Educational technology essentials at viu

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.

The document discusses trends in synchronous distance learning including the need for more engaging learning environments and the value of verbal/non-verbal communication through video conferencing. It describes student needs like interactivity and relationships. Common tools are reviewed like web conferencing, videoconferencing, and LMS integration. Challenges of the mixed environment include managing technology, responding to questions from different groups, and technological limitations. The conclusion emphasizes that synchronous distance education will be a major part of the future to meet student desires for live interaction.

The document discusses how the Internet is increasingly being used to deliver distance education. It allows students to learn at their own pace, access materials conveniently, and provides education for remote students. The Internet provides educational opportunities that would not otherwise be possible. It also discusses challenges like copyright, bandwidth limitations, and students taking responsibility for their own learning.

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The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.

Generations in distance teaching; Promises and the state-of-the-art; E-learning in relation to ‘traditional’ teaching; Analytical framework

The document discusses digital learning resources, noting that there is no agreed upon definition for terms like learning objects. It outlines the typical steps for creating digital content, including breaking content into smaller pieces, adding metadata, and packaging for learning management systems. Quality criteria for digital learning resources are proposed, including constructs pedagogy, interactivity, addressing 21st century skills, and avoiding low quality examples like relying solely on animations or trial and error problem solving.

The document discusses trends in online learning such as personal learning environments, informal online learning, social networks, and technology. It notes that personal learning environments allow learners more control over their learning by setting goals and managing content from multiple sources. It also describes how the rise of social networking and technologies that combine social and learning tools will impact education by making learning more student-centered, collaborative, and accessible through mobile devices.

The document discusses Korea's digital textbook project which aims to improve access to education and learning quality through technology. It defines a digital textbook, outlines the project's pilot implementation and challenges. The project will develop 25 digital textbook titles by 2011 and equip 100 schools for testing. Key challenges include reducing infrastructure costs, proving academic benefits, ensuring quality assurance, and developing effective instructional models and content for the new platform.

Moodle is a free, open-source learning management system that allows teachers to create individualized websites for students. It provides many web 2.0 tools like blogs, wikis, and discussion boards. Teachers can facilitate learning through Moodle by uploading content and assignments. Students can access Moodle from school, home, or anywhere with an internet connection to do coursework, collaborate with peers, and see their progress. Moodle helps supplement and differentiate classroom instruction to engage students and allow them to learn at their own pace.

Open educational resources (OERs) are teaching and learning materials that can be freely used and reused without permission. OERs are available in the public domain or have an open license allowing reuse as long as the creator is attributed. Examples of OERs include textbooks, courses, images, and videos. OERs provide access to educational resources for free, saving students money while allowing universal access to education. However, the quality of OERs can be harder to determine and concerns exist regarding long-term funding and access to necessary equipment.

Virtual learning: for students and adults. For high education and lifelong learning. For teachers and students, for training organizations and universities. Types, methods, tools.

Moodle is a free, open-source learning management system that allows teachers to create individualized websites for students. It provides many web 2.0 tools like blogs, wikis, and discussion boards. Teachers can facilitate learning through Moodle from any location with internet access. Moodle also allows for email communication between students and teachers, cloud storage of documents, calendars, and gradebooks. It can help differentiate instruction for various student needs and close gaps in access to technology outside of school. Moodle supplements and enhances classroom learning by providing structured independent and collaborative work for students to engage with at their own pace.

Effective technology integration for 21st century learners involves using technology to promote active engagement, participation in groups, interaction and feedback, and connections to real-world experts. Some strategies discussed include using online forums for debate and dialogue, having students collaborate on podcasts, utilizing concept mapping software for research projects, blogging for self-expression, and providing online courses and tutorials for structured learning that students can revisit. The document also mentions technologies teachers can use like smart boards, PowerPoint, marking tools, videos, and facilitating discussions.

This document discusses different tools for delivering educational content effectively and efficiently, including face-to-face learning, asynchronous learning, and synchronous learning. It provides screenshots of example learning management systems like Moodle, Blackboard, and CourseSites. Other eLearning tools shown include Adobe Connect, Edmodo, and WebEx. The document concludes by asking which tool would work best for the reader's needs and providing references for further information.