Strategic Options and Results of Introducing Blended Learning at the National University of Rwanda discusses introducing blended learning at the National University of Rwanda. It describes the challenges faced by the university including lack of infrastructure, resources, and qualified teachers. It also outlines the opportunities provided by growing ICT access in Rwanda. The document details how blended learning using open educational resources was implemented for an introductory physics course. Students engaged with course materials online and collaboratively before in-person lectures. Assessment found students performed better and were more satisfied with blended learning compared to traditional methods.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
ICL09 - iClould Paper 'A fish called Guido'Leo Gaggl
A Fish Called Guido - elearning for remote students using educational mashups, cloud computing, data blogging and remote laboratories
James AW Plummer (TAFE SA, Regional Institute, Urrbrae Campus, Australia), Leo Gaggl (Brightcookie.com Educational Technologies)
Tasks are the main building blocks of user assistance documentation, such as with Darwin Information Typing Architecture (DITA). Tasks provide step-by-step instructions describing to users exactly what to do and the order in which to do them. It may be far more effective to *show* users exactly what to do and the correct sequence through video in combination with written descriptions and still graphics.
All across the Web, video has become a powerful learning tool. For video to be effective for online documentation and training, users need a way to search it with precision. As content creators can segment video sequences in a systematic way and tag these sequences with IDs. Consequently, video is much easier to manage, remix, search, and reuse video segments across document sets. In fact, companies can create an end-to-end system that works in tandem with your current documentation system – all with open tools and standards.
In this session, we talk about the following:
* How to capture video with either screen-capture tools or video cameras
* How to take advantage of the MPEG-7 multimedia description standard and SMIL
* How to create the major components of a text/video integrations
* How to integrate video with your current documentation
* How information architects collaborate with videographers
* How easy it is for technical communicators to insert video segment references into source using standard authoring methods
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
ICL09 - iClould Paper 'A fish called Guido'Leo Gaggl
A Fish Called Guido - elearning for remote students using educational mashups, cloud computing, data blogging and remote laboratories
James AW Plummer (TAFE SA, Regional Institute, Urrbrae Campus, Australia), Leo Gaggl (Brightcookie.com Educational Technologies)
Tasks are the main building blocks of user assistance documentation, such as with Darwin Information Typing Architecture (DITA). Tasks provide step-by-step instructions describing to users exactly what to do and the order in which to do them. It may be far more effective to *show* users exactly what to do and the correct sequence through video in combination with written descriptions and still graphics.
All across the Web, video has become a powerful learning tool. For video to be effective for online documentation and training, users need a way to search it with precision. As content creators can segment video sequences in a systematic way and tag these sequences with IDs. Consequently, video is much easier to manage, remix, search, and reuse video segments across document sets. In fact, companies can create an end-to-end system that works in tandem with your current documentation system – all with open tools and standards.
In this session, we talk about the following:
* How to capture video with either screen-capture tools or video cameras
* How to take advantage of the MPEG-7 multimedia description standard and SMIL
* How to create the major components of a text/video integrations
* How to integrate video with your current documentation
* How information architects collaborate with videographers
* How easy it is for technical communicators to insert video segment references into source using standard authoring methods
Talk given at WCC2010 in Brisbane (KCKS 2010); Title:
EU Project MATURE / R&D RG DDI: ICT-Support for Knowledge Maturing in Learning Organizations and Communities
Before implementing any of these distance learning technologies it’s important to consider what they can do for your organization and what content can realistically be taught and how with each technology. Successful implementation of these distance learning technologies requires careful planning and design.
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
LEAD - Learning Design – Design For Learning -project presentationTeemu Leinonen
Presentation slides of the LEAD (Learning Design – Designing for Learning) project. The research project aims to (1) bring design thinking to learning design and to (2) bring design expertise to the development process of technological learning solutions. In this project we understand learning situations widely, from traditional classroom situations to more informal learning settings. Project consortium is combination of Finnish leading universities with major international academic collaboration, active new start-ups and SMEs developing new solutions for educational institutes and organization for tackling the 21st century information management and learning challenges, and high-impact testbeds that act as a catalyst for companies to trial their solutions and competencies. The two year project includes collaboration with number of international research partners. The project is funded by Tekes – the Finnish Funding Agency for Technology and Innovation.
