This 12-week course covers the use of digital technology in the classroom and its impact on teaching methodology. Over the course of the semester, students will learn how to create digital presentations, video tutorials, online assessments, and design a web-based learning environment. They will apply these skills in their teaching practice and receive feedback. The course aims to establish how technology changes classroom dynamics and enables independent learning outside of class. Students will be continuously assessed through class participation, assignments, and the development of their web-based learning environment.
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
E-Learning applied to computer programming course design is a promising area of research. The student
having clear understanding of the programming constructs can apply it to solve various problems. Because
of limited time and availability, the instructor can go back to some extent to cover the weaknesses of their
students that hinder the understanding of the problems. As more lessons are covered, the weak students
become weaker in programming. To cope up with these problems an e-learning system is devised which the
student can use anywhere and at any time as a web application. It comprises of both tutoring and
assessment and also provides guiding the students to error correction using back-tracking technique to
refine the concepts and reattempt the programming problem.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
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A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
E-Learning applied to computer programming course design is a promising area of research. The student
having clear understanding of the programming constructs can apply it to solve various problems. Because
of limited time and availability, the instructor can go back to some extent to cover the weaknesses of their
students that hinder the understanding of the problems. As more lessons are covered, the weak students
become weaker in programming. To cope up with these problems an e-learning system is devised which the
student can use anywhere and at any time as a web application. It comprises of both tutoring and
assessment and also provides guiding the students to error correction using back-tracking technique to
refine the concepts and reattempt the programming problem.
This deck contains research collected from 249 respondents about how long it takes to create different formats of learning including instructor-led training materials, Level 1 eLearning (Basic), Level 2 (Interactive), Level 3 (advanced, simulations and games), and blended learning. The research is available as Creative Common meaning you are welcome to share the contents with anyone, as long as you list the source when referencing. Enjoy!
How Long Does it Take to Develop 1 Hour of e-Learning?Dianne Hope
A guide to help you estimate development time for e-Learning projects based on complexity of interactivity.
The Knowledge Project specialises in combining learning with technology to deliver high-quality, flexible e-Learning solutions in a timely manner and with a minimum of fuss.
Website: http://theknowledgeproject.com.au
Twitter: https://twitter.com/diannehope
Facebook: https://www.facebook.com/theknowledge...
If you found this SlideShare useful, please like and share.
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A Strategic Approach: GenAI in EducationPeter Windle
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. 1
Syllabus DLP-503-LEARNING TECHNOLOGIES.docx
Technical Trainers College Riyadh
Bachelor’s Programme: “Bachelor of Engineering Technology”,
“Bachelor of Business Administration”
Module: DLP-503 Didactics, Learning Technologies and Teaching Practice
Course: Learning Technologies (Trimester 5)
Syllabus
Module Descriptor
This unit is set over 12 weeks and sets out essential concepts and
skills relating to the use of digital technology in the classroom. It
sets out to establish how these new techniques change classroom
methodology and alter the teacher student relationship. It also
shows how teachers can provide the opportunity for students to
develop independent learning and allow learning to be guided and
facilitated outside the classroom.
Week Teaching Unit Content/Intended Learning Process/Assessment
1
3CH
Introduction to
blended learning and
digital technology in
the classroom
Looking at programme and unit outline and expectations
Student self introductions
Benefits and drawbacks of digital technology
Connection with other modules in TR5
Using ideas and techniques learnt here in this and later
modules
Assessment of Learning: students answer questions on how
methodology, teacher training and classroom manamgment play a
vital role in introducing new learning tools
2. 2
Syllabus DLP-503-LEARNING TECHNOLOGIES.docx
2
3CH
Mobile learning
(1)
Students develop on their use of synchronous and
asynchronous learning from earlier trimesters.
Other options are considered.
Assessment of Learning: students use this throughout the module
to communicate with each other and twith the teacherdiscusisng
the unit content
3
3CH
Digital presentations
(1)
This unit is set over 2 weeks and sets out essential concepts and
skills relating to alternative presentation methods.
