Web conferencing
•
1 like•230 views
Web conferencing can support learning and teaching by improving communication and facilitating collaboration. It allows for interactive learning and helps students learn at their own pace. Web conferencing allows teachers and students to share resources and access information from other computers or networks. While there may be technical difficulties, having an on-staff technical person can help address issues that arise. Instructors need to understand how to effectively set up and communicate in online meetings. The software helped create authentic assessment activities where students interacted virtually. Web conferencing can encourage student ownership and responsibility over the learning process through options for interaction outside of class time.
Report
Share
Report
Share
Download to read offline
Recommended
web confrancing
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers through video and audio. It provides two-way communication and allows for sharing of presentations and applications. While it provides conveniences like eliminating travel, high quality technical content can be difficult over web conferencing and installing software may be time consuming. A study found that most viewed it positively as an enabler for communication, though some had technical concerns and preferred face-to-face interaction. Training and technical support were seen as important for successful implementation.
Hybrid Composition Course Training
This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.
Welcome to the 21st Century: Pull Up a Keyboard
The document summarizes a presentation given at an English Department Colloquium about using technology to enhance courses. It discusses the benefits of hybrid and online courses, such as improving student writing, accommodating different learning styles, and increasing computer literacy. However, it notes that teaching with technology requires more time for development and that not all course elements are suitable outside the classroom. Faculty are encouraged to carefully consider what parts of their courses can be delivered online before redesigning them with new technologies.
Evaluating web based instruction
This document discusses the evaluation of web-based instruction. It outlines several advantages of web-based training such as reduced travel costs, increased accessibility, improvements in learning, and interactivity. The document also describes three levels of web use in courses and examines the effectiveness of computer-based instruction and web-based instruction based on learning outcomes. While web-based instruction is still developing, the evaluation suggests it can be as effective as computer-based instruction in achieving learning objectives if designed and implemented properly.
Lo teaching techniques
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
Google Hangouts for Group Interaction
A presentation for the Google Apps for Learning and Teaching (GALT) conference #galtshef. Two case studies on how Google hangouts have been used to enhance the learning experience.
Promoting Quality E Learning
The document discusses challenges in promoting quality eLearning in higher education and how to address them. Key challenges include closing the digital literacy gap between students and teachers, and getting both groups to use technology as an educational tool. Students are part of the "net generation" while teachers need convincing. The document recommends different approaches for students and teachers, such as using ambassadors to promote tools, focusing on communication/collaboration over content, and giving users a online profile. It also provides teacher-specific and student-specific strategies to meet these challenges.
Recommended
web confrancing
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers through video and audio. It provides two-way communication and allows for sharing of presentations and applications. While it provides conveniences like eliminating travel, high quality technical content can be difficult over web conferencing and installing software may be time consuming. A study found that most viewed it positively as an enabler for communication, though some had technical concerns and preferred face-to-face interaction. Training and technical support were seen as important for successful implementation.
Hybrid Composition Course Training
This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.
Welcome to the 21st Century: Pull Up a Keyboard
The document summarizes a presentation given at an English Department Colloquium about using technology to enhance courses. It discusses the benefits of hybrid and online courses, such as improving student writing, accommodating different learning styles, and increasing computer literacy. However, it notes that teaching with technology requires more time for development and that not all course elements are suitable outside the classroom. Faculty are encouraged to carefully consider what parts of their courses can be delivered online before redesigning them with new technologies.
Evaluating web based instruction
This document discusses the evaluation of web-based instruction. It outlines several advantages of web-based training such as reduced travel costs, increased accessibility, improvements in learning, and interactivity. The document also describes three levels of web use in courses and examines the effectiveness of computer-based instruction and web-based instruction based on learning outcomes. While web-based instruction is still developing, the evaluation suggests it can be as effective as computer-based instruction in achieving learning objectives if designed and implemented properly.
Lo teaching techniques
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
Google Hangouts for Group Interaction
A presentation for the Google Apps for Learning and Teaching (GALT) conference #galtshef. Two case studies on how Google hangouts have been used to enhance the learning experience.
Promoting Quality E Learning
The document discusses challenges in promoting quality eLearning in higher education and how to address them. Key challenges include closing the digital literacy gap between students and teachers, and getting both groups to use technology as an educational tool. Students are part of the "net generation" while teachers need convincing. The document recommends different approaches for students and teachers, such as using ambassadors to promote tools, focusing on communication/collaboration over content, and giving users a online profile. It also provides teacher-specific and student-specific strategies to meet these challenges.
