Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/41024.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This document discusses e-learning at Universiti Putra Malaysia (UPM). It covers various topics related to online teaching and learning methodology including learning styles of students, choosing teaching methods, online teaching approaches, and assessment methods. It also provides examples of student-centered learning approaches and questions frequently asked about online learning. Tutorials and guides are available on the university's learning management system, online learning tools, and conducting video conferences. The document promotes technology-enhanced active learning and references various teaching and learning awards and competitions held at UPM.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Blended learning combines multiple learning approaches, including traditional classroom learning and technology-based learning. It uses a combination of different modes of delivery, teaching models, and learning styles. A common example is providing introductory content in a classroom setting, followed by additional online materials. Blended learning aims to blend the strengths of in-person and online learning to create an optimal learning experience.
The document discusses several ways that artificial intelligence is being used in education, including intelligent tutoring systems that can diagnose student errors and misconceptions, intelligent support for collaborative learning through tools like adaptive group formation and intelligent virtual agents, and intelligent virtual reality applications for education. It also notes that AI is being used for automated essay grading and assessment, and that AI assistants created by Anthropic and IBM's Watson are being deployed by universities to answer student questions. The use of AI in education has the potential to personalize learning for each student and help address issues like summer melt through the use of conversational agents.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This document discusses e-learning at Universiti Putra Malaysia (UPM). It covers various topics related to online teaching and learning methodology including learning styles of students, choosing teaching methods, online teaching approaches, and assessment methods. It also provides examples of student-centered learning approaches and questions frequently asked about online learning. Tutorials and guides are available on the university's learning management system, online learning tools, and conducting video conferences. The document promotes technology-enhanced active learning and references various teaching and learning awards and competitions held at UPM.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Blended learning combines multiple learning approaches, including traditional classroom learning and technology-based learning. It uses a combination of different modes of delivery, teaching models, and learning styles. A common example is providing introductory content in a classroom setting, followed by additional online materials. Blended learning aims to blend the strengths of in-person and online learning to create an optimal learning experience.
The document discusses several ways that artificial intelligence is being used in education, including intelligent tutoring systems that can diagnose student errors and misconceptions, intelligent support for collaborative learning through tools like adaptive group formation and intelligent virtual agents, and intelligent virtual reality applications for education. It also notes that AI is being used for automated essay grading and assessment, and that AI assistants created by Anthropic and IBM's Watson are being deployed by universities to answer student questions. The use of AI in education has the potential to personalize learning for each student and help address issues like summer melt through the use of conversational agents.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Moodle is an open-source learning management system that allows easy creation and management of online courses. It provides features for adding course content, facilitating discussions, assessing students, tracking progress, and managing users. Moodle has a modular design that makes it flexible and customizable for different educational and training needs.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
The document discusses the foundations of educational theory for online learning. It argues that effective online learning is influenced more by instructional strategy and design than the delivery technology. While technologies provide access to materials, it is how the content is designed and delivered that impacts learning. The document reviews different learning theories like behaviorism and constructivism that can inform online instruction. It proposes a model for developing online learning that integrates various theories to guide design. Specifically, online materials should motivate learners, facilitate interaction and feedback, and support learners during the process.
This document provides an overview of the Moodle learning management system (LMS). Moodle is an open-source LMS that allows for easy creation of online courses. It has intuitive interfaces for both instructors and students. Moodle features a variety of modules that can be added to courses, such as forums, assignments, quizzes, and resources. It also includes tools for managing learners, including participant profiles, grouping, calendars, and grading. Moodle aims to promote learner involvement through its constructivist approach to online education.
Implement a workshop aimed at teachers who range from 22 to 60 years of age, who belong to the basic level of secondary education of the public system, who are interested in finding different strategies to transmit knowledge to students through virtual learning.
The educational modality will be e-learning so that teacher training is flexible on time and the purpose will be the inclusion of technology as a tool to cover curricular contents and for students to learn the thematic contents in a fun way.
The workshop will guide teachers in mediating their pedagogical practice through Information and Communication Technologies, through the use of Virtual Teaching and Learning Environments. The teacher will be invited to enter the paths of the new Distance Education where they will find the means and tools to recognize it and distinguish it from other educational modalities. Emphasis will be placed on how to incorporate the tools in their planning and then elaborate their own technological-pedagogical proposals for virtual training with quality.
The use of enriched teaching strategies with technological tools will be potentiated so that the teacher applies them in a creative way with his students and thus generates a true change in learning. Another important aspect is that the teacher will evaluate the relevance of each teaching strategy taking into account the characteristics of the group and thus decide which one best responds to our needs.
The document introduces Moodle, an open-source learning management system that provides easy course creation and management tools. Moodle allows instructors to easily add content and activities to engage learners, while providing comprehensive learner tracking and assessment features. The document highlights how Moodle's modular design and active user community make it a flexible and affordable alternative to proprietary online learning solutions.
This document discusses educational technology. It defines educational technology as using technology to address educational needs and problems, with an emphasis on applying tools like computers. It discusses Edgar Dale's Cone of Experience, which presents different types of instructional materials. It also discusses principles for selecting and using instructional materials effectively, and the role of information technology in educational technology. It presents conceptual models of learning like meaningful learning. Overall, the document provides an overview of key concepts and approaches in educational technology.
This course is designed to introduce both traditional and innovative technologies and foster meaningful and efficient learning. Students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. Demonstrate skills in developing teacher support materials as well as production of technology – based outputs in the various content areas in the K – 12 program.