With the potential uses of biometric technology expanding rapidly, it is important for students to become experienced in planning, developing, and implementing biometric systems. This project describes continuing research in biometric technologies, which evaluated the need and
feasibility of implementing a biometric solution for entrance to Purdue University’s
Recreational Center.
The recreational sports facility on campus currently uses magnetic stripe cards as the primary method of access control for students, faculty, and staff. One drawback of this token based technology is that the cards may be lost or stolen, thus permitting unauthorized access to those who are in possession of the token. The current system only checks the card being used, not the person using the card. The primary goal of the course work and project were to give the students an opportunity to conduct a testing and evaluation of how a chosen biometric could provide secure access points
for students. Secondary goals were to strengthen the partnership with Purdue and Recognition Systems and, to provide an example of how biometric applications might be applicable throughout Purdue University.
Computer based interactive media creates a wonderful learning environment that utilizes the power of on screen video and instructions aided by computer processing power.
http://www.ccsprojects.com/ – CCS Presentation Systems and AMX partnered with Arizona State University to complete an integrated control system that includes 24 mediated classrooms and a 299-seat auditorium. ASU utilizes multimedia for education lesson plans with the touch of a series of buttons on an AMX Touch Panel, the multimedia enabled classroom comes to life, successfully engaging every student in the class.
Talk given at WCC2010 in Brisbane (KCKS 2010); Title:
EU Project MATURE / R&D RG DDI: ICT-Support for Knowledge Maturing in Learning Organizations and Communities
Before implementing any of these distance learning technologies it’s important to consider what they can do for your organization and what content can realistically be taught and how with each technology. Successful implementation of these distance learning technologies requires careful planning and design.
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
LEAD - Learning Design – Design For Learning -project presentationTeemu Leinonen
Presentation slides of the LEAD (Learning Design – Designing for Learning) project. The research project aims to (1) bring design thinking to learning design and to (2) bring design expertise to the development process of technological learning solutions. In this project we understand learning situations widely, from traditional classroom situations to more informal learning settings. Project consortium is combination of Finnish leading universities with major international academic collaboration, active new start-ups and SMEs developing new solutions for educational institutes and organization for tackling the 21st century information management and learning challenges, and high-impact testbeds that act as a catalyst for companies to trial their solutions and competencies. The two year project includes collaboration with number of international research partners. The project is funded by Tekes – the Finnish Funding Agency for Technology and Innovation.
With the potential uses of biometric technology expanding rapidly, it is important for students to become experienced in planning, developing, and implementing biometric systems. This project describes continuing research in biometric technologies, which evaluated the need and
feasibility of implementing a biometric solution for entrance to Purdue University’s
Recreational Center.
The recreational sports facility on campus currently uses magnetic stripe cards as the primary method of access control for students, faculty, and staff. One drawback of this token based technology is that the cards may be lost or stolen, thus permitting unauthorized access to those who are in possession of the token. The current system only checks the card being used, not the person using the card. The primary goal of the course work and project were to give the students an opportunity to conduct a testing and evaluation of how a chosen biometric could provide secure access points
for students. Secondary goals were to strengthen the partnership with Purdue and Recognition Systems and, to provide an example of how biometric applications might be applicable throughout Purdue University.
Computer based interactive media creates a wonderful learning environment that utilizes the power of on screen video and instructions aided by computer processing power.
http://www.ccsprojects.com/ – CCS Presentation Systems and AMX partnered with Arizona State University to complete an integrated control system that includes 24 mediated classrooms and a 299-seat auditorium. ASU utilizes multimedia for education lesson plans with the touch of a series of buttons on an AMX Touch Panel, the multimedia enabled classroom comes to life, successfully engaging every student in the class.
Most faculty don’t have time to learn costly, complex solutions for recording and distributing lectures. Grand Rapids Community College partnered with TechSmith to offer an easy and effective way to capture lectures accessible by students through Blackboard and RSS feeds. Learn how faculty can capture lectures and share them in multiple formats, such as Flash, iPod Video, or MP3. Participate in a live demo in which the software is used to record and send a mini-presentation to the server. Participants receive a free trial, online documentation, and an overview handout.