Synchronous learning
Synchronous learning allows for real-time interaction between participants without geographic barriers. It enables direct feedback and skill practice. However, it requires technology and bandwidth, and participants must commit to being online at scheduled times. The document outlines strategies for effective facilitation including preparation, inclusion, and providing follow-up materials. It also discusses tools like Elluminate Live, WebEx, and Blackboard that support synchronous learning through features like audio, video, chat, and file sharing.
Blended Learning
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It is not an opportunity for students to do less work or be uninvolved, nor is it extra work for faculty. Blended learning provides increased access and flexibility for students while also improving pedagogy through more interactive learning environments. It allows students to learn at their own convenience and through multiple methods of meeting course objectives.
Effective Facilitators
The document discusses the essential skills of presence and communication needed to be an effective online facilitator. Presence is important for continuously engaging learners and preventing isolation. It creates a sense of community and shows interest in learners' needs. Communication is also essential for building relationships and sharing ideas to support learning. The document outlines the development phases of visitors, novices and apprentices in obtaining these skills and provides suggestions for training methods at each phase, such as workshops, mentoring and exploring principles of online teaching and learning.
Tec 571 mod 3
This document discusses three principles of successful distance education programs: modularizing courses, creating materials with learners in mind, and integrating interaction. It provides examples of how Grand Canyon University applies these principles in its distance learning platform. Courses are divided into modules that allow learners to self-pace. Materials employ multiple formats and intelligences. Communication methods integrate both synchronous and asynchronous interaction between students and instructors.
Guide to Establishing an Online Teaching Program
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Pedagogical concerns for classroom practice
The document discusses selecting learning activities when teaching including preparing students, presenting activities, asking questions, conducting drills, checking understanding, and providing practice. It also discusses computer-assisted language learning (CALL) and ensuring interfaces accommodate different learning styles. Finally, it discusses using ePortfolios to scaffold student learning and the need for collaborative CALL environments to match the social nature of language learning activities.
Semina rfinallydone!!
Distance learning provides greater educational opportunities by allowing students to learn remotely using online resources. It offers flexibility so students can learn while working or managing other responsibilities. There are both synchronous courses that require simultaneous participation and asynchronous courses that are more self-paced. While distance learning has benefits like lower costs, flexibility, and access to more school choices, it also has drawbacks like lack of social interaction, need for adaptability to new technologies, and some employers not accepting online degrees.
Cur 532 facilitator training program manual
This document provides an overview of a 3-day facilitator training program for Heart Share Children Services supervisors. The training will be led by Lillian White and cover important topics to prepare supervisors to train others online. The training goals are to establish an online learning community, teach online engagement techniques, and help supervisors become proficient with online tools. Trainees will be assessed through journals, simulations, and peer collaboration. The training will explore best practices for online facilitation including maintaining an online presence, building a community of learners, and engaging adult learners. It will also cover management topics like mentoring programs and the learning platform used. A variety of technology and media tools will be introduced to enhance online learning.
Computer assisted task- Petita Ramìrez.
This document discusses challenges and considerations for computer-assisted language learning (CALL) software and environments. It notes that software can be promoted as a virtual teacher, instrument, or learning/teaching tool, but effectiveness depends on factors like the instruction model, learning styles, and environment. The document also discusses accommodating different learning styles, increasing learner involvement, adapting materials as needed, adding layers of tasks to materials, determining collaborative working processes, and providing privacy for individual students while allowing group collaboration.
Synchronous learning (1)
The document discusses synchronous and asynchronous e-learning. Synchronous e-learning involves real-time learning through tools like video conferencing and chat, allowing instant feedback. Asynchronous e-learning is more self-paced and allows learning outside of time constraints through resources like email and discussion boards. Both have advantages like cost-effectiveness and convenience, but synchronous requires high-speed internet and scheduling coordination while asynchronous lacks instant feedback.
Introduction to Online Teaching and Learning
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
Alshiekh2 Final Examination Of Rbo880
The document describes how a teacher used cognitive tools and mobile devices to teach a lesson on the atmosphere and carbon cycle. The teacher created a web quest to present information through text, videos, animations and activities. Students were divided into groups and given links and references to answer questions. Both positive and negative aspects of using these tools were discussed. Positives included the ability to learn over distances and access information. Negatives included lack of human contact and multimedia in some programs. The teacher concluded the experience supported a more contextual approach to individual cognition and learning.