Moodle est une plate-forme d'apprentissage en ligne (en anglais : Learning Management System ou LMS) sous licence libre servant à créer des communautés s'instruisant autour de contenus et d'activités pédagogiques. Le mot « Moodle » est l'abréviation de Modular Object-Oriented Dynamic Learning Environment : « Environnement orienté objet d'apprentissage dynamique modulaire »
The document introduces Moodle, an open-source learning management system that provides easy tools for educators to create online courses, track learner progress, and promote student engagement; it highlights Moodle's intuitive interface, modular design that allows for flexible course customization, and active support community; additionally, the document provides examples of Moodle's course creation, content, and learner management features.
This blended learning lesson plan teaches 7th grade students about angles and their types. The plan uses stations for students to rotate between different online and offline activities. Station 1 introduces different angle types. Station 2 has a video explaining how to draw angles. Station 3 has students practicing drawing angles. Station 4 has a Khan Academy video for students to watch. Station 5 has students labeling angle parts. The plan aims to help students understand angles through exploration of online resources and hands-on activities at their own pace with teacher support.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
The document discusses a research study that assessed the impact of interactive video on e-learning effectiveness. The study compared learning outcomes and satisfaction across four learning settings: 1) e-learning with interactive video, 2) e-learning with non-interactive video, 3) e-learning without video, and 4) traditional classroom. Based on constructivist learning theory and cognitive information processing theory, the study hypothesized that interactive video would enhance understanding and improve learning effectiveness. The results supported this, finding that interactive video led to better learning outcomes and satisfaction than non-interactive video or no video. However, the study had limitations and its findings may vary by other factors like content, learners, and instructors.
Critical Literature Review on Chatbots in Educationijtsrd
This document presents a critical literature review on the use of chatbots in education. It summarizes several previous studies that explored how chatbots can be used to provide personalized learning, conduct assessments, and ease the tasks of teachers. Chatbots were found to customize learning for each student, identify weak areas and adapt to their learning styles. They also conducted quizzes and provided immediate feedback. This allowed for one-on-one attention at scale. Chatbots helped increase interaction in online courses and simplified teacher tasks, allowing them to focus on other duties. Overall, the literature showed that chatbots provided benefits to both students and teachers in educational contexts.
The document discusses user-generated content (UGC) as a path for learning. It describes a study where students researched the topic of "Safety and Internet" by collecting information, designing blogs, and building an eLearning course using the collected materials. Students perceived the collaborative UGC strategy as useful for increasing their knowledge and considered it promoted easier learning. However, the document notes that thousands of academic works created as UGC are lost each year, and making this content available in open repositories could turn it into open educational resources (OER) for broader use and reuse in learning.
Este documento discute o valor do e-learning nas organizações. Apresenta definições de e-learning e descreve como ele pode ser usado para formação estruturada, gestão do conhecimento e comunidades de prática. Também discute como repositórios de conteúdo, experts internos e aprendizagem organizacional contribuem para o valor do e-learning.
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
Moodle is an open-source learning management system that allows easy creation and management of online courses. It provides features for adding course content, facilitating discussions, assessing students, tracking progress, and managing users. Moodle has a modular design that makes it flexible and customizable for different educational and training needs.
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
The document discusses the foundations of educational theory for online learning. It argues that effective online learning is influenced more by instructional strategy and design than the delivery technology. While technologies provide access to materials, it is how the content is designed and delivered that impacts learning. The document reviews different learning theories like behaviorism and constructivism that can inform online instruction. It proposes a model for developing online learning that integrates various theories to guide design. Specifically, online materials should motivate learners, facilitate interaction and feedback, and support learners during the process.
This document provides an overview of the Moodle learning management system (LMS). Moodle is an open-source LMS that allows for easy creation of online courses. It has intuitive interfaces for both instructors and students. Moodle features a variety of modules that can be added to courses, such as forums, assignments, quizzes, and resources. It also includes tools for managing learners, including participant profiles, grouping, calendars, and grading. Moodle aims to promote learner involvement through its constructivist approach to online education.
Implement a workshop aimed at teachers who range from 22 to 60 years of age, who belong to the basic level of secondary education of the public system, who are interested in finding different strategies to transmit knowledge to students through virtual learning.
The educational modality will be e-learning so that teacher training is flexible on time and the purpose will be the inclusion of technology as a tool to cover curricular contents and for students to learn the thematic contents in a fun way.
The workshop will guide teachers in mediating their pedagogical practice through Information and Communication Technologies, through the use of Virtual Teaching and Learning Environments. The teacher will be invited to enter the paths of the new Distance Education where they will find the means and tools to recognize it and distinguish it from other educational modalities. Emphasis will be placed on how to incorporate the tools in their planning and then elaborate their own technological-pedagogical proposals for virtual training with quality.
The use of enriched teaching strategies with technological tools will be potentiated so that the teacher applies them in a creative way with his students and thus generates a true change in learning. Another important aspect is that the teacher will evaluate the relevance of each teaching strategy taking into account the characteristics of the group and thus decide which one best responds to our needs.
The document introduces Moodle, an open-source learning management system that provides easy course creation and management tools. Moodle allows instructors to easily add content and activities to engage learners, while providing comprehensive learner tracking and assessment features. The document highlights how Moodle's modular design and active user community make it a flexible and affordable alternative to proprietary online learning solutions.
This document discusses educational technology. It defines educational technology as using technology to address educational needs and problems, with an emphasis on applying tools like computers. It discusses Edgar Dale's Cone of Experience, which presents different types of instructional materials. It also discusses principles for selecting and using instructional materials effectively, and the role of information technology in educational technology. It presents conceptual models of learning like meaningful learning. Overall, the document provides an overview of key concepts and approaches in educational technology.
