The Future of Education: A Movement towards E-learning?
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The document discusses the movement towards e-learning in education. It outlines the differences between traditional classrooms and modern classrooms that incorporate technology. E-learning is defined as using computer networks and the internet to deliver instruction. There are two types of e-learning: synchronous using live online sessions, and asynchronous using offline materials accessed anytime. The benefits of e-learning include increased accessibility, interactivity, and flexibility. However, educational institutions have yet to fully integrate the technological capabilities of modern society. The future of education will require transforming how and what students learn to better prepare them for today's workforce.
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de ABDALLAH MOUBAYED 1 , MOHAMMADNOOR INJADAT1 , ALI BOU NASSIF2 , HANAN LUTFIYYA3 , AND ABDALLAH SHAMI1 1Electrical and Computer Engineering Department, Western University, London, ON N6A 3K7, Canada 2Electrical and Computer Engineering Department, University of Sharjah, Sharjah, United Arab Emirates 3Computer Science Department, Western University, London, ON N6A 3K7, Canada Corresponding author: Abdallah Moubayed (amoubaye@uwo.ca)
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Unit 6 db m toy
The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of online tools and multimedia.
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E-Learning involves web-based and computer-based learning through various media like text, images, videos and audio. It provides convenience through flexible learning at any location and time, and utilizes constructivist and social learning theories through collaborative online activities. Technological advancements like the internet and social media enhance global learning communities. E-Learning offers accessible, effective education for learners and educators worldwide, and benefits organizations through improved productivity, reduced costs and increased financial outcomes.
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E learning - Knowledge And Curriculum
E-learning involves using electronic technologies and resources to facilitate learning. It allows students to learn remotely through online courses and resources. The document discusses the concept of e-learning, defining it as using computers and the internet to support teaching. It outlines the advantages of e-learning such as flexibility, cost-effectiveness, and accessibility. Some limitations include requiring computer skills and internet access as well as lacking social interaction.
E- learning term paper, BushraAlnoori, M.A Candidate : Akram Jabar Najim
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Elearning.ppt
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The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
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ABSTRACT
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The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of technology in online instruction.
Unit 6 db m toy
The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of online tools and multimedia.
role of media in education
The document discusses the role of various media types in education. It covers print media like newspapers, magazines and books. It also discusses electronic media such as radio, television, internet, films and mobile devices. It explains how each media type contributes to both formal and informal education by providing information, news and learning resources to students and the general public.
TEACHING ENGLISH TO THE IPHONE GENERATION: reflecting upon the use of whatsap...
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E- learning term paper, BushraAlnoori, M.A Candidate : Akram Jabar Najim
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Similar a The Future of Education: A Movement towards E-learning?
Digital+issues[1]
ETL523 assessment 1. Presentation created to encourage teachers to use digital tools to enhance and support teaching and learning.
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E-Learning involves web-based and computer-based learning through various media like text, images, videos and audio. It provides convenience through flexible learning at any location and time, and utilizes constructivist and social learning theories through collaborative online activities. Technological advancements like the internet and social media enhance global learning communities. E-Learning offers accessible, effective education for learners and educators worldwide, and benefits organizations through improved productivity, reduced costs and increased financial outcomes.
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Generally, it is agreed that information and communication technology (ICT) promotes easier planning
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anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
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technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
Factors affecting the emergence of e
This document discusses factors affecting the emergence of e-learning. It argues that technological advancements, economic changes, and socio-cultural and political shifts have driven increased demand for e-learning. Technological trends like the development of Web 2.0 that allows for more user participation and interaction online have enabled new forms of e-learning. Economic globalization and outsourcing have also created needs for online learning opportunities. Socio-cultural changes like demographic shifts and an aging workforce are stimulating more education consumption. Governments have also implemented policies to support e-learning development to meet these demands and prepare populations for a knowledge economy. While e-learning faces some challenges, its benefits of flexibility, cost savings and increased access are
Comprehensive Exam Tips
(1) The document discusses comprehensive exam tips, noting there are two parts: written exams and oral exams.
(2) Educational research questions and concentration questions are handled separately on the exams.
(3) When responding to exam questions, use headings and advance organizers that reflect the exam questions, and operationalize important terms and variables.
CSEDU2012 presentation
This document provides a literature review on the emerging use of communication technologies (CTs) in higher education. It summarizes that CTs, especially Web 2.0 tools, are increasingly being adopted in higher education to support teaching and learning. Popular tools include social networking sites, wikis, media sharing, virtual worlds, and personal learning environments. While CTs are disrupting traditional teaching methods, their integration into higher education is still a work in progress, with gaps in infrastructure and teacher training remaining barriers to adoption. The review aims to understand which CTs are used and how to inform the ongoing TRACER project analyzing CT adoption in Portuguese universities.