Synchronous learning presentation
Synchronous learning involves a group learning the same information at the same time through instructor-led online sessions that allow for real-time student collaboration and discussion. It offers benefits like immediate feedback, flexibility, and live interaction between students and instructors, but also disadvantages such as potential technology issues, scheduling conflicts due to different time zones, and costs. Effective facilitation strategies include interactive assignments, timely feedback, encouraging participation, and notifying students of set class times through multiple communication methods. Tools like forums, video/audio conferencing, websites, applications, and IT support can enhance synchronous learning.
Decentralizing Power Relations, Creating Conversations
This document analyzes a blended learning pilot project for a first-year composition course that aimed to decentralize power relations and create more conversations. It discusses how using online tools like Twitter, blogs, wikis and discussion boards promoted student autonomy and engagement by opening up additional participation channels and flattening traditional teacher-student power dynamics. However, it also notes some limitations like advising issues, inconsistent integration styles among instructors, varying digital literacy levels among students, and needs for better curriculum organization. Student feedback indicated that while they experienced more autonomy in their learning, opinions were mixed on recommending this blended model.
Building Learning Communities Online
Presentation for CCE System conference, October 2007 traces the history of the development of an online learning community for forest farmers.
Online Pedagogy
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
Distance Learning Facilitation- Alison Chateauneuf CUR 532
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
Virtual classroom
Virtual classroom is a classroom that functions using virtual reality technology. It allows teachers and students to interact in real time through advanced computer technologies like internet, email, online chatting, teleconferencing and video conferencing. Experienced teachers can deliver live instruction on curriculum topics. Study materials are uploaded online for students to access with a password. Virtual classrooms provide flexibility for learners and access to courses 24 hours a day while saving students difficulties of in-person learning. However, virtual classrooms can lack socialization, have technology issues, and make interaction and hands-on learning more difficult.
Evalluation technology
This document discusses web conferencing software and how it has evolved since 2009 to better support library services. While the technology is not new, its performance has improved to better meet expectations. The document introduces the topic of using web conferencing software for library services.
Evaluation educational wepsite
The document provides a review of the Information Technology Authority (ITA) website in Oman. ITA works to transform Oman into a sustainable knowledge society by leveraging information and communication technologies. The review evaluates the website based on several rubrics related to writing process, web page creation skills, web page layout, accessibility, flexibility, interactivity, readability, speed, navigation, being up-to-date, language, FAQs, follow-up discussion, advertising, and compatibility. It provides recommendations to include FAQs and discussion forums to improve interaction and help users. Screenshots of the ITA website are also included.
Rd8
This document outlines a strategy and implementation plan for e-learning at Sultan Qaboos University. It establishes goals of providing flexible access to learning, supporting faculty in using e-learning technology, and exploring collaborative projects. Objectives include developing online and blended courses, training faculty, and encouraging e-learning adoption. The plan details methods for faculty-designed materials, monitoring implementation through surveys, and evaluating the strategy every two years. Required resources including training personnel, technology infrastructure, and an initial budget are also discussed.
More Related Content
What's hot
Synchronous learning
Synchronous learning allows for real-time interaction between participants without geographic barriers. It enables direct feedback and skill practice. However, it requires technology and bandwidth, and participants must commit to being online at scheduled times. The document outlines strategies for effective facilitation including preparation, inclusion, and providing follow-up materials. It also discusses tools like Elluminate Live, WebEx, and Blackboard that support synchronous learning through features like audio, video, chat, and file sharing.
Blended Learning
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It is not an opportunity for students to do less work or be uninvolved, nor is it extra work for faculty. Blended learning provides increased access and flexibility for students while also improving pedagogy through more interactive learning environments. It allows students to learn at their own convenience and through multiple methods of meeting course objectives.
Effective Facilitators
The document discusses the essential skills of presence and communication needed to be an effective online facilitator. Presence is important for continuously engaging learners and preventing isolation. It creates a sense of community and shows interest in learners' needs. Communication is also essential for building relationships and sharing ideas to support learning. The document outlines the development phases of visitors, novices and apprentices in obtaining these skills and provides suggestions for training methods at each phase, such as workshops, mentoring and exploring principles of online teaching and learning.
Tec 571 mod 3
This document discusses three principles of successful distance education programs: modularizing courses, creating materials with learners in mind, and integrating interaction. It provides examples of how Grand Canyon University applies these principles in its distance learning platform. Courses are divided into modules that allow learners to self-pace. Materials employ multiple formats and intelligences. Communication methods integrate both synchronous and asynchronous interaction between students and instructors.