This course is designed to introduce both traditional and innovative technologies and foster meaningful and efficient learning. Students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. Demonstrate skills in developing teacher support materials as well as production of technology – based outputs in the various content areas in the K – 12 program.
Moodle est une plate-forme d'apprentissage en ligne (en anglais : Learning Management System ou LMS) sous licence libre servant à créer des communautés s'instruisant autour de contenus et d'activités pédagogiques. Le mot « Moodle » est l'abréviation de Modular Object-Oriented Dynamic Learning Environment : « Environnement orienté objet d'apprentissage dynamique modulaire »
The document introduces Moodle, an open-source learning management system that provides easy tools for educators to create online courses, track learner progress, and promote student engagement; it highlights Moodle's intuitive interface, modular design that allows for flexible course customization, and active support community; additionally, the document provides examples of Moodle's course creation, content, and learner management features.
This blended learning lesson plan teaches 7th grade students about angles and their types. The plan uses stations for students to rotate between different online and offline activities. Station 1 introduces different angle types. Station 2 has a video explaining how to draw angles. Station 3 has students practicing drawing angles. Station 4 has a Khan Academy video for students to watch. Station 5 has students labeling angle parts. The plan aims to help students understand angles through exploration of online resources and hands-on activities at their own pace with teacher support.
Part 1 challenges presentation (josmar borg)Josmar Borg
The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.
The document discusses a research study that assessed the impact of interactive video on e-learning effectiveness. The study compared learning outcomes and satisfaction across four learning settings: 1) e-learning with interactive video, 2) e-learning with non-interactive video, 3) e-learning without video, and 4) traditional classroom. Based on constructivist learning theory and cognitive information processing theory, the study hypothesized that interactive video would enhance understanding and improve learning effectiveness. The results supported this, finding that interactive video led to better learning outcomes and satisfaction than non-interactive video or no video. However, the study had limitations and its findings may vary by other factors like content, learners, and instructors.
Critical Literature Review on Chatbots in Educationijtsrd
This document presents a critical literature review on the use of chatbots in education. It summarizes several previous studies that explored how chatbots can be used to provide personalized learning, conduct assessments, and ease the tasks of teachers. Chatbots were found to customize learning for each student, identify weak areas and adapt to their learning styles. They also conducted quizzes and provided immediate feedback. This allowed for one-on-one attention at scale. Chatbots helped increase interaction in online courses and simplified teacher tasks, allowing them to focus on other duties. Overall, the literature showed that chatbots provided benefits to both students and teachers in educational contexts.
The document discusses user-generated content (UGC) as a path for learning. It describes a study where students researched the topic of "Safety and Internet" by collecting information, designing blogs, and building an eLearning course using the collected materials. Students perceived the collaborative UGC strategy as useful for increasing their knowledge and considered it promoted easier learning. However, the document notes that thousands of academic works created as UGC are lost each year, and making this content available in open repositories could turn it into open educational resources (OER) for broader use and reuse in learning.
Este documento discute o valor do e-learning nas organizações. Apresenta definições de e-learning e descreve como ele pode ser usado para formação estruturada, gestão do conhecimento e comunidades de prática. Também discute como repositórios de conteúdo, experts internos e aprendizagem organizacional contribuem para o valor do e-learning.
Elearning importancia da_comunicacao_e_colaboracaoNeuza Pedro
O documento discute a importância da comunicação e colaboração online no e-learning. Apresenta ferramentas como blogs, wikis e plataformas que facilitam a colaboração. Também discute padrões de comunicação em fóruns, como a espiral do silêncio, e as habilidades necessárias para as novas gerações se comunicarem online.
Avaliação Online das Aprendizagens, Mestrado em TIC e Educação e Mestrado em Tecnologias e Metodologias em E-learning. Instituto de Educação da Universidade de Lisboa
O documento identifica fatores motivacionais para o uso de TIC na educação, explora o potencial das tecnologias móveis no contexto escolar, e discute concepções de alunos sobre TIC e práticas docentes.
This document discusses how today's youth, often referred to as "digital natives", interact with and learn through digital technologies in ways that are very different than previous generations. It notes that digital natives read blogs instead of newspapers, meet each other online first before in person, get their music online and illegally, and are more likely to communicate through instant messages than phone calls. Their social lives and civic activities are heavily mediated through digital tools. The document suggests educators need to understand these generational differences and how digital natives' skills developed through technologies could be better supported in education.
O documento discute três estudos sobre o impacto das Tecnologias de Informação e Comunicação (TIC) no desempenho educacional dos alunos. Os estudos encontraram que: 1) o uso de TIC tem um impacto positivo no desempenho, especialmente na escola primária e na língua materna; 2) alunos com mais acesso a TIC têm melhores resultados acadêmicos; 3) escolas melhor equipadas com TIC têm melhores resultados do que escolas com menos equipamentos.
O documento discute o desenvolvimento profissional dos professores e o uso das tecnologias de informação e comunicação (TIC) no ensino. Ele explora como os professores aprendem a ensinar, que tipo de aprendizagem eles proporcionam aos alunos, e como as TIC podem ser usadas para instruir, ensinar e apoiar a aprendizagem dos alunos. O documento também discute os diferentes estágios de adoção das TIC pelos professores e como as TIC podem ser usadas para colaboração entre pares no desenvolvimento profission
Este documento discute as linguagens do discurso escrito, especificamente cartazes. Apresenta as características essenciais do discurso escrito, como ser bidimensional e em qualquer suporte. Também lista os tipos de linguagens escritas e suportes, e discute a adequação da linguagem ao público e a categorização de cartazes de acordo com suas finalidades, como informativos, educacionais e publicitários.