Pea, R. (2011, June 28-30). Expanding horizons for digital video in research and education. Invited Keynote Address, DIVERSE Ireland Conference, Dublin.
DISNEY DOES DATA: Data management implications of using animated video as tra...Louise Patterton
ABSTRACT The Network of Data and Information Curation Communities (NeDICC) created an animated video as study material for librarians attending RDM workshops. It was thought that the concept of a YouTube-uploaded animated video as training tool would provide a refreshing, unconventional and humorous mode of teaching concerning a subject area currently not understood my many librarians. Taking into account ease of use, affordability, customization options as well as proven track record, GoAnimate was chosen as video platform.
Data product implications for creators/curators of the video were numerous, and include intellectual property rights, sharing intent, format and restrictions, mobile device issues, preservation formats, conversion tools, and storage and backup locations. Speed of video technology evolvement, the benefits of a data management plan for the smallest of research outputs, the need for familiarization with ownership issues and IP rights when making use of web-based animation, and the omnipresent threat of format obsolescence as well as the possible future limitations of proprietary software, are some of the learnings gained.
A Vision of 21st Century Teaching & LearningMSFTeducation
“A Vision of 21st Century Teaching & Learning,” the closing keynote at NCCE on March 5, 2010 in Seattle, Washington by Anthony Salcito, Microsoft Worldwide Education Vice President
Vision of 21st Century Teaching & LearningMicrosoft
This was the closing keynote at NCCE 2010 (Northwest Council for Computer Education) in Seattle, Washington on March 5, 2010, presented by Anthony Salcito, Vice President of Worldwide Education for Microsoft.
Is it time to beef up your organizations\'s distance learning paradigm? Implementing distance learning technologies like web/video conferencing, e-learning and live interactive broadcasting might be the answer. Before implementing any of these distance learning technologies it’s important to consider what they can do for your organization and what content can realistically be taught and how with each technology.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Stucky Rwagasana Presentation
1. Strategic Options and Results of
Introducing Blended Learning at the
National University of Rwanda
Prof. Dr. em. Peter Stucki
Department of Information Technology
University of Zurich, Switzerland
p-stucki@bluewin.ch
Rwagasana Gerald, Director
Center of Instructional Technology / AVU Learning Center
National University of Rwanda
gerwaga@yahoo.com
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3. Fast Evolution of Information and Communication
Technologies Enables Educational Mobilization World-Wide
Dramatic improvement of ICT
Access Options speed, storage and cost
Wireless, broadband
Wired, broadband
performance. Sophisticated
Giga/Tera Byte commercial and open source
media storage software systems.
Batteries
& Accus Ideally, students possess their own
ICT equipment and Internet access
facilities.
They have adequate computer
Laptop
iPods application skills and they expect
Handy (Video) professional services.
Hard- and Software Today, ICT is the widely accepted
Platform enabling tool for knowledge
acquisition and learning.
ICT End User‟s Gadget Choices
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4. Fast Evolution of Information and Communication
Technologies - Conclusions
ICT applications become increasingly
powerful, sophisticated and service oriented.
Teaching, learning, testing and certification
become increasingly ICT dependent.
ICT end-user equipment and Internet infrastructure
comply with ICT standards. They are (micro-)
programmed as proprietary entities, reliable and
world-wide merchandised by well known companies.
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5. Fast Evolution of Time- and Space-Independent
E-Learning - The Paradigm Changes
Conventional classroom teaching evolves into web-based
classroom teaching (e.g. books and course material in
electronic form, streaming, pot-casting)
Conventional collaborative learning evolves into web-
based collaborative learning (e.g. discussing and under-
standing problems, objectives and results of given
cases online, web-based social networks)
Conventional individual learning evolves into web-based
individual learning (e.g. online-learning trough self-
motivation and self-responsibility)
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6. Fast Evolution of Time- and Space-Independent
E-Learning - Options for Source-Sink Knowledge Delivery
Source
Synchronous Asynchronous
Point-to-Point Point-to-Point
Broadcasting
Communications Interactive Data Transfer
Streaming Web-based online-courses
Video- Missing
navigation/interaction - that contain interactive,
Conferencing
Web- constructivistic learning hyperlinked multimedia ele-
Television model does not apply. ments (print, audio, video)
Casting
Pedagogically preferred
model for implementation
Sink
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7. Fast Evolution of Time- and Space-Independent
E-Learning - Pedagogically Preferred Model
• Define knowledge level and learning paradigm
• Define granularity of factual knowledge
• Provide 'lean content/course-structure' (index, body, ..)
