IDT on this as well.
On the diagram labeled “The Recording Process,” notice the computer labeled IDT server. This
is actually housed in Rick Van Eck’s office. That is why the IDT department needs to be
contacted to stream.
Remember, the phone number listed here next to the monitor is the number for CILT when
you need technical help. This is NOT the phone number you call to stream a session.
Summary
As you can see, streaming can help you bring your classroom to your off campus students.
For more information on streaming multimedia, visit
http://en.wikipedia.org/wiki/Streaming_media
24
25. Part 6 - Recording to mini-DV tape
This section is about recording classroom activity using a mini-DV tape.
With DV-tapes you can upload to a computer using a fire wire and edit. You have to use
“ripping” software to do that with DVDs (for more information see the section on Recording to
DVDs).
To record to mini-DV tapes, you must bring a tape with you. You can find mini-DV tapes in the
electronics department of such places as Wal-Mart, Target or ask your department to supply
these materials.
Make sure the indicator light is on DV by pressing the DV/HDD/DVD button until the green
light shows DV.
To record, insert the tape into the recorder. The recorder may begin to play the tape, so press stop
to keep it from playing through. You can tell if it is playing by pressing “cam control” and
waving your hand to see if you are being shown.
Insert
mini DV
tape
here
Also make sure the channel is on Line 1 (it will read L-1) because the video is “fed” through
Line 1 of the JVC recorder. If it is not on Line 1, press the channel button up or down to change
it.
Channel LCD display
buttons should read
“L - 1”
25
26. If you cannot toggle between DV and DVD, turn the device off and back on again.
Next, press the record icon on the touch panel. Whatever you’re doing should show on the touch
panel. If it does not show up, call the help desk. Wave to yourself to make sure you’re the
video’s not playing back.
Next you should see this screen…
At this screen you can control the functions of the recorder. To begin recording, press the record
button.
26
27. You’ll know it is recording because a white circle and the phrase “12 bit” will show up on the
screen briefly, as shown below. Everything that you do on the system will be recorded.
Also, a red RECORD light will remain lit on the device while it is recording.
To stop recording, simply press the stop button on the touch panel.
You can test your recording on this system by pressing play on the JVC, but there is no
audio output connected to the recording device so remember that you will not be able to hear
what you recorded when you test it.
Eject the tape by pressing the eject button on the device.
27
28. Part 7 - Recording to DVD
You may wish to record to a DVD instead of a mini-DV tape.
Is it better to record to mini-DV tape or DVD? Reasons to record DVD follow:
• DVDs last longer and do not wear out over time like tapes
• You can search DVDs by chapter rather than running through the entire recording like
you have to with tapes.
• You can use a DVD-R/RW which allows you to write and re-write to the same disc. (You
do have to make sure you use the “minus” disc with this system).
A problem with recording to DVD is that you have to “rip” the audio and video files to edit
them (See below for more information).
For more information on how to “rip” audio and video from a DVD to edit, see
http://en.wikipedia.org/wiki/Ripping_DVD
To record to a DVD, insert a DVD-R or -RW, which is a DVD on which you can record. For
this system, you MUST use the “minus” DVDs, NOT the “+” (see below). You can buy
DVD-Rs at Wal-Mart, Target, Office Max and Best Buy.
For more information on DVD-RW technology, see
http://www.pctechguide.com/34DVD_DVD-RW.htm
28
29. To record, insert the DVD into the recorder.
Make sure the indicator light is on DVD by pressing the DV/HDD/DVD button until the green
light shows DVD.
DV/HDD/DVD button
Insert
DVD
here
Also make sure the channel is on Line 1 because the video is “fed” through Line 1 of the JVC
recorder. If it is not on Line 1, press the channel button up or down to change it.
Channel LCD display
buttons should read
“L - 1”
Next, go back to the touch panel and press the record icon.
29
30. ….which will bring you to this screen…
At this screen you can control the functions of the recorder. To begin recording, press the record
button
You will know it’s recording because you will see this screen, which says “Recording Index”….
Also, you will see a red RECORD light on the device while it is recording. It will prompt you to
hit stop again - press ( □) again to stop recording.