O documento discute a visão de 2009 para comunidades escolares em rede, incluindo a organização de recursos educacionais digitais e o apoio a formas alternativas de ensino. Também aborda a realidade de 2010 com a dimensão colaborativa entre vários atores e a complementaridade entre portais, sistemas de gestão de aprendizagem e ferramentas da Web 2.0. Por fim, apresenta o plano de desenvolvimento de funcionalidades para o portal visando expandir os serviços e recursos disponíveis para a comunidade escolar.
Ambientes online e avaliação no ensino superiorNeuza Pedro
O documento discute a avaliação em ambientes online no Ensino Superior, notando que enquanto há demanda por inovação, a avaliação permanece. Aborda como combater a inércia e falta de legitimidade da avaliação online através de complexificação, diversificação e melhor conhecimento dos estudantes. Sugere uma abordagem sistêmica de avaliação ao longo de todo o processo.
Avalicao online aprendiz: avaliacao da avaliacaoNeuza Pedro
O documento discute critérios para avaliar a qualidade de instrumentos de avaliação, incluindo quem, o que, como, quando e para que avaliar. Apresenta indicadores como relevância, equilíbrio, objetividade e dificuldade que devem ser considerados ao construir instrumentos de avaliação válidos e confiáveis.
O documento discute o conectivismo, uma nova teoria da aprendizagem que propõe que o conhecimento é distribuído através de redes de conexões e que aprender consiste na habilidade de construir e navegar por essas redes. O conectivismo parte de 5 princípios centrais: 1) o conhecimento é co-construído e distribuído, 2) a aprendizagem ocorre através da formação de novas redes neuronais, conceituais e externas, 3) foca no aprendiz
The document discusses e-training of teachers and trainers in Europe. It begins by defining the territory, noting the importance of teacher training given their role in modern societies. It then outlines three main innovation paradigms in teacher training: 1) a vision for a well-qualified, lifelong learning profession; 2) goals of the Lisbon Agenda to improve education systems; 3) trends promoting continuous training through peer learning, schools as learning organizations, and school-company partnerships. The document analyzes what was hoped for through initiatives like eLearning and what progress actually occurred, including increased access to technology in schools and the development of projects and networks. Present challenges in using ICT for e-training are also discussed.
Elearning e Ensino superior: importancia da qualificação docenteNeuza Pedro
Este documento discute o impacto da formação e qualificação docente no uso de tecnologias no ensino superior. Resume que a participação em vários workshops de formação tecnológica promove o desenvolvimento de competências digitais e maior uso das tecnologias no apoio ao ensino, enquanto uma ou duas sessões não mostram diferenças significativas. A formação deve equilibrar as dimensões técnica e pedagógica para melhorar as práticas de ensino e pesquisa.
1) O documento discute metodologias de ensino a distância e fatores de sucesso para o desenho de cursos.
2) É analisado o conceito de ensino a distância ao longo do tempo, desde o envio de materiais por correio até a realidade virtual.
3) Fatores cruciais incluem escolher o público-alvo, conteúdos, modelo pedagógico, tecnologia e tutoria adequados.
Este documento descreve um programa de formação em ferramentas digitais para professores, incluindo objetivos, eixos de atuação, materiais, workshops, parcerias, eventos, plataforma online e indicadores de participação.
The document discusses evaluating e-learning programs. It describes evaluating at different levels, from student satisfaction to organizational results. Micro and macro perspectives of evaluation are presented. Common evaluation tools include questionnaires, interviews, and forums. Key aspects to evaluate include student satisfaction, learning outcomes, abilities application, and organizational impact. Frameworks like Kirkpatrick's are referenced for guiding evaluation.
Tecnologias, Educacao, Ensino Superior: Areas de investigacao 2012 13Neuza Pedro
O documento identifica fatores motivacionais para o uso de TIC na educação e explora o potencial e riscos das tecnologias móveis no contexto escolar. Também discute comunicação online e e-learning no ensino superior, incluindo modelos de implementação, qualificação docente e avaliação. Por fim, aborda avaliação online das aprendizagens.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
Applying language learning theories to the use of virtual classroom in teaching literature –a pilot study
John Dewey, Jean Piaget, and Audrey Gray are some of the proponents of Constructivism. Constructivism represents a paradigm shift from education based on behaviourism to education based on cognitive theory. Behaviourist model for instructional design develops a set of instructional sequences having predefined outputs which are used for subject development. Cognitive theory concentrates on the conceptualization of students’ learning processes and exploration of the way information is received, organized, retained and used by the brain (Thompson et al, 1996).
Gagnon and Collay (1999) state that in constructivist paradigm, knowledge is constructed by learners during (1) active learning, (2) making their own representation of action, (3) conveying meaning to others, and (4) explaining things they don‘t understand completely. At the minimum, a learning environment contains: the student and a setting or space wherein the student acts, uses tools and devices, collects and interprets information, interacts with others, etc. (Wilson, 1996)
According to constructivists, knowledge is not received from the outside or from someone else; it is the individual student’s interpretation and processing of what is received through the senses that creates knowledge. Students should be allowed to construct knowledge rather than being given knowledge through instruction (Duffy & Cunningham, 1996).
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
1. The document discusses the process of designing and developing e-content using the ADDIE model of instructional design.
2. The ADDIE model consists of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. In the analysis phase, learner needs and goals are analyzed. The design phase involves defining learning objectives and structuring content.