By the end of this unit, students should be able to :
Adapt presentations to their audience
Use online software to create added interest and interaction
Use this in their ‘teaching practice 2’
Assessment of Learning: Start to understand through discussion
the need for new methods of presentation and sharing information
Begin and complete a ‘prezi’
4
3CH
Digital presentations
(2)
Explain the difference in presentation software
Students recognise the interest and level of their audience
Assessment of Learning:
Begin and complete a ‘powtoon’
3. 3
Syllabus DLP-503-LEARNING TECHNOLOGIES.docx
5
3CH
Video tutorials
(1)
This unit is set over 2 weeks and sets out essential concepts and
skills relating to independent learning and effective online and
outside classroom presentations and summaries of lesson content
By the end of this unit, students should be able to :
Understand the value of different approaches and different
styles of ‘video tutorials’ and use of ‘screen capture’
Use this in their ‘teaching practice 2’
Recognise the difference between good and bad
presentations
Assessment of Learning:
Discuss why this method of learning outside the classroom is
important. Why this technique is part of independent learning. Why
a visual summary of the lesson is important
Begin and complete a screen capture
6
3CH
Video tutorials
(2)
Be able to decide what is more suitable to their audience
Recognise their might be both benefits and drawbacks
Use this in their ‘teaching practice 2’
Assessment of Learning:
Begin and complete a video tutorial
4. 4
Syllabus DLP-503-LEARNING TECHNOLOGIES.docx
7
3CH
Online
assessment/survey
(1)
This unit is set over 2 weeks and sets out to see if teachers can
create interesting and stimulating online assessments though
questionnaires and the use of games.
By the end of this unit, students should be able to :
Understand the value of instant evaluation programmes
Use this in their ‘teaching practice 2’
Recognise how this might stimulate learning and knowledge
retention as well as classroom interaction
Assessment of Learning:
Discuss the potential for learning by showing examples and testing
students.
Create a online quiz game using quizlet and online test using
testmoz.com
8
3CH
Online
assessment/survey
(2)
Be able to decide what is more suitable to their audience
Use this in their ‘teaching practice 2’
Assessment of Learning:
Create a online survey
5. 5
Syllabus DLP-503-LEARNING TECHNOLOGIES.docx
9
3CH
Design a Web Based
Learning
Environment
(1)
This unit is set over 3 weeks and sets out essential concepts and
skills relating to creating a web site and understanding the
rationale of this in teaching and learning. This unit will show how
simple it is to create a standard web presence and upload lesson
content including feeds and links so students can access learning
and review class work 24/7. All the work form the previous weeks
should be upload and added to the WBLE
By the end of this unit, students should be able to:
Understand the concept of learning outside the classroom
Independent learning
Difference between a website and a WBLE
Assessment of Learning: Start to understand through discussion
the need for independent learning and how to motivate learning
outside the classroom
Begin to create a relevant WBLE to use in ‘teaching practice 2’
10
3CH
Design a Web Based
Learning
Environment
(2)
We take a look at the reasoning behind blended learning
options.
Discusses the change in classroom methodology and impact
on learning styles
Continue with creating a WBLE
Assessment of Learning: Class discussion and relate to ‘Didactics’
in TR5. Progress of WBLE
11
3CH
Design a Web Based
Learning
Environment
(3)
We take a look at the change in educational development in
Saudi Arabia; the spending on technology, teacher training
and infrastructure and their role in this new programme
Continue with creating a WBLE
Assessment of Learning: Class discussion and research on Saudi
educational development. Progress and content of WBLE
6. 6
Syllabus DLP-503-LEARNING TECHNOLOGIES.docx
12
3CH
Review of unit and
WBLE
In the last week time should be spent reviewing the processes
learnt, how they have linked with other areas in TR5 and how they
may be used later in the future modules and potentially the
bachelor thesis. In addition students should be allowed time if
possible to present their work to their peers for feedback and
constructive understanding
Assessment Plan for DLP-503
Ongoing Classroom participation and online discussion 10%
Digital presentations 20%
Video tutorials 20%
Online assessment/survey
20%
Designing a WBLE 30%
TOTAL 100.00%