To stop recording, simply press the stop button. The next step is to finalize.
30
31. Finalizing a DVD
In order to play the DVD that you have recorded on any other DVD player, you must
FINALIZE the recording.
Tech tip called “What is finalizing?” – from http://en.wikipedia.org/wiki/Finalize
Finalizing a disk makes it playable on a system other than the one it was recorded on. As a
general rule, finalization means that the disc cannot have any more data written to it. Finalizing
is the last step in the DVD authoring process. You CAN rewrite on DVD-RWs by unfinalizing
and re-finalizing.
For more information on what it means to finalize a DVD and the file structure of disks,
please see page 9 in the JVC manual:
http://pro.jvc.com/prof/attributes/inst_man.jsp?model_id=MDL101541&feature_id=11
31
32. Tips for finalizing
• Use the remote for this entire process.
• Make sure your point the remote at the unit rather than at the touch panel.
• You may finalize at a later time as long as you do it on this machine.
• If you time-out of the finalizing process, press Set Up again
• If you forget to stop recording before you finalize, you must exit the finalizing
process and start over.
1. On the remote, press DVD so that the DVD lamp lights up on the
JVC unit.
2. Press Set Up to access the Main Menu. The Main Menu will show up
on the touch panel screen.
3. On the touch panel, press “Touch for Full Screen.”
4. Use the arrow keys on the remote to highlight HDD/DVD/DV SET
UP
5. Use the arrows to highlight DISC SET UP
6. Use the arrow keys to select FINALIZE then press ENTER.
7. The background selection screen will appear. Select the desired
background, and then press ENTER.
8. The screen will say “Finalizing will make disk read-only. Start
Finalizing.” Use the arrow keys to select OK and press ENTER on
the remote.
9. The screen will say “Disc will be finalize. Will take about ___ min.
Start to finalize?” Use the arrow keys to select OK and press ENTER
on the remote.
10. After it finalizes, a “Record Preview” screen will show on the touch
panel. Highlight OK and press ENTER on the remote.
11. Press SET UP to return to the normal screen. Menu screen is cleared.
Your disc is finalized. You may eject.
32
33. . You can test your recording on this system by pressing play on the JVC unit, but there is
no audio connected to the recording device so remember that you will not be able to hear what
you recorded when you test it.
See your page 33 of your student manual for a tech tip on editing your recording (shown
below).
If you want to edit your recording, you can do so whether you’ve recorded to DVD-R/RW
or to mini-DV tape. To edit a mini-DV tape, bring your tape to the Mac lab in ED room 308A.
Use the camera to upload your tape into i-movie and edit from there.
To edit your DVD, you must rip your audio and video using ripping software, and then you can
edit using a movie editing software like i-movie. You will have to save to a DVD after making
your changes to the movie. If you need assistance with this process, contact Joneen Iverson,
Technology Coordinator at 777-3718.
33
35. Part 8 - Audio conference
Objective
Given a verbal prompt, the student will be able to summarize the audio conference
feature by describing the process of using the touch panel to dial to a conference site with
no errors.
Time required: 15 minutes; Prerequisites:
Materials needed: Phone # of call in line: 777-3467
Introduction
Since the instructor mic is used for to amplify your voice for recordings, we need to make sure it
is on for the audio conferences as well.
Discussion/Demonstration
To utilize the audio conference feature, press the “audio conf” icon on the touch panel.
This screen gives you full control over the audio conference. If numbers appear in the text box,
press “Clear” to remove them.
Dialing
Dial the numbers like you would any other University phone.
• For someone ON campus, dial 7-####
• For someone OFF campus, dial 9 and the number with no area code.
35
36. You can also control the volume of the caller’s voice with the RX Volume control on this screen.
• To end the call, simply press “hang up.”
• Or, your student can call the system by dialing the in-room phone number.
• Press the “answer” button to answer the call.
• Press “hang up” when you’re done.
We also use the audio conference feature in Breeze but we dial through the software application.
More on that later.