3. In the development phase, a storyboard is created to script the course content. The implementation phase distributes materials to learners. Formative and summative evaluations are conducted in the evaluation phase to assess effectiveness.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
The document summarizes a study on reducing energy consumption in New Zealand through the use of an educational wiki project. Students in a class of 29 worked on developing a wiki to discuss New Zealand's energy issues and propose innovative solutions. The aims of the project were to improve the students' information literacy skills and demonstrate key competencies outlined in the New Zealand curriculum. The wiki project allowed students to learn collaboratively while developing important 21st century skills needed to address complex issues like energy consumption.
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Drug Education Centre VLE by Group C MITE 6034 Term 1 2013jimmyj14tm
This document summarizes a virtual learning environment designed for a drugs education course for students aged 12-13. The VLE includes 4 rooms covering different drug-related topics. Students complete activities using web 2.0 tools like blogs, mind maps, and videos. Upon completing tasks, students will understand drugs, types of drugs and effects, dangers of abuse, and prevention strategies. The VLE aims to educate students early through collaboration, critical thinking, and creativity.
Using Social Media and Apps in Teaching and LearningClaudia Megele
This document outlines a presentation on using social media and video apps to enhance teaching and learning. It discusses how these tools can increase student engagement by facilitating faster feedback and interactions. Various apps are presented that have been used at different levels to formatively and summatively assess students. Feedback from students was positive, finding the tools helped them better understand content and receive feedback in a familiar media format. The conclusion discusses using video feedback as a potential technique for summative assessments and notes students felt more engaged through the modern approach.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
1) The document describes the redesign of a multimedia lesson plan based on feedback and applying principles from effective multimedia instruction. Bloom's Taxonomy was used to develop new educational objectives that evaluate how computer-mediated communication (CMC) can enhance classroom interaction and collaboration.
2) The redesigned lesson plan includes an interactive PowerPoint presentation on collaborative tools, followed by a quiz. A group activity enhances interactivity and collaboration between students. An end-of-module reflection promotes critical thinking.
3) Feedback suggested shortening an included video to avoid overwhelming cognitive load. The PowerPoint was also set to play mode to fully engage learners in the materials.
A Constructivist Approach to Teaching Media Studies Using Google Drive..pdfJennifer Strong
This document discusses using Google Drive tools to facilitate a constructivist approach to teaching a grade 11 media studies course online. It begins by outlining the unit's objectives and expectations, which focus on understanding, deconstructing, and producing various media texts. It then discusses learning theories that inform the design of the Google Online Learning Environment (GOLE), including social constructivism and the importance of interaction. Finally, it explains how specific Google Drive tools can provide affordances to support constructivist learning activities by allowing for collaboration and participation in communities of practice.
This document proposes 10 innovations in teaching, learning, and assessment:
1. Massive open social learning aims to engage thousands of learners in online discussions and projects to build shared knowledge.
2. Learning design informed by analytics uses data on learner activities to evaluate and improve course design in an iterative process.
3. Flipped classroom moves direct instruction outside the classroom, using class time for activities that develop critical thinking skills.
4. Bring your own devices changes the relationship between students and teachers as students bring their own technologies and learning networks to school.
5. Learning to learn teaches students to become effective, self-determined learners who can manage their own learning processes and reflect on how to improve.
Utilization of Digital Camera Simulation MediaAM Publications
This document summarizes a study that investigated using digital camera simulation media to improve students' understanding of key photography concepts. The study was conducted over two cycles with 47 students. Results from pre-testing found students averaged 40.1% understanding. After the first cycle using simulations, the average increased to 68.55%. The second cycle extended simulation time, which further increased understanding, with students averaging 83.57%. The study concluded that digital camera simulations are effective for improving students' comprehension of concepts like aperture, shutter speed, and ISO.
Jones (2020) Engaging learners with team-based learning (TBL)Brent Jones
This document summarizes an action research project that tested augmenting a project-based learning curriculum with elements of team-based learning. The project involved 28 students in a Beer Industry Project class. It describes the key principles and instructional methods of project-based learning and team-based learning. It then provides a week-by-week overview of how the class was structured, including introducing content through videos and readings, having students complete individual and team readiness assurance tests to check their understanding, forming permanent project teams, and having team application activities and discussions. The goal was to improve learner engagement with the out-of-class assignments and address the wide range of student proficiency levels through the team-based learning approach.
The document describes an instructional unit created for an 8th grade science teacher to teach mitosis and meiosis. The unit was designed to address problems of lack of student engagement, a content gap, and meeting diverse learner needs. It utilized Google Classroom for collaborative learning and a WordPress site for blended learning. The unit spans 4 weeks and aligns to state standards and 5E instructional methods. It provides student choices and supports to investigate sub-topics and complete final projects, drawing on research about the benefits of student-centered and technology-integrated approaches.
Este documento discute estratégias para ensino e aprendizagem online no contexto da COVID-19. Aborda 1) as diferenças entre ensino a distância e online, 2) se os alunos são nativos digitais, 3) ferramentas digitais, 4) como conduzir sessões online, 5) avaliação online, e 6) cuidados a ter. O objetivo é fornecer orientações práticas para professores adaptarem seus métodos de ensino ao ambiente virtual.
Este documento descreve uma oficina de formação sobre implementação de TIC em laboratórios escolares. A oficina inclui discussões sobre como usar TIC para ensinar e aprender, tipos de aprendizagem apoiados por TIC, e fatores-chave para integrar TIC com sucesso. Os participantes refletirão sobre como usam TIC em suas aulas e o que gostariam de aprender.
Este documento discute como o marketing de grandes marcas influencia a percepção e decisões de compra dos consumidores. Aborda como fatores como qualidade, confiança, moda e status motivam a preferência por grandes marcas, mesmo quando seus produtos não acompanham necessariamente a alta dos preços. A influência também varia conforme a faixa etária, sendo os mais jovens potencialmente mais suscetíveis.