Guide to Establishing an Online Teaching Program
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Pedagogical concerns for classroom practice
The document discusses selecting learning activities when teaching including preparing students, presenting activities, asking questions, conducting drills, checking understanding, and providing practice. It also discusses computer-assisted language learning (CALL) and ensuring interfaces accommodate different learning styles. Finally, it discusses using ePortfolios to scaffold student learning and the need for collaborative CALL environments to match the social nature of language learning activities.
Semina rfinallydone!!
Distance learning provides greater educational opportunities by allowing students to learn remotely using online resources. It offers flexibility so students can learn while working or managing other responsibilities. There are both synchronous courses that require simultaneous participation and asynchronous courses that are more self-paced. While distance learning has benefits like lower costs, flexibility, and access to more school choices, it also has drawbacks like lack of social interaction, need for adaptability to new technologies, and some employers not accepting online degrees.
Cur 532 facilitator training program manual
This document provides an overview of a 3-day facilitator training program for Heart Share Children Services supervisors. The training will be led by Lillian White and cover important topics to prepare supervisors to train others online. The training goals are to establish an online learning community, teach online engagement techniques, and help supervisors become proficient with online tools. Trainees will be assessed through journals, simulations, and peer collaboration. The training will explore best practices for online facilitation including maintaining an online presence, building a community of learners, and engaging adult learners. It will also cover management topics like mentoring programs and the learning platform used. A variety of technology and media tools will be introduced to enhance online learning.
Computer assisted task- Petita Ramìrez.
This document discusses challenges and considerations for computer-assisted language learning (CALL) software and environments. It notes that software can be promoted as a virtual teacher, instrument, or learning/teaching tool, but effectiveness depends on factors like the instruction model, learning styles, and environment. The document also discusses accommodating different learning styles, increasing learner involvement, adapting materials as needed, adding layers of tasks to materials, determining collaborative working processes, and providing privacy for individual students while allowing group collaboration.
Synchronous learning (1)
The document discusses synchronous and asynchronous e-learning. Synchronous e-learning involves real-time learning through tools like video conferencing and chat, allowing instant feedback. Asynchronous e-learning is more self-paced and allows learning outside of time constraints through resources like email and discussion boards. Both have advantages like cost-effectiveness and convenience, but synchronous requires high-speed internet and scheduling coordination while asynchronous lacks instant feedback.
Introduction to Online Teaching and Learning
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
Alshiekh2 Final Examination Of Rbo880
The document describes how a teacher used cognitive tools and mobile devices to teach a lesson on the atmosphere and carbon cycle. The teacher created a web quest to present information through text, videos, animations and activities. Students were divided into groups and given links and references to answer questions. Both positive and negative aspects of using these tools were discussed. Positives included the ability to learn over distances and access information. Negatives included lack of human contact and multimedia in some programs. The teacher concluded the experience supported a more contextual approach to individual cognition and learning.
Synchronous learning presentation
Synchronous learning involves a group learning the same information at the same time through instructor-led online sessions that allow for real-time student collaboration and discussion. It offers benefits like immediate feedback, flexibility, and live interaction between students and instructors, but also disadvantages such as potential technology issues, scheduling conflicts due to different time zones, and costs. Effective facilitation strategies include interactive assignments, timely feedback, encouraging participation, and notifying students of set class times through multiple communication methods. Tools like forums, video/audio conferencing, websites, applications, and IT support can enhance synchronous learning.
Decentralizing Power Relations, Creating Conversations
This document analyzes a blended learning pilot project for a first-year composition course that aimed to decentralize power relations and create more conversations. It discusses how using online tools like Twitter, blogs, wikis and discussion boards promoted student autonomy and engagement by opening up additional participation channels and flattening traditional teacher-student power dynamics. However, it also notes some limitations like advising issues, inconsistent integration styles among instructors, varying digital literacy levels among students, and needs for better curriculum organization. Student feedback indicated that while they experienced more autonomy in their learning, opinions were mixed on recommending this blended model.
Building Learning Communities Online
Presentation for CCE System conference, October 2007 traces the history of the development of an online learning community for forest farmers.
