The document discusses using the iTunes U platform to deliver anatomy courses on mobile devices. Students provided positive feedback, finding it easy to navigate, motivating them to study more anatomy, and providing flexibility. They could access course materials anywhere via their mobile devices. The evaluation found iTunes U supported collaborative learning, delivered rich media that engaged students, and organized content and assignments. Suggestions included adding flashcards and cross-referencing to other resources to better support mobile learning. In conclusion, iTunes U provided a single platform mapped to the academic calendar and enhanced students' control over their learning during the anatomy course.
Lecture presented at RCSI Institute of Leadership, Dubai for students of MSc in Leadership and Health Professions Education. December, 2013.
Objectives:
Clarify the evolving role of social media as an instructional tool.
Identify the most popular social media networks.
Consider challenges faced by educators using social media.
Discuss the role social media can play in student centered and blended learning.
Provide live examples from University of Sharjah.
The presentation is about the Computer Assisted Instruction used in the field of education. The slide includes its various types, defects, benefits etc.
Innovative Utilization of The Moodle in Postgraduate ODL Courses at Universit...Nurkhamimi Zainuddin
This article promotes the use of Moodle as a suitable platform to support the postgraduate open and distance learning (ODL) courses offered by Universiti Sains Islam Malaysia (USIM). Many USIM postgraduate students who take obligatory courses (e.g., research methodology and data analysis) are taught at different venues to facilitate students’ access to high education and enhance quality of lifelong learning. Managing this complex teaching network has called for the adaptation of Moodle platform. This approach meets two relevant requirements, (a) to ensure consistency, compliance, and quality of teaching, (b) to reduce educational costs, which largely depend on the number of peripheral venues for teaching activities. This article analyses the functionalities of Moodle platform and its use among USIM postgraduate students. The data was collected based on content analysis, one non-structured interview with the responsible of the Moodle from USIM and a questionnaire applied to 18 students. The results show that despite Moodle has a great potential, mainly used as a repository of materials. Moreover, students recognize the importance of the use of other functionalities of this platform in order to promote the success of the teaching and learning process
Lecture presented at RCSI Institute of Leadership, Dubai for students of MSc in Leadership and Health Professions Education. December, 2013.
Objectives:
Clarify the evolving role of social media as an instructional tool.
Identify the most popular social media networks.
Consider challenges faced by educators using social media.
Discuss the role social media can play in student centered and blended learning.
Provide live examples from University of Sharjah.
The presentation is about the Computer Assisted Instruction used in the field of education. The slide includes its various types, defects, benefits etc.
Innovative Utilization of The Moodle in Postgraduate ODL Courses at Universit...Nurkhamimi Zainuddin
This article promotes the use of Moodle as a suitable platform to support the postgraduate open and distance learning (ODL) courses offered by Universiti Sains Islam Malaysia (USIM). Many USIM postgraduate students who take obligatory courses (e.g., research methodology and data analysis) are taught at different venues to facilitate students’ access to high education and enhance quality of lifelong learning. Managing this complex teaching network has called for the adaptation of Moodle platform. This approach meets two relevant requirements, (a) to ensure consistency, compliance, and quality of teaching, (b) to reduce educational costs, which largely depend on the number of peripheral venues for teaching activities. This article analyses the functionalities of Moodle platform and its use among USIM postgraduate students. The data was collected based on content analysis, one non-structured interview with the responsible of the Moodle from USIM and a questionnaire applied to 18 students. The results show that despite Moodle has a great potential, mainly used as a repository of materials. Moreover, students recognize the importance of the use of other functionalities of this platform in order to promote the success of the teaching and learning process
Una de las grandes ventajas de la #VoIP es la posibilidad de conectar varias sedes entre si, de forma sencilla y sin grandes cambios estructurales. Gracias a ello, podremos realizar una gestión unificada de las comunicaciones de nuestra empresa y lo mejor de todo...¡¡Obtener un gran ahorro!!
In this lecture I explain in step-by-step fashion the basics of Apexogenesis procedure. a photo guide is attached to the guide to aid in better understanding of the topic
This brief lecture talk about very important topic in endodontic diagnosis and it is the Endodontic-Periodontal Relationship. It's directed to the level of mind of undergraduate students. I tried to keep it as simple and coherent as possible
O papel dos líderes na comunicação internaDenise Varela
Material desenvolvido para o treinamento de líderes de uma indústria farmacêutica com objetivo de sensibilizá-los para a importância da comunicação interna.