1) O documento discute os resultados de um projeto que forneceu tablets a alunos e professores para uso na sala de aula.
2) Os alunos relataram maior motivação para aprender, mas poucos professores ou alunos relataram que aprenderam mais com os tablets.
3) Embora os tablets possam melhorar o envolvimento dos alunos, há pouca evidência de que melhorem diretamente os resultados escolares.
Apresentação que suportou a conferência "Os desafios prementes da educação ...no Sec XXI" realizada no Congresso do AE Prof Agostinho da SIlva, de Vale de Cambra, Sintra, em Julho 2015
O documento apresenta uma análise da problemática da indisciplina escolar, definindo o constructo de indisciplina e analisando causas, comportamentos perturbadores, a importância da gestão da sala de aula e estratégias de intervenção.
Este documento descreve vários mestrados em educação oferecidos pela Universidade Católica, incluindo Educação da Infância, Informática Educacional, Organização e Gestão Escolar e Supervisão Pedagógica. Fornece detalhes sobre os objetivos, estruturas curriculares e coordenadores de cada mestrado.
O documento lista os cursos e disciplinas de dois mestrados em Ciências da Educação oferecidos pela Faculdade de Ciências Humanas em 2013/2014: Mestrado em Ciências da Educação com especialização em Informática Educacional e Mestrado em Supervisão Pedagógica. As disciplinas incluem temas como gestão escolar, avaliação institucional, TIC na educação, psicologia da aprendizagem e supervisão pedagógica. Informações adicionais podem ser encontradas no site listado.
O documento lista os responsáveis pedagógicos por quatro cursos de mestrado em ciências da educação na Universidade Católica Portuguesa, fornece informações de contato e exibe testemunhos de quatro egressos sobre suas experiências positivas nos cursos.
[1] O documento discute as tecnologias da informação e comunicação (TIC) na sala de aula e como podem ser usadas para inovar a aprendizagem. [2] Aborda os desafios dos professores em integrar as TIC e desenvolver novas competências digitais. [3] Defende que as TIC podem ser usadas para instruir, ensinar e apoiar a aprendizagem dos alunos de forma a promover novas literacias para o século XXI.
O documento descreve um estudo sobre o impacto de um mestrado em Informática Educacional nas competências dos alunos no local de trabalho. O estudo avaliou a satisfação dos alunos com o curso, as aprendizagens adquiridas e a aplicação das novas competências. Os resultados mostraram altos níveis de satisfação e perceção da utilidade das novas competências no trabalho e nas práticas pedagógicas dos alunos.
Este documento fornece um resumo de uma formação sobre o uso pedagógico da plataforma Moodle para professores. A formação discute conceitos de e-learning, o potencial do Moodle para organizar cursos presenciais de forma colaborativa, e demonstra exemplos de testes de avaliação na plataforma.
Este documento apresenta os seguintes pontos principais:
1) Apresenta os objetivos e metodologia de um estudo de caso realizado numa escola do distrito do Porto para compreender as percepções dos alunos sobre a Internet.
2) Explica que o estudo envolveu alunos dos 5o, 7o e 10o anos através de questionários, visando identificar práticas de uso da Internet e perceções sobre riscos e oportunidades.
3) Aponta que os resultados obtidos no estudo local serão comparados com pesquisas nacion
As TIC podem ser usadas de diferentes formas na educação, desde substituir o professor até apoiar a aprendizagem dos alunos. É importante que os professores desenvolvam novas competências digitais para usarem as TIC de forma a motivar e ensinar os alunos, levando-os a diferentes níveis de aprendizagem segundo o modelo de Gagné.
Este documento discute User Generated Content (UGC), definido como conteúdo criado e compartilhado livremente por estudantes ou professores sem passar por revisão formal. O documento explica que UGC não é um produto final, mas sim um caminho de aprendizagem através de atividades e compartilhamentos. Também descreve um exemplo de produção de UGC em cinco fases, incluindo coleta de informações, organização, desenvolvimento de um curso online e avaliação.
O documento discute o uso das tecnologias digitais na educação. Apresenta diferentes perspectivas sobre como professores e alunos usam a internet e dispositivos móveis, incluindo a ideia de "nativos digitais". Também discute padrões para competências digitais de professores e como as ferramentas digitais podem ser integradas em estratégias de ensino de diferentes níveis.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
User generated content
1. User Generated Content - a path or a resource for learning? 1
José Reis Lagarto
Faculdade de Ciências Humanas
Universidade Católica Portuguesa
Abstract
In this article is described an experience done in a class of post-graduation students that used a User Generated
Content (UGC) strategy through their course for achieve their learning. This case study was used as pilot experience
in a European project - Concede (Content Creation Excellence through Dialogue in Education).
The project deals with the content generated by users in Higher Education and its impact in learning.
The concept of UGC used in Concede project is initially discussed, and all the steps conducting to the final
evaluation are described here.
A set of activities were proposed to 14 students, grouped in 3 different groups. They should analyse, collect and
manage information in order to produce a blog, a presentation and an eleaning course on the subject of “Safety and
Internet”.
The subject was not well known by students (teachers of basic and secondary schools in continuous training).
The ICT tools proposed neither. So it was a big challenge for the major part of them and, at the end, their conclusion
was that this approach to learning is much more frightening but effective than others that they have experienced.
Key words: user generated contents, elearning, ICT in education
Introduction
The User Generated Content is a concept, now being studied, but is widely used in schools, without which it has
given a specific name. The awareness that one learns better when it does something turns out to be the starting
point for the analysis of this learning strategy.