• Provide interactive elements (navigation, „learning-by-doing')
• Provide test and assessment procedures
• Provide e-communication facilities to break isolation
(e.g. mail, chat, discussion, collaboration tools)
• Set useful and stable links (glossaries, libraries, sites)
• Select suitable rich-media elements (print, audio, video)
• Provide pleasing, intuitive and motivating UI-design
• Plan for human-communication sessions (blended model)
• Develop e-Learning application on stable platforms
• Provide student-centered new learning experience
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8. Fast Evolution of Time- and Space-Independent
E-Learning - Conclusions
The classical knowledge development process in-
creasingly relies on digital technologies (e.g. research,
field experiments, publications and library services).
Classroom teaching, collaborative and individual
learning all tend towards web-oriented dependencies.
The pedagogically preferred model is the web-based,
interactive, rich-media, online course that is based
on de-facto standard design guidelines.
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9. Perception of E-Learning by ist Players
Educators:
Difficulties to Students:
move away from Generally in
„status-quo‟ favor of change
Lea rn ers
Quest ions&Answers
but against
Institutions: Tea ch er
Social environ ment
any reduction
Classroom Te aching
Limited budgets, (Conventional & Web-bas ed) of classroom
some understand events
the strategic Collaborative Le arning
importance (Conventional&Web-based)
Policy Makers:
Rich-Media Internet In support of
Industry:
accelerating
E-learning as Individual Le arning change
new qualification (Conventional&Web-based)
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10. Reorganization of Curricula Structures - The
Implementation of Layered Study Structures in Europe
(The „Bologna‟ Process)
The perception and acceptance of e-learning varies
amongst the various players and perspectives involved.
With the „Bologna‟ process under way, the acceptance and
use of e-learning resources gains further momentum
(structured module- and learning-units, blended learning).
Stronger top-down guidance is needed to accelerate
the acceptance of ICT resources in education
(driving forces from politics, institution, industry).
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11. Assessing E-Learning at the Nationa University
of Rwanda - A Summary
The structure that makes up a modern academic institution,
e.g. rectorate, faculties, chairs, administration, support
functions such as computer- and network-services, e-learning
centers as well as the professional competence encountered
all comply with common international levels and standards.
However, there is a severe, general lack of funding for
appropriate ICT infra-structure at large as well as the hiring
of additional human resources (e.g. ICT specialists, media-
didactics professionals, instructional technologists, etc.)
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12. Assessing E-Learning at the Nationa University
of Rwanda - A Summary
There is a common understanding and recommendation
that e-learning activities must continue in spite of
unsatisfactory ICT infra-structure and human
resources funding conditions.
All opportunities and efforts that will raise the level
of e-learning must be taken to contribute and
improve the access to higher education for all.
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13. Results of Introducing Blended
Learning
at the National University of Rwanda
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14. Situation at the National University of Rwanda - NUR
(May 2009)
Challenges
• More than 10.000 students and 520 lecturers and infrastructure for 4,000 students
• Lack of modern equipped library: now money → old books, no journals
• Lack of equipped science laboratories
• Lack of sufficient and equipped classrooms
• Lack of sufficient number of qualified teachers: 120 PhD holders, 31 Professors
and Associate Professors
• Low internet connection (bandwidth)
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15. Opportunities
Full support of Government to promote ICT in Rwanda and its educational system
Fiber optic installation in the whole country
Purchasing more computers for educational institutions ( now 2000 in NUR)
One Laptop Per Student Project at NUR: 7,000 students and all lecturers
Wireless connection covers the whole NUR campus (May 2009)
Installation of optic fiber in the whole country
Rwanda connected through optic fiber to the Mombasa submarine cable July 09,
increased bandwidth from 2MB to 50 MB
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16. ICT in teaching/learning at the NUR
Creation of a Center for Instructional Technology – CIT, Jan. 2004
Purchasing 500 new computers and installation of new computer labs (room of 20 –
80 computers) to be implemented by July 2009
Improved internet connectivity by installation of optic fiber at all NUR campuses
Introduction of blended learning approach of teaching/learning approach
Adoption of eLearning policy document prepared by the CIT
Adoption and installation of Moodle (LMS) on the NUR local server. More than 50
lectures have course modules on MOODLE
Intensive trainings of staff in basic IT Skills and usage of Moodle
Training in finding and using OERs (MERLOT, etc.)