Online Pedagogy
The document discusses best practices for online pedagogy and instruction. It emphasizes fostering student collaboration, participation, and reflection through interactive approaches. Some strategies proposed include encouraging student-faculty contact through virtual office hours and discussions, encouraging cooperation among students by organizing them into groups, and giving prompt feedback on assignments and discussions. The goal is to respect diverse learning styles while also communicating high expectations for students.
Distance Learning Facilitation- Alison Chateauneuf CUR 532
Presentation on distance learning facilitation for corporate trainers. This training program presentation, which spans three full days, goes with facilitation guide outlining course activities and content. Created for MAED/AET course CUR 532 through the University of Phoenix
Virtual classroom
Virtual classroom is a classroom that functions using virtual reality technology. It allows teachers and students to interact in real time through advanced computer technologies like internet, email, online chatting, teleconferencing and video conferencing. Experienced teachers can deliver live instruction on curriculum topics. Study materials are uploaded online for students to access with a password. Virtual classrooms provide flexibility for learners and access to courses 24 hours a day while saving students difficulties of in-person learning. However, virtual classrooms can lack socialization, have technology issues, and make interaction and hands-on learning more difficult.
What's hot (18)
Decentralizing Power Relations, Creating Conversations
Decentralizing Power Relations, Creating Conversations
Distance Learning Facilitation- Alison Chateauneuf CUR 532
Distance Learning Facilitation- Alison Chateauneuf CUR 532
Viewers also liked
Evalluation technology
This document discusses web conferencing software and how it has evolved since 2009 to better support library services. While the technology is not new, its performance has improved to better meet expectations. The document introduces the topic of using web conferencing software for library services.
Evaluation educational wepsite
The document provides a review of the Information Technology Authority (ITA) website in Oman. ITA works to transform Oman into a sustainable knowledge society by leveraging information and communication technologies. The review evaluates the website based on several rubrics related to writing process, web page creation skills, web page layout, accessibility, flexibility, interactivity, readability, speed, navigation, being up-to-date, language, FAQs, follow-up discussion, advertising, and compatibility. It provides recommendations to include FAQs and discussion forums to improve interaction and help users. Screenshots of the ITA website are also included.
Rd8
This document outlines a strategy and implementation plan for e-learning at Sultan Qaboos University. It establishes goals of providing flexible access to learning, supporting faculty in using e-learning technology, and exploring collaborative projects. Objectives include developing online and blended courses, training faculty, and encouraging e-learning adoption. The plan details methods for faculty-designed materials, monitoring implementation through surveys, and evaluating the strategy every two years. Required resources including training personnel, technology infrastructure, and an initial budget are also discussed.
Evaluation on line learning
The document evaluates a student's participation in online discussions for an educational course on the virtual world Second Life. It provides data on the number of messages posted by the student, the length of messages, interaction patterns that identify the nature of the messages, and cognitive and content-related examples that evaluate the quality and relevance of the student's contributions.
Comparative and non comparative study
1) The first study compared the effects of books with audiotapes, web-based instruction, and home robot-assisted learning on children's learning, concentration, interest, and academic achievement. The results showed that home robots were more effective than other media.
2) The second study examined student attitudes toward technology based on their learning styles. Students with a "converging" style had the most favorable views, while "diverging" students had the least favorable views. The study aimed to understand the relationship between attitudes and learning styles.
Workshop of photo story
The document provides an overview of a 3-part online workshop for using Microsoft Photo Story 3. [1] The workshop objectives are to teach students how to insert pictures and effects into Photo Story projects and share finished projects online. [2] Each lesson includes activities to practice these skills like importing images, adding effects and recording narration, and identifies the tools used. [3] Additional resources for learning Photo Story are provided at the end.
Viewers also liked (7)
Similar to Web conferencing
E-LEARNING
The document discusses techniques for encouraging student engagement and interaction in e-learning environments. It explains that e-learning provides benefits like real-time access, freedom to fail without embarrassment, and improved retention through multimedia instruction. However, interaction is still important for learning, including learner-content, learner-instructor, and learner-learner interaction. The document recommends techniques instructors can use to encourage interaction, such as using visual elements, audio communications, remembering student details, being available to help students, and using communication methods students prefer. Fostering collaboration through discussion forums and maintaining an online presence also promotes active learning.
Introduction
The document discusses the development of a virtual classroom system to enhance learning at Gingoog City Colleges. Traditional classrooms have limitations like time and location constraints, inconsistent pedagogy, and human errors. The virtual classroom allows asynchronous learning through multimedia course materials. It aims to improve teacher-student interaction and communication through features like assignments, discussions, and real-time help. Researchers conducted interviews and a literature review to understand user needs and similar systems. They developed the system using PHP and MySQL to provide a web-based interactive e-learning platform without physical constraints.