In order to study and understand the importance that today has the use of UGC in higher education was designed the
CONCEDE, an European project that associates a set of European institutions related on higher education,
professional training and content production.
With the so called web2.0 there is a huge amount of information available and the old paradigm of teaching and
learning should shift. People are not anymore only consumers but, in general, they are able to produce their own
information. These possibilities are quite interesting but bring a new kind of problems related on credibility of data,
intellectual property rights, piracy and other related issues.
So, if we speak about user generated contents within a HE context we should take care of all these problems around.
"Content is generally viewed as something that learners need to cognitively consume in order to learn. Here, inside
this concept, content can be created through the process of learning, not only in advance of learning" (Siemens, G.
&Tittenberger, P. 2009. p.2).
Concept
In general, UGC is all kind of content design and created by users. Anyway some conditions exist to consider the
content produced as a real UGC.
OCDE (2007) proposes a broad definition, having in mind three dimensions:
- Publication and sharing - the content has to be on a public accessible website or on a page on a social
networking site accessible to a select group of people;
Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T.
1
Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/41024.
1
2. - Creative effort - users must make a certain effort to create or recreate content and add their own value to it;
- Creation outside of professional routines and practices: UGC is created within a non-professional context
without expectation of remuneration or profit.
This definition allows saying that the following examples are UGC: blogs, wikis, social network sites, videos, video
games, different websites of knowledge sharing, etc.
For the Concede consortium UGC was defined as content that is created and shared freely by University students
and/or teachers and has not been done through a process of formal peer review.
This definition of UGC allows us to design strategies related to much more the process and not in the final products.
The important here, when using UGC concept or methodolgy, it is not really the content, but the path, strategies,
activities and other work that leads to learning achievement
The learning is achieved by users during all the building processes of the content, from the research phase till the
presentation to the class, for evaluation purposes.
Objectives
When the UGC is used as strategy for learning, the teacher assumes a constructivist approach for the learning of his
students. This approach can be seen in an individual way or using also collaborative ways for produce learning.
So, learning by doing, learning by solving problems, learning by design and create contents are a very important
way to improve knowledge. When these strategies are implemented, the student feels more confident and more
comfortable in their work and the learning is more effective.
The activity of content generation should have a permanent evaluation that can be done in a formative way, by
peers. In the case of students work, this evaluation should be done by the teacher and by the classmates.
At the end of building process, the presentation, analysis and evaluation of the UGC should be done in face to face
sessions. Peers and teachers should discuss the results having in mind the initial framework proposed.
Strategies of UGC development
In this section we present the strategy used in this case study, within a class of 14 post-graduation students in
Educational Sciences, in Portuguese Catholic University.
The subject used for the case study was "Safety in Internet".
The development of overall strategy is based on different phases, setting the scene, individual research and posting,
production of a structured document, development of training elearning course and evaluation
Phase one - Setting the scene
The development of UGC in a Higher Education environment can be designed using proposals of work where
objectives, resources and time allocated are clearly identified and discussed with the students.
A short example is shown in Figure 2Figure 2.
Figure 1 - Activities proposed to students in the subject “Safety in Internet”
2
3. Phase 2 - Individual research and posting on blog
In a period of one month time the students should develop the following activities:
research in different sources of information ;
reading and comment the colleagues posts in the blog;
Post on the blog the adequate information, having in consideration the posts already made by other colleagues
and produced comments related on other previous posts.
This phase can be represented by Figure 2 , where some different sources of information are represented, collected
by students and placed in blogs, for collaborative learning process.
Figure 2 – information circuit on phase 2 of UGC building process
Phase 3 - Production of one written synthesis and one presentation covering all collected information
After finishing their work in blog, two activities should be done by students. One of them is the writing of a short
paper with about 400 words, with a synthesis of the contents collected and placed on blog. The other is a
presentation, on suitable software, with the main ideas of content collected in research period.
On the face to face session, each group should present their work that would be commented by other colleagues,
having in mind always the formative aspect of evaluation done by all, including the teacher.
Phase 4 - Design and production of an elearning course using the content collected by all the class
At the end of semester, while two groups discussed on forum the characteristics, uses and practices of Learning
Management Systems (LMS), one of the groups, using the materials collected and posted in the three blogs designed
and produced an elearning course.
This course was designed for three different target publics - the users of “school arena”: teachers, students and
parents.
The course was put available one week before from its formal presentation to the class, in a special face to face
session.
Phase 5 - Evaluation moments
The design and production of UGC in this case study has no formal assessment by peers, as the definition of
Concede implies. However there was formative evaluation in all development phases.
The teacher and students must to post comments in the blog and some of them had an evaluation profile. On the face
to face session for presentation of blogs, the students and the teacher should comment the results.
At end of the semester students are asked to fulfil a short questionnaire which intended to measure their satisfaction
level in different categories of analysis.
3
4. Results
The answers got from the inquiry show us that the most important issues are those related on perceptions that
students have about their own learning in new contents and in a new context - when using a methodology based on
design and analysis of user generated contents.
The questionnaire has three different categories of analysis, and the global results are described below. The
evaluation scale is: 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree, 4. Agree 5. Completely agree
Category one – Evaluating personal and group work on research, analysis and posting of selected content on the
blog (one of the tools available in Blackboard, official LMS of course).
Figure 3 - Evaluating personal and group work on research, analysis and posting of selected content on the blog
Students strongly agree that this topic (Safety in Internet) was not enough known by them, even if the subject is
sometimes discussed on schools and media. The research in different sources of information give students a wider
vision of the problems related to subject. They have also a strong feeling about the quality of their own work.