For more on audio conferencing, see http://en.wikipedia.org/wiki/Conference_call
36
37. Part 9 - Breeze
Introduction
Breeze is web conferencing software which can integrate audio, video and multimedia into a
distance classroom. You can stream in real-time with Breeze and/or you can record your Breeze
sessions and archive them for later viewing. The IDT program uses Breeze to facilitate with its
distance students and we have found it to be a fairly stable program for our purposes.
Discussion/Demonstration
For the purposes of this training, you will use the IDT training login and password. If you were
to teach a class in Breeze, you would have to contact Continuing Education to set up the class
and your students would have received an email with passwords and the link to Breeze for your
live classes. What follows is step-by-step instructions on how to start Breeze and begin an audio
conference.
Fire wire
The first step is to plug in the fire wire cable which is kept in the drawer.
4-pin (left) and 6-pin (right) FireWire connectors
Make sure the JVC is on DV and on Line 1 because the video line is fed into the JVC. If it is not
on Line 1, use the channel button to change the line input.
Channel LCD display
buttons should read
“L - 1”
37
38. Plug it into the JVC port labeled “DV In/Out” and into the Gateway fire wire port. The 6-pin end
can be difficult to plug in.
The computer will make a “high/low ” tone when it detects the new hardware and it will come up
with a dialog box. Choose “Take no action”
Logging in
On the computer there is a shortcut to the Macromedia Breeze login page. If for some reason it’s
not there, go to Breeze URL: http://conted.breeze.und.nodak.edu/idtest/ .
The following screen will appear (show the screen on the desktop):
Enter using the login name idt.trainer@und.edu and the password trainer07
38
39. Breeze will show this splash screen while it loads the page…
And then you will enter the meeting room for that live class session, where you will see your
name in a small window called "Attendees."
Due to the frequent problems with Voice over IPs (VoIP), IDT began using audio conferencing
to relay distance audio. Voice over IPs are voice communications over the Internet. The audio
conference feature provides a stable platform for distance students to communicate. It’s like
having a conference call with everyone sitting in the classroom.
To learn more about VoIPs, see wikipedia http://en.wikipedia.org/wiki/VoIP and the FCC
website: http://www.fcc.gov/voip/
39
40. Start the camera
• Make sure the JVC recorder is on DV and Line 1
• Select “Meeting” from the Menu Bar
• Click on “Select Camera”
The Macromedia Flash Player Settings dialog box appears. Click the blue camera icon and the
image will show. If it shows up, click Close.
If the camera feed is NOT showing in this box, make sure the JVC is on DV. If it is and the
camera is not working, close out of Breeze and try again. If it still does not work, power down
the entire system and try again. After that, if it still doesn’t work, call the Help line.
40
41. Once you have selected the camera, go to the “Camera and Voice box” in the upper left hand
corner of the screen. Find the “Start my Camera and Voice” icon and click it.
And click “Allow”….
This dialog box will disappear and you will see the video being shared with the participants of
the Breeze session.
41
42. Start the Audio Conference:
• Click on your name
• Click on the little yellow phone icon
• Click Start Audio Conference
This will begin the audio conference
Next, you will need to dial in to the audio conference which means you will use Breeze through
your keyboard and the computer to dial the phone in the room – you will not use the touch panel
to make this call, but you will to answer it.
The system will pick up the call and play it on the speaker phone through the overhead speakers.
• Make sure your icon is still highlighted
• Click the phone icon again
• Then click call “Selected User”
• Enter the phone number including area code 701-777-3467
• Click “Call”
• The phone will ring.
42
43. • Press “Answer” on the TOUCH PANEL
• Follow the prompts – press 1 on the touch panel
• No need to say your name or press #
Students will call into the audio conference by dialing the 1-866- # in the Note pod at the bottom
of the screen and using the passcode listed. If the number does not show there, hover over the
phone icon on the upper right corner of the screen and the info will show.
Record in Breeze
If you would like to record a session in Breeze, follow these instructions:
Before you formally begin your class session but AFTER you have started the video feed, begin
the recording.
• Choose “Meeting” from the Menu Bar
• Choose “Record Meeting”
Name your recording (usually by course and date) and give it a short summary if you’d like.
• An icon will appear to remind you that the meeting is being recorded.