Unleashing the Power of Blended Learning.pptx
The whole aim of a learning process is to help the learner move from Zone of Proximal Development (ZPD) to Zone of Achieved Development (ZAD). Most of us are aware of these terms from Lev Vygotsky's theory of learning and development. From unknowing to known, the distance between the current developmental level and potential development can be covered through guidance as per Lev Vygotsky’s theory.
But how do we know that this distance has been traversed by the learner?
The answer is performance assessment.
Facilitated learning over the internet
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
Facilitator+training+program signature+assignment
This document provides information for training facilitators to lead online education programs. It outlines the goals of incorporating technology into curriculums to provide effective online programs. Facilitators will learn skills like transparent communication, technology proficiency, and active participation. They will go through phases of learning including experimenting with and mastering tools. The document also discusses managing online learners and challenges like security, feedback, and behaviors. It provides references on distance learning theories and engagement models to guide facilitator instruction.
Best practices for teaching Online Courses
This document provides guidance for lecturers on preparing for and teaching online courses. It discusses designing engaging online courses through consistent structure, interactive elements, and accessibility features. It also emphasizes the importance of interaction and communication with students through tools for announcements, discussions, and feedback. Continuous monitoring of student progress and course improvements are highlighted as important aspects of online teaching.
Guidance for designing_blended_courses
This document provides guidance for designing blended courses that thoughtfully integrate online and face-to-face learning. It discusses promoting student understanding through building knowledge online and asynchronously, strengthening understanding through elaboration and sharing perspectives synchronously, and applying understanding through discussion, problem-solving and assessment. Managing blended learning environments effectively requires addressing challenges like engaging both online and on-site students and maintaining multiple technologies simultaneously. The goal is meeting student and institutional needs through flexible instruction that develops students' cognitive abilities.
Listen to students? Yes! A practical, student-inspired guide to improving onl...
This document provides a list of strategies for improving online education at the college level, generated based on feedback from over 110 students at Colgate University. It includes low-effort strategies individual instructors can implement, such as establishing communication platforms for students, providing multiple modes of access for students, and offering flexible exam formats. It also lists some department-level strategies requiring more coordination, such as organizing social events and networking opportunities for students. The goal is to present practical, student-inspired recommendations to enhance online learning experiences with relatively little effort.
Top video conferencing for education
Web Conferencing software can be used for inter-school communication, training, webinars, meetings, etc. It can hold up to 100’s of attendees at a single time for free.
Tips For Online Teaching And Learning
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Facilitator training program cur 532
This document outlines a training program for distance learning facilitators. It discusses the goals and objectives of the training program, which is designed to teach facilitation skills over 3 days. It covers various topics including theories of distance learning, summative assessments, the phases of development for facilitators, and technology and media tools that can engage students. It also addresses issues that may come up, such as classroom management challenges and strategies for working with students with disabilities.
Virtual learning environment & CALL
A virtual learning environment (VLE) is an online platform for providing educational content and courses. A VLE allows students to access learning materials and tools anywhere with an internet connection. Key features of a VLE include online assessments, student tracking, communication tools, and collaboration features. VLEs aim to model real-world classroom experiences in an online format.
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
The document provides information on asynchronous and synchronous e-learning. It defines e-learning as imparting education through digital technologies like the internet, computers, and multimedia. Synchronous e-learning involves real-time classes on set schedules where students and instructors are online simultaneously, while asynchronous allows students to complete lessons independently without strict schedules. Both have benefits like flexibility but synchronous allows immediate feedback while asynchronous lacks instant interaction and motivation. Choosing the approach depends on factors like costs, time, collaboration needs, and instructor availability.
Adult Education Online Facilitator training
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
709 final report
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
Research In De
The document discusses choosing technologies for distance learning courses. It defines distance learning as education where the teacher and students are separated by distance and instruction is delivered through technologies like print, audio, video, or computer. It lists various technology options for delivering course content and promoting interaction, including web pages, print, online readings, images, audio, video, and online discussions. For each option, it discusses planning considerations like accessibility, costs, and learning goals. The conclusion states that successful distance learning requires facilitating online community and activities designed for individual student work, and provides resources for designing, developing, and teaching distance courses.