Category 2 - Evaluating the level of knowledge that resulted from the presentations of groups
Figure 4 - Evaluating the level of knowledge that resulted from the presentations of groups
Students strongly agree that the proposed tasks allow a better understanding of the problems around a safe use of
Internet.
4
5. Category 3 - Evaluation of the final product - elearning courses
The final task proposed – an elearning course - was designed only by one of the groups. At the end, the other groups
made a quite positive evaluation on the final face to face presentation.
However, and having a look to the quiz answers, as the experimental group had access to all the blogs, it is not clear
that the content used in the courses contains pieces of material collected by all three groups.
The other aspects – objectives, learning strategies, contents, activities were rated mainly with a strongly agree level.
Figure 5 - Evaluation of the final product - elearning courses
As the evaluation process of Curricular Unit, the students were invited to write a short comment about the
methodology used in this learning methodology.
Some samples can be seen below.
I am tremendous sure I can say that," although along the way have not seen, I was walking” "Some
time ago one of my teachers told me: "In the middle of a forest, all trees are equal and we do not
know where to go, you need to get away from the forest to see where we are and where we go " Well, that's
how I saw all the modules of this subject. I was doing task after task, and everything looked the
same and more of the same. The truth is that I look back and say: I can do a portfolio, I can
do a site; participate in a community know operational work (maybe even create one) know to
use the LMS or blogs, and it all seemed like for half a year. It was necessary a task of self-assessment
to see what I learned. Nelson Almeida
I believe that the themes were relevant and serve the objectives underlying their teaching. To engage
in a privileged position in which the autonomy and collaborative construction of responses, the processes of e-
learning were actually experienced. By appreciating research, integration of knowledge, encouraging
cooperation and development of basic skills, the instructional teaching model was rejected. Antonio Gomes
Particularly as I am concerned, and taking into account that I started this subject unfamiliar with most of
the content taught and associated vocabulary, having never participated in elearning training, I think
has been very important and beneficial collaborative work achieved in the group to build new practical
knowledge of ICT. The following themes and activities, including sharing of research / knowledge in
forums and blogs then submitting their abstracts to classes, provided a
useful experience to promote desirable learning "socio-constructivist” advocated by founder of Moodle,
Martin Dougiamas. Elisabete Martins
Sometimes, a learning opportunity is not only valid for the content they transmit, but
especially by causing restlessness. Much of what was said was not for me, nothing new- I always liked to
5
6. browse and discover, while acknowledging that several limitations lead me often just to paddle around - but there
was too much new information I find useful, especially as there is exhausted in itself but rather lead to new
research and new discoveries, such as Web 2.0 tools, a world of innovation and creative possibilities.
Maria Barbara
Conclusions
The UGC should be considered as a process much more than a product. What is interesting and important for
learning is the adoption of a constructivist approach and the effectiveness of learning outcomes. In the described
case study all the work was done in a collaborative way what was a very significant experience for the majority of
the students involved in the course.
The quality of the final products, the reusability that they offer, their suitability to be used in next courses, as initial
proposal for new user generated content is something very useful. The students of next courses, even using the same
strategy of UGC, have available an initial database of information that allow them to work on content in a more
deeply way.
The concept of UGC, having in mind the definitions used in Concede project and OCDE (2007) can be applied in
different kind of organizations. We have seen throughout the 5 different Concede pilot projects in HE institutions
different shapes, characteristics, formats, dimensions, strategies, field of knowledge, and so on.
These experiences allow us to say that experimentation can be imported by other educational or training institutions.
But if we think in a more general application, it’s possible to use the concept in different levels of education and
training. Such as:
Basic and secondary schools
Training institutions
Technical schools
Training of teachers and trainer’s organizations
Learning enterprises
The use the UGC concept is based on some existing conditions inside each organization, some of them listed below:
The UGC is part of pedagogical framework of organizations - The use of UGC concept implies a specific
teaching strategy, not always possible to use in certain contexts.
The existence of teachers and/or trainers with skills to use this methodology – to use this methodology the
teacher much act much more as knowledge manager than a teacher centred oriented.
Time enough to use this methodology – using the UGC concept time to teach is not the same as in tradition
classes. We need more time to complete learning cycles. However it is clear from the results of pilots that
the effective learning occurs.
The existence of a virtual repository, where products should be available for – the organization can’t use a
UGC methodology without to have a repository, able to receive products.
A final word for the relationship between UGC and the Open Educational Resources should be given.
Thousands of academic works, done by students when using UGC strategies, in intentional or not intentional way,
are lost every year only because teachers and students don’t think in their reusability. If the UGC is placed in an
available repository it becomes an OER and will be available to be used by others students and teachers next years.
The door is open for a more effective learning by using and reusing learning objects.
Bibliography
Auvinen, A.-M., Ehlers, U. (2008). Quality Management of Peer Production, Handbook version 1.0
Concede project – http://www.concede.cc
Crispin Dale, Ghislane Povey (2009). An evaluation of learner-generated content and podcasting, http://www-
new1.heacademy.ac.uk/assets/hlst/documents/johlste/vol8no1/PP0214Format117to123.pdf
Mark J. W. Lee, Catherine McLoughlin (2007). Teaching and Learning in the Web 2.0 Era: Empowering Students
through Learner-Generated Content. http://itdl.org/Journal/Oct_07/article02.htm, accessed 01.12.2011
6
7. OECD (2007). Participative Web and User-Created Content: Web 2.0, Wikis and Social Networking, OECD
Publishing. doi: 10.1787/9789264037472-en
Siemens, G., Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning.
http://umanitoba.ca/learning_technologies/cetl/HETL.pdf accessed 1.12.2011
7