Installing mirror sites of some OERs on NUR server (MIT Courseware,
HyperPhysics) and finding best links for specific subjects
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17. Blended learning + OERs practices at NUR
What are Open Educational Resources?
Learning content: Full courses, courseware, content modules, learning objects,
collections and journals (MIT OCW, MERLOT, Connexions,etc.)
Tools: Software to support the development, use, reuse and delivery of learning
content, including searching and organisation of content, content and learning
management systems, content development tools, and online learning
communities (Moodle, Sakai, Educommons, Wikis, etc.)
Implementation resources: Intellectual property licenses to promote open
publishing of materials, design principles of best practice and localize content
(Creative Commons,
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18. What is Blended learning?
“A combination of face-to-face and on-line delivery,” ( BECT)
Such a blend of e-learning and face to face based learning combines the any
time/pace/place advantages of online facilities and materials, often through a mix of
media, with opportunities for tutor support .
Scheme:
In class face to face introduction of new concepts and orientation
Online discussions in small groups, teacher as facilitator, chat, forum,
quizzes
In class face2face meeting teacher – students for further explanations
Many pedagogists have accepted that blended learning is about developing skills
and knowledge by engaging and challenging the learner in different ways.
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19. Blended learning + OERs usage for teaching Introductory
Phsics at the NUR (1st year compter science department
We used OERs as solution to the lack of library, laboratories, journals, etc.
Mainly used OERS
MERLOT (simulations, animations), http://merlot.org
MIT OCW for courses materials. http://www.ocw.nur.ac.rw/
mirror site
Phet for simulations. Free downloadable at
http://phet.colorado.edu/index.php
Hyper Physics for course materials. http://hyperphysics.phy-
astr.gsu.edu/hbase/HFrame.html. mirror site
And Other free courses found on the Web
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20. Blended learning in physics, 1st year
computer science department (2008, 2009)
Mainly used OERS
MERLOT (simulations, animations), http://merlot.org
MIT OCW for courses materials. http://www.ocw.nur.ac.rw/
mirror site
Phet for simulations. Free downloadable at
http://phet.colorado.edu/index.php
Hyper Physics for course materials. http://hyperphysics.phy-
astr.gsu.edu/hbase/HFrame.html. mirror site
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21. Students’ work organization
Students’ small groups work collaboratively on Moodle
small groups’ synchronous and asynchronous sessions of discussions + chat and
forum
Online readings and related questions posted on the platform
Answers to the questions are submitted before the next face to face lecture
Quizzes and feedback from the lecturer. also partially assessed on the platform.
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22. Assessment and Outcomes
Comparison of average marks obtained: 13,5 / 20 in blended learning using
OERs; while 11.2 / 20 in traditional classroom approach.
Increased student’s motivation, interest and better understanding of physics
concepts was observed.
85% of students expressed their satisfaction and preference of the new method
of teaching
Students gained new ICT skills and knowledge that hey can use in many other
conditions.
Students learned to work collaboratively and gained better social behaviour.
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23. Assessment and Outcomes
The results provide interesting information that can be used for further study on the
impact of blended learning mode combined with OERs on the quality of
undergraduate physics’ teaching at the University.
The results show the interest of using OERs to make physics teaching more
motivated and flexible without reducing learning benefits
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24. Thank you for your attention
Merci de votre aimable votre attention
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