Research In De
The document discusses choosing technologies for distance learning courses. It defines distance learning as education where the teacher and students are separated by distance and instruction is delivered through technologies like print, audio, video, or computer. It lists various technology options for delivering course content and promoting interaction, including web pages, print, online readings, images, audio, video, and online discussions. For each option, it discusses planning considerations like accessibility, costs, and learning goals. The conclusion states that successful distance learning requires facilitating online community and activities designed for individual student work, and provides resources for designing, developing, and teaching distance courses.
Online education
Online education is defined as using technology like computers and the internet to provide educational content and enable two-way communication between students, teachers, and staff regardless of their physical location. It offers flexibility to learn from home but requires self-discipline, motivation, and commitment from students as they must meet deadlines and regularly participate in online discussions and activities. While online education provides wider access to education, it also requires proper time management to balance schoolwork and take advantage of the lower costs compared to traditional in-person programs.
Blended learning
Blended learning strategies vary according to the discipline, the year level, student characteristics and learning outcomes, and have a student-centred approach to the learning design. Blended learning can increase access and flexibility for learners, increase level of active learning, and achieve better student experiences and outcomes.
Tools and Method to Implement an Effective Hybrid Course
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Similar to Web conferencing (20)
Listen to students? Yes! A practical, student-inspired guide to improving onl...
Listen to students? Yes! A practical, student-inspired guide to improving onl...
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)
Tools and Method to Implement an Effective Hybrid Course
Tools and Method to Implement an Effective Hybrid Course
More from u069072
presentation
This document discusses e-learning and its potential application in basic education in Oman. It defines e-learning as extending learning opportunities away from a traditional classroom using technologies like video and computers. The importance of e-learning includes increased flexibility, accessibility, and social learning. E-learning can empower learners and meet development and labor market needs. The proposal suggests using modern technologies in basic education schools, including an electronic classroom and educational websites. It outlines objectives, elements, and difficulties of applying e-learning in basic education.
Rd5
The document discusses the development of information literacy skills curriculum in Oman. It notes that education is a key factor in advancing information revolution in countries. Many countries focus on improving education to develop youth. The curriculum and educational process receive significant focus. Teachers aim to achieve lesson goals and objectives, expanding student knowledge through activities, CDs, databases and course outlines. Staff play a vital role by facilitating learning and helping students use tools to rapidly gain skills. Their training positively impacts student performance and encourages creativity. The staff is responsible for expanding student knowledge to prepare them for building their country's future. Skills like critical thinking, brainstorming and surveys are improved. Staff also contribute to curriculum assessment and evaluation to determine if objectives and literacy skills
Evaluation of cai.
This document summarizes a chemistry simulation software called Crocodile Chemistry. The software allows students to safely model and perform chemical reactions in virtual reality. Key features include repeating experiments, changing variables, combining reagents, and manipulating materials like solids and solutions. The software aims to provide hands-on experience while minimizing costs and safety risks compared to a real lab. However, some reactions may not accurately reflect real-world stoichiometry. Links to surveys about the software are also included.
Model of evaluation
This document summarizes Kirkpatrick's model of evaluation, which has four levels: reaction, learning, behavior, and results. It then describes a study that evaluated an intervention to reduce dropout rates in adult distance education programs. The study measured student reaction, learning outcomes, and dropout rates (levels 1-3). Results showed that over time, students were more satisfied with courses and instructors. Pre- and post-tests showed increased learning. The dropout rate decreased significantly from 44% to 22% after interventions were implemented.
Model of evaluation
This document summarizes Kirkpatrick's model of evaluation, which has four levels: reaction, learning, behavior, and results. It then describes a study that evaluated an intervention to reduce dropout rates in adult distance education programs. The study measured student reaction, learning outcomes, and dropout rates (levels 1-3). Results showed that over time, students were more satisfied with courses and instructors. Pre- and post-tests showed increased learning. The dropout rate decreased significantly from 44% to 22% after interventions were implemented.
Evaluation strategy
This document discusses two strategies for assessing and evaluating quality teaching and student learning: teaching dossiers and letters/individual interviews. Teaching dossiers objectively document an instructor's teaching achievements, goals, philosophy, and effectiveness. They allow instructors to reflect on their teaching and identify areas for improvement. Letters and interviews provide first-hand accounts of an instructor's impact, preparation, organization, clarity, and ability to engage students. However, they have low response rates and are time-consuming. While dossiers are not comprehensive records, they provide a balanced summary of teaching activities when organized appropriately. The dossier approach has been adopted by some institutions and is commonly used for tenure and promotion cases involving strong teaching.