Ian Wigglesworth Mod 3b 6620
This document discusses trends in educational technology including: 1) Autonomous-experiential learning enabled by new augmented reality devices that allow seamless integration of technology into education; 2) Electronic media replacing textbooks with continuously updated, collaboratively edited open data; 3) Teachers evolving from content experts to technology specialists who facilitate student-centered learning and research skills.
The Role of the Teacher in the Future
1) The role of the teacher is shifting from a lecturer to a facilitator of learning as technology allows students to access information on their own and learn through collaborative activities.
2) Future teachers will need to develop engaging learning activities, provide necessary training to students on tools, and select appropriate tools while balancing student autonomy and control.
3) Teachers will curate and create open educational resources, facilitate peer learning through social software and networks, and support diverse student needs through a variety of technologies.
Teaching and learning with Internet-supported technologies - Course syllabus
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
An E-Learning Theoretical Framework
This article presents an e-learning theoretical framework based on a literature review of e-learning concepts and dimensions. It identifies 23 related concepts to e-learning that have emerged over time, from computer-assisted instruction to modern approaches like massive open online courses. The framework proposes three principal dimensions of e-learning systems: users, technology, and services. It also classifies stakeholder groups and their relationships with e-learning systems, as well as typologies of e-learning services.
ICT-based distance learning
ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
ICT-based distance learning
This document discusses the use of information and communication technologies (ICTs) in distance learning. It defines ICT literacy and explains how ICTs have revolutionized education methodology. It describes different types of distance learning technologies, including synchronous technologies like video conferencing and asynchronous technologies like message boards. The document also discusses the relevance and challenges of using ICTs in distance education, noting that they provide more flexible access to learning but face issues like lack of infrastructure in some areas.
Digital age of the 21st century classroom
This document discusses several topics related to digital education in the 21st century classroom. It addresses the need to prepare teachers for integrating technology, how teachers can adopt, adapt, or create digital content, and the importance of professional development for educators. It also covers navigating digital tools as edutechnologists and using technology to diminish the digital divide between students. The overall message is that embracing new technologies, training teachers, and gaining community support are essential for student success in today's digital classrooms.
Podcastsvsword 110831001455-phpapp01
Podcasts can be an effective educational tool if teachers and students view them as such rather than just entertainment. Podcasts meet the criteria to be considered an effective teaching device as they are relevant to students, build on existing knowledge, and can be integrated into the curriculum. Podcasts are short audio files that can be easily downloaded and accessed on many devices. They have been used in education in three ways: providing previously taught information, complementing lessons, and providing new supplementary information. While only 50% of students access reframed information, 76% access supplementary podcasts, showing students are willing to learn new information through podcasts. Podcasts are an effective tool for English language learners as well. Podcasts provide an easy
Journal of Computer Assisted Learning (2002) 18, 351-366 .docx
Journal of Computer Assisted Learning (2002) 18, 351-366
2002 Blackwell Science Ltd 351
Learning within incoherent structures:
the space of online discussion forums
M.J.W. Thomas
School of Aviation, Massey University (now at the University of South Australia)
Abstract Online discussion forums are an increasingly common use of
new information and communication technologies in education. As a tool
for promoting conversational modes of learning, it has been suggested that
online discussion forums can lead to enhanced learning outcomes for
students. However, there is a need to explore further the implications of
the highly mediated nature of computer–based interaction on student
learning within these virtual learning environments. This paper presents
results from a detailed study of students’ learning outcomes and patterns
of interaction within an online discussion forum. The findings suggest that
the typical nonlinear branching structure of online discussion may be
insufficient for the realisation of truly conversational modes of learning.
The paper discusses the implications of these findings in relation to
students’ learning.
Keywords: Case study; Conferencing; Discourse analysis; Environmental
studies; Online; Questionnaire; Student-centred; Undergraduate
Introduction
Communication, rather than individual knowledge acquisition, has recently been
emphasised as a means to increase the quality of instruction. However, as we move
towards increasing use of information and communication technologies as a means
of supporting student learning, it is necessary to evaluate the discontinuities between
the structure of familiar conversation and asynchronous text-based communication.
Contemporary explorations of the role of internal and interactive dialogue in
students’ construction of knowledge have lead to the development of a
conversational model of learning (Laurillard, 1993; 1999). Enhanced learning
outcomes such as increased motivation and engagement in the learning task, deeper
levels of understanding, increased metacognition, the development of higher-order
thinking skills and divergent thinking have been shown to result from the adoption of
conversational modes of learning (Blumenfeld et al., 1996; Flynn & La Faso, 1972).