43
44. • When you’re ready to stop recoding, hover over the red button and press the “Stop
Recording” link as shown below.
Share your screen
• Click on “My Computer Screen”
Continued on next page…
44
45. Refer to the screen while you go thru these:
• You can click Desktop which will show all participants your desktop
• You can click Windows which will show a description of every window you have open
and will share it with all participants
• You can click Applications which will show a description of every application you have
open and will share it with all participants
• Click “cancel” to get out of the “Start Screen Sharing” dialog box
Share a Document
• Click on Documents
• Select RLCpowerpoint.ppt
45
46. • The PowerPoint will load and you will be sharing your screen with all who are signed in.
• Use the arrow keys to move through the PowerPoint presentation
• To stop sharing press the “Stop Sharing” button
46
47. To stop the Audio Conference:
• Click on yellow phone icon in the Attendees box
• Click on “Stop Audio Conference”
To end the Breeze meeting:
• Click on “Meeting” in the Menu Bar
• Then click on …”End Meeting”
• The “End Meeting” dialog box comes up. Click OK.
• Close all Breeze Windows
Summary
The ability to record to mini-DV tape and DVD allows you to save a recording for a later and/or
send to students. Also, Breeze is a powerful tool for integrating distance technology into the
classroom and providing distance students with an experience close to the same quality as face-
to-face courses. Again, if you have further questions on using Breeze, please contact ITSS for a
workshop.
47
48. For more information on Breeze at UND, check out the following website:
http://cilt.und.edu/breeze/
48
50. Recap
1. We learned the basics of the system.
2. We learned how to stream
3. We learned how to record to mini-DV tape
4. We learned how to record to DVDs
5. We learned how to use and audio conference
6. We learned how to use Breeze
Shutting Down
To properly shut the system down, start with the PC and shut down like you would any other
Windows machine, by going to Start, Turn of Computer… and Turn Off. After the PC has shut
down, switch the main power switch to off. Turn off the mic and put it away.
You’re almost there…
only one more section to go….
50
52. Please fill in the blanks with the name of each component.
Objective 1.1.1.3.1
52
53. Matching
touch panel quiz
Directions: A. Audio conference
Please enter the letter of each icon. B. Media volume
C. DVD player
D. Computer
E. Help
F. Projector power
G. Cam control
H. Mic volume
I. Doc cam
J. Laptop
K. Record Objective 1.1.1.3
L. VCR player
54. Matching
components quiz
A. Touch panel
B. Speakers
C. Main power
D. Mini-DV tape/DVD recorder
E. Camera
F. PC power
G. Boundary microphone
54
Objective 1.1.1.3.1.1
57. Using the VCR
(This is not addressed in the instruction.)
Touch the VCR icon on the touch panel and then insert the VHS tape.
Insert
VHS
tape
here
This player is like any other player you use at home. And you can see on the touch panel
it has the same control options as well. Press play to play and stop to stop.
The eject button is on the player. You cannot use the touch panel to eject.
57
58. DVD Player
To switch to the DVD player, press the DVD icon on the touch panel.
Use the eject button on the player to open the drive. Insert the DVD into the player.
Insert
DVD
here
The touch panel buttons control the DVD player similar to the way they do on your home
machine. Again, play is play, stop is stop. One difference is if you press and hold fast
forward, you will move from scene to scene like skip does on other machines.
Again, the eject button is on the player. You cannot use the touch panel to eject.
58
59. Plugging in your laptop
To tell the system to interface with your laptop, simply press the laptop button on the
touch panel.
To hook up your Windows laptop, simply plug the Video Graphics Array (VGA) cord
into the port on your laptop. This will enable the video on the laptop to display on the
desktop monitor and the projector screen.
For audio to also be transmitted through the system, plug the audio cord into your
headphone port.
Do not plug the USB port into your laptop.
Sometimes people get these two cords confused and try to plug the USB port extension
into their laptop. See the photo above which labels each cord. If you have any doubt
when you use the room, call the help desk number which is posted on the podium.
59
60. USB Port
Audio Cord
VGA Cord
VGA Plug on laptop
VGA Cord
Summary/Transition
As you can see, using the desktop and a laptop on this system is very simple.
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