Drupal Continuous Integration with Jenkins - The BasicsJohn Smith
Please check out our new SlideShow of setting up and configuring a Jenkins Continuous Integration server for use within a Drupal development environment. We walk you through the steps of installing Ubuntu 10.04 LTS, Jenkins, Drush and several other PHP coding tools and Drupal Modules to help check your code against current Drupal standards. Then we walk you through creating a git post-receive script, and Jenkins job to pull it all together.
This presentation deals with the inside of the skull (cranial cavity) and description of some separate bones. There is another presentation “Skull - the normas” that describes norma verticalis, occipitalis, lateralis, frontalis and basalis and is necessary to complete the objectives.
Objectives
Identify the features of the major bones forming the cranial cavity according to normas and separate bones.
Describe the major sutures.
Describe the structure of the flat bones forming the skull and their blood supply.
Discuss ossification of the skull and the changes that occur during postnatal development.
Locate important bony surface landmarks.
Una de las grandes ventajas de la #VoIP es la posibilidad de conectar varias sedes entre si, de forma sencilla y sin grandes cambios estructurales. Gracias a ello, podremos realizar una gestión unificada de las comunicaciones de nuestra empresa y lo mejor de todo...¡¡Obtener un gran ahorro!!
In this lecture I explain in step-by-step fashion the basics of Apexogenesis procedure. a photo guide is attached to the guide to aid in better understanding of the topic
This brief lecture talk about very important topic in endodontic diagnosis and it is the Endodontic-Periodontal Relationship. It's directed to the level of mind of undergraduate students. I tried to keep it as simple and coherent as possible
O papel dos líderes na comunicação internaDenise Varela
Material desenvolvido para o treinamento de líderes de uma indústria farmacêutica com objetivo de sensibilizá-los para a importância da comunicação interna.
Drupal Continuous Integration with Jenkins - The BasicsJohn Smith
Please check out our new SlideShow of setting up and configuring a Jenkins Continuous Integration server for use within a Drupal development environment. We walk you through the steps of installing Ubuntu 10.04 LTS, Jenkins, Drush and several other PHP coding tools and Drupal Modules to help check your code against current Drupal standards. Then we walk you through creating a git post-receive script, and Jenkins job to pull it all together.
This presentation deals with the inside of the skull (cranial cavity) and description of some separate bones. There is another presentation “Skull - the normas” that describes norma verticalis, occipitalis, lateralis, frontalis and basalis and is necessary to complete the objectives.
Objectives
Identify the features of the major bones forming the cranial cavity according to normas and separate bones.
Describe the major sutures.
Describe the structure of the flat bones forming the skull and their blood supply.
Discuss ossification of the skull and the changes that occur during postnatal development.
Locate important bony surface landmarks.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
Quinnipiac's School of Education's MAT program required completion of a technology modules assessment and a performance task. This presentation acts as my performance tasks and shows how to use technology in the elementary classroom in regards to teaching biographies.
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
• From an American Perspective, the purpose of this presentation is to provide you with a good overview of “E-learning in Practice in Higher Education”
• Showcasing E-Learning at Utah State University: A Leader in E-Learning & Distance Education.
Presentation slides used for Open Education workshop as part of the transnational meeting of the Erasmus+ project "Inclusive Dance and Movement practice, the transferable skills of the dance artist"
Social networks in anatomy education workable modelsAkram Jaffar
Clarify the evolving role of social media as an instructional tool. Identify the most popular social media networks. Consider challenges faced by educators using social media. Relate the role social media can play in student centered and blended learning. Provide live examples.
Imaging anatomy injuries of the leg and footAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy fractures of the femurAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy dislocation of the hip jointAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy fractures of the radiusAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy dislocation of the elbowAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy fractures of the humerusAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy fracture of the scapulaAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
Imaging anatomy fracture of the clavicleAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to the etiology of a fracture or dislocation.
The anatomy of displacement or deformity.
Imaging anatomy features and how to differentiate from epiphyseal lines.
Anatomy related to correct relocation and alignment.
Anatomical complications of a fracture or dislocation.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
Applied anatomy long thoracic nerve injuryAkram Jaffar
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
After completion of this session, students should be able to discuss, identify, and describe:
The anatomical factors predisposing to nerve injuries.
The anatomy of deformity, weakness and sensory loss following the nerve injury.
The applied anatomy of clinical examination for specific nerves.
Surgical anatomy of treating nerve injuries.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
What difference is iTunes U course making to anatomy learners?
1. Dr.AkramJaffar
What difference is “iTunes U”
course making to anatomy
learners?
Akram Jaffar
and
Ayad Al-Moslih
University of Sharjah, United Arab Emirates
5. Dr.AkramJaffar
Aim
• Explore and evaluate the use of
iTunes U as a learning
management platform on mobile
handheld devices to deliver
anatomy courses.