Evaluation on line learning
The document evaluates a student's participation in online discussions for an educational course on the virtual world Second Life. It provides data on the number of messages posted by the student, the length of messages, interaction patterns that identify the nature of the messages, and cognitive and content-related examples that evaluate the quality and relevance of the student's contributions.
Comparative and non comparative studies
This document contains summaries of two studies:
1) A comparative study that compared the effects of books/audio, web-based instruction, and home robot-assisted learning on children's learning. It found that home robots were more effective at improving concentration, interest, and achievement.
2) A non-comparative study that examined the relationship between learning styles and attitudes towards technology use in higher education. It found that students with a "converging" learning style had the most positive attitudes, while "diverging" learners had the least positive attitudes.
Workshop of photo story
The document provides an overview of a 3-part online workshop for using Microsoft Photo Story 3. [1] The workshop objectives are to teach students how to insert pictures and effects into Photo Story projects and share finished projects online. [2] Each lesson includes activities to practice these skills like importing images, adding effects and recording narration. [3] Students will learn to upload their finished videos to YouTube to share with others.
Web conferencing
Web conferencing can support learning and teaching by improving communication and facilitating collaboration. It allows for interactive learning and helps students learn at their own pace. Web conferencing allows teachers and students to share resources and access information from other computers or networks. While there are difficulties that may arise with technology, having an on-staff technical person can help address issues. Instructors need to understand how to effectively set up and communicate in online meetings. The software discussed helped create authentic assessment activities where students interacted virtually. Web conferencing can be used as a supplement to on-campus classes or as the primary delivery method for online courses. It encourages student ownership and responsibility for learning when used for interactions outside of class time.
More from u069072 (12)
Recently uploaded
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdCACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRecently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Web conferencing
- 1. Done by: Muna Alshuaili. Alshuaili. Narjis Alhinai. Alhinai.
- 3. support learning and teaching and facilitate interaction and collaboration in education. Overcoming the limitations of distance.
- 4. Improve and enhance student learning and engagement. Improving communication between instructors and students.
- 5. Interactive learning environment. Allow students to learn at their own pace, enables personalized responses and reinforcement.
- 6. Allow teachers and students to share resources on their computers or to access information located in other computers or networks.
- 7. You should have a technical person on your staff that will be able to help when these difficulties arise. need to understand how to set up an online meeting effectively and how to communicate in this environment.
- 8. Program of Illuminate Live
- 9. The software assisted in creating authentic (real world) assessment activity that involved students interacting with peers and sharing academic ideas in a virtual conference environment.
- 10. Ruth Colvin Clark (2005), suggested: The instructors may set up the initial classroom meeting in a face-to-face environment in which they introduce students to the Web conferencing software, and then conduct a Web conference soon thereafter for one of the online sessions. For online classes, they may decide to conduct monthly online meetings to keep students connected to each other and remind them of upcoming assignments or simply to answer questions. Students may want to set up virtual meeting rooms for small group assignments, brainstorming, or just talking. Findings . Benefits
- 11. Clark (2005) suggests some other strategies that can enhance Web conferencing sessions. In general, online sessions should be limited to about 60 to 90 minutes in length, as multiple virtual class sessions are better than one long one. Between sessions, students could work on projects that they post for review by other class members and the instructor.
- 12. Web conferencing is an online instructional tool that is becoming widely used in many teacher preparation programs in special education. It can provide the primary delivery format in an online course, be used in distance education along with videoconferencing and other technologies and serve as a supplement to conventional on-campus instruction. .
- 13. Web Conferencing is offering a range of options for interactions outside of class time, web conferencing can encourage students to develop a higher degree of ownership, enabling them to direct discourse of the class, to establish ongoing relationships with instructors and beers, to make informative decisions together, and to take greater responsibility for the learning process.
- 14. 1. http://innovateonline.info/pdf/vol1_issue1/Rethinking_Space_an d_Time- __The_Role_of_Internet_Technology_in_a_Large_Lecture_Course.p df 2. http://www.eric.ed.gov/PDFS/EJ829138.pdf 3. http://www.eric.ed.gov/PDFS/ED427691.pdf 4. An Evaluation of Web Conferencing in Online Teacher Preparation, by:Dennis R. Knapczyk, PhD, Timothy J. Frey, & Wendy Wall- Marencik.