The development of new information and communication technologies has in turn
offered new means by which conversational modes of learning can be achieved. As
Harasim (1990) has suggested, the introduction of online education may open
unprecedented opportunities for educational interactivity. Similarly, it has been
argued that information and communication technologies offer new forum in which
Accepted 11 May 2002
Correspondence: Matthew J. W. Thomas, University of South Australia, City West Campus,
North Terrace, Adelaide SA 5000 Email: [email protected]
https://www.researchgate.net/publication/30872094_Rethinking_University_Teaching_A_Framework_fo ...
MSSAA web 2.0 presentation
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Bridging the gap of the educational system across different countries through...
The gap in the educational system has been a major drawback globally. The idea and concept of E-Learning have been evolved as a result of many kinds of Research. E-learning has assisted in closing this gap. The main goal of the study is to offer quality education through e-learning by assessing the effectiveness of e-learning mode. The focus has been to assess the e-learning potential to provide a quality education through electronic means and also to evaluate the scope of e-learning. E-learning provides a better standard of living for students across the world. This paper deals with improving the student’s quality of education and their standard of living
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- 1. The Future of Education: A Movement towards E-learning? Education 6620 Project #3 By: Janine Ryder
- 2. Traditional Classrooms Retrieved from: http://www.clas.niu.edu/ewoms/Bleck_FIG.jpg, on December 3, 2009
- 3. Today’s Classrooms Retrieved from: http://www.monmouth.edu/resources/services/conference_services/facilities/images/HowardHall542.jpg, on December 3, 2009
- 4. Today’s Classrooms Retrieved from: http://www.forrestgreenrmc.com/images/elearning_classroom_2.jpg, on December 3, 2009
- 8. Video conferences (such as Elluminate Live!)
- 9. Synchronous discussion forums ~Tsai (2009) Retrieved from http://developer.apple.com/business/macmarket/images/logo_elluminate.gif, on December 3, 2009 Retrieved from http://projects.nfstc.org/firearms/module01/images/fir_m01_t07.jpg, on December 3, 2009 Retrieved from http://www.countrywidetraining.com/images/online-training.jpg, on December 3, 2009
- 11. Emails
- 12. Mailing lists
- 13. Asynchronous discussion forums ~Tsai (2009) Retrieved from: http://www.golfinstructioncourses.com/files/1782463/uploaded/2-elearn-async.gif, on December 3, 2009
- 16. Why use E-learning? Retrieved from: http://www.hbmeu.ac.ae/NR/rdonlyres/F9989FEA-9B57-4833-AE09-1820DF00C7D2/0/BenefitsofeLearning.jpg, on December 3, 2009
- 19. Print, combined with broadcast media, cassettes and computers, to some extent
- 22. There has been a noticeable movement towards e-learning, but there is still a gap between the technological standards of educational institutions and society as a whole Retrieved from http://api.ning.com/files/o1kadusDKeM6dKZn9KeFIyxkd0lfcLVHJTY89KzH-Rg_/2009.01.19__education_technology__plea.jpg, on December 3, 2009
- 23. The Future of E-learning? Retrieved from: http://www.softwaremag.com/archive/2002-02/images/E-Learning.jpeg, on December 3, 2009
- 24. The Future of E-learning? Retrieved from: http://www.bigggroup.co.uk/images/iStock_000006627044XSmall%20558%20x%20371.jpg , on December 3, 2009
- 25. The Future of E-learning? Retrieved from: http://www.techpluto.com/wp-content/uploads/2009/05/virtual-live-border-300x300.jpg, on December 3, 2009
- 27. Synchronizing instruction and students’ lives outside the classroom
- 28. Aligning curriculum and the currently information-driven workforce
- 29. Improving the integration of technology in teaching and learning ~Christen (2009)
- 30. References Bisoux, T. (2007). The Evolution of E-learning. BizEd , 22-29. Burns, T. (2005, February). E-learning: The Future of Quality Training. Quality Progress , 50-56. Christen, A. (2009). Transforming the Classroom for Collaborative Learning in the 21st Century. Techniques (ACTE), 83 (09), 28-31. Conrad, D. (2008). Reflecting on Strategies for a New Learning Culture: Can we do it? Journal of Distance Education, 22 (3), 157-162. Desai, M. S., Hart, J., & Richards, T. C. (2008). E-learning: Paradigm Shift in Education. Education, 129 (2), 327-334. Gell Mason, M., Chesemore, S., & Van Noord, R. (2006). E-learning's Next. Library Journal , 40-43. Guri-Rosenblit, S. (2005). "Distance education' and 'e-learning': Not the same thing. Higher Education , 467-493.
- 31. References MacFarlane, K. (2001). Just another electric circus? Meeting standards for K to 12 e-learning classroom resources. Education Canada, 41 (3), 26. Tsai, M.-J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Educational Technology & Society, 12 (1), 34-48. Tucker, M. (2005, October). E-learning Evolves. HR Magazine , 74-78. Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E-learning: emerging uses,empirical results and future directions. International Journal of Training and Development , 245-258.