6. Dr.AkramJaffar
What is iTunes U?
• iTunes U is an app for the iPad, iPhone, or iPod
touch.
• The U stands for university since the app allows
access to free courses that are taught by instructors
in schools and universities.
8. Dr.AkramJaffar
Features of iTunes U
• Access to courses
with features that
let users view the
course
assignment list,
track progress,
and make notes.
9. Dr.AkramJaffar
Types of courses
• Self-Paced:
– Allow students to begin and end a course at any time.
• In session:
– Taught in real time with calendar-based posts and assignments
10. Dr.AkramJaffar
Enrollment
• The course instructor shares an
“enroll code” with students.
• Each student enters the code in
iTunes U app.
• The course instructor receives the
enrolment request and approves it
through the iTunes U course
manager.
Enroll code
• GITAnatomy2014: J3Z-QXM-ZJ6
• GUAnatomy2014: HNV-7M4-N6A
13. Dr.AkramJaffar
Methods – Orienting the users
• Students were introduced to
iTunes U during the orientation
session at the beginning of
each system unit.
• A step-by-step video was
provided on YouTube.
• Additional FAQ section was
customized within the app.
“iTunes U in the context of anatomy course”
19. Dr.AkramJaffar
Exploring - Posts
• Paced according to course syllabus.
• Can also be reviewed as assignments
according to their due dates.
20. Dr.AkramJaffar
Exploring - Posts
• Once an assignment has been
fulfilled, it can be ticked as done.
• Push notifications are received once
new posts are uploaded.
21. Dr.AkramJaffar
Exploring - Assignments
• May contain links to downloadable
files or online material.
Downloadable file
Downloadable file
Online material
Online material
23. Dr.AkramJaffar
Human Anatomy Education Channel
on YouTube
• Provided the additional
advantage of viewing videos
on an online social network
where they engage the
viewers in multiple ways of
interaction.
24. Dr.AkramJaffar
Selected YouTube videos
• Scrutinized for
appropriateness.
• Apart from credibility
issues, they matched
student levels of anatomy
knowledge and the
objectives of the course.
25. Dr.AkramJaffar
Self-assessment
• Students commented and were
engaged in discussions with other
Facebook page fans.
• The instructor, through Facebook,
received notifications about students’
engagement and provided feedback
when necessary.
27. Dr.AkramJaffar
Exploring iTunes U features - Search
• To select specific material
within the course, particularly
for revision before the
examination.
• Assignments were tagged with
certain terms when uploaded
so that searching for the word
“question” would list all the self-
assessment questions within
the course.
28. Dr.AkramJaffar
Evaluation of iTunes U
anatomy courses
• Students were comfortable
communicating via smart
phones and other mobile
devices.
• Easy navigation: furnished a
true App experience as
opposed to websites.
29. Dr.AkramJaffar
Evaluation of iTunes U
anatomy courses
• Fostered collaborative teaching and learning by
incorporating social networking sites.
Sulaima
30. Dr.AkramJaffar
Evaluation of iTunes U
anatomy courses
• Delivered more media richness which the students
expect to be a part of their learning experience
particularly in anatomy.
Sulaima
31. Dr.AkramJaffar
Noor: “it actually encouraged me to read anatomy. I actually
never read anatomy this much before, during my year and a half
here!”
Evaluation of iTunes U
anatomy courses
• Motivated students to follow up course content.
32. Dr.AkramJaffar
Evaluation of iTunes U
anatomy courses
• Functioned as a study organizer through features like
organized view of course content, push notifications,
to-do style learning tasks, and notes.
• Afforded flexibility in following and retrieving the
course materials; assignments can be accessed either
according to a schedule or according to search key
word.
33. Dr.AkramJaffar
Evaluation of iTunes U
anatomy courses
• Provided on-the-move access to course material.
• Satisfied time management need of students.
Tariq
34. Dr.AkramJaffar
Suggestions for iTunes U
anatomy courses
• Include more flash cards and summarizing ideas to cope with the
on-the-go nature of mobile learning.
• Cross referencing to a previous anatomy resource.
AbdulRahman
35. Dr.AkramJaffar
Suggestions for iTunes U App
• Compatibility with other mobile manufacturers.
• Include a forum or a chat on iTunes U for interaction.
Dalia
36. Dr.AkramJaffar
Conclusions
• Provided a single platform mapped against the academic calendar,
which students would be able to view by session’s date and title.
• Enhanced students control and or follow up of their learning during
the anatomy course.
• Provided the opportunity to link to related material on social
networking sites and benefit from the interactive and collaborative
environment of these platforms.