Unit-I: Internet as a Learning Resource
* Web-based Learning Objects, Simulations and Tutorials
* Different Types of Websites for Personal Learning
* Participation in Forums for Identifying Learning Resources, Teaching-Learning Ideas
* Software Applications and Tools as and for using Teaching-Learning Resources
* Evaluating Internet Resources in Terms of Relevance, Case of Use and Context
Unit-II: ICT for Teaching-Learning
* Exploration of the World of ICT Resources for Teaching-Learning
* Educational Applications of ICT
* Relevant Technologies for Classroom
* Classroom Organization for ICT Infused Lessons
* Using Appropriate Software and Hardware
Unit-I: Internet as a Learning Resource
Personalized Learning
https://www.dysart.org/Sites/Default.aspx?pgID=5181
Personalize Learning
http://www.personalizelearning.com/2012/09/blended-learning-is-not-only-way-to.html
Universal Design for Learning
http://www.cast.org/
Professional Learning
http://www.cast.org/our-work/professional-learning
Personalized Learning
https://www.iste.org/learn/iste-u/personalized-learning?utm_referrer=https%3A%2F%2Fwww.iste.org%2Fexplore%2Farticledetail%3Farticleid%3D124
Personalized vs. Differentiated vs. Individualized Learning
https://www.iste.org/explore/articledetail?articleid=124
Personal Learning Goals
Personal learning goals are the behaviours, knowledge or understandings that students identify as important to their own learning. They may relate to general work habits, specific subjects, domains of learning, or a combination of these.
Personal Learning Portfolio
A learning portfolio is a purposeful collection of student work that exhibits a student's effort, progress, achievements and competencies gained during a course or time in university.
* Web-based Learning Objects, Simulations and Tutorials
* Different Types of Websites for Personal Learning
* Participation in Forums for Identifying Learning Resources, Teaching-Learning Ideas
* Software Applications and Tools as and for using Teaching-Learning Resources
* Evaluating Internet Resources in Terms of Relevance, Case of Use and Context
Unit-II: ICT for Teaching-Learning
* Exploration of the World of ICT Resources for Teaching-Learning
* Educational Applications of ICT
* Relevant Technologies for Classroom
* Classroom Organization for ICT Infused Lessons
* Using Appropriate Software and Hardware
Unit-I: Internet as a Learning Resource
* Web-based
Learning Objects, Simulations and Tutorials
A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning. (Wikipedia)
Learning Object
https://en.wikipedia.org/wiki/Learning_object
A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning. (Wikipedia)
Learning Object
https://en.wikipedia.org/wiki/Learning_object
What is Web-based Learning/Learning Object?
Web-based learning is often called
online learning or e-learning because it includes online
course content. Discussion forums via email, videoconferencing, and live
lectures (video streaming) are all possible through the web. Web-based courses
may also provide static pages such as printed course materials.
What is different in web-based
learning?
Generally, the meaning and the basic
concept of them are the same. Web-based learning is one
way to learn, using web-based technologies or tools in
a learning process. In other words, the learner uses mainly computers
to interact with the teacher, other students and learning material.
What is mobile e-learning?
M-learning or mobile
learning is "learning across multiple contexts,
through social and content interactions, using personal electronic devices".
A form of distance education, m-learners use a mobile device
educational technology at their time convenience.
What is project-based learning in
education?
Project-based learning (PBL) is a student-centred pedagogy that
involves a dynamic classroom approach in which it is believed that students
acquire a deeper knowledge through active exploration of real-world challenges
and problems. ... It is a style of active learning and
inquiry-based learning.
What is online learning?
Online learning is education that takes place over the Internet. It is often
referred to as “e-learning” among other terms. However, online
learning is just one type of “distance learning” - the umbrella term for any learning that takes place across
distance and not in a traditional classroom.
What is e-learning in education?
E-Learning is learning to utilize electronic technologies
to access educational curriculum outside of a traditional
classroom. In most cases, it refers to a course, program or degree delivered
completely online.
What are the benefits of online
learning?
- Flexibility. Students have the freedom to
juggle their careers and school because they aren't tied down to a fixed schedule. ...
- Reduced Costs. Online education can cost less
due to a variety of reasons. ...
- Networking Opportunities. ...
- Documentation. ...
- Increased Instructor - Student Time. ...
- Access to Expertise.
What are the types of e-learning?
The Types of e-Learning
- Synchronous E-learning. set time
(phone/Internet classroom sessions) Synchronous e-Learning is real-time
learning. ...
- Asynchronous E-learning. Student-directed,
self-paced learning. Asynchronous e-Learning is pause-and-resume kind of learning.
What is simulation and its
application?
Simulation is the process of creating an abstract
representation (a model) to represent important aspects of the real
world. ... Your simulation model can be used to explore
changes and alternatives in a low-risk environment. Simulation has
been successfully applied to many applications.
What are the types of simulation?
There are five different types of
models that are used within the different simulation programs and centres here
at OHSU.
· Task Trainer Simulation.
· Manikin-based Simulation.
· Standardized Patient Simulation.
· Virtual Reality Simulation.
· Tissue-based Simulation.
What are the types of simulation?
There are five different types of
models that are used within the different simulation programs and centres here
at OHSU.
· Task Trainer Simulation.
· Manikin-based Simulation.
· Standardized Patient Simulation.
· Virtual Reality Simulation.
· Tissue-based Simulation.
What are the
advantages of simulation?
One of the primary advantages of
simulators are that they are able to provide users with practical feedback when
designing real-world systems. This allows the designer to determine the
correctness and efficiency of a design before the system is actually
constructed.
What is simulation in teaching?
Simulations are instructional scenarios where the learner is placed in a
"world" defined by the teacher. ... A simulation is
a form of experiential learning. It is a strategy that fits well with the
principles of Student-Centred and constructivist learning and teaching. Simulations take
a number of forms.
https://teaching.unsw.edu.au/simulations
https://teaching.unsw.edu.au/simulations
Tutorials
What are the online tutorials?
An online tutorial is a self-study
activity designed to teach a specific learning outcome. They are usually
delivered via Blackboard but can also be made available via the Internet or
on a DVD. There are two main types of the online tutorial which we
refer to as Recorded and Interactive.
What are the video tutorials?
A tutorial is a method of
transferring knowledge and may be used as a part of a learning process. More
interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the information to complete a certain task.
Does online tutoring really work?
Fortunately, online tutoring can actually give
students access to better teachers than offline tutoring because
geography is no longer a factor. Impersonal. ... (While video
chat is best, voice and text tutoring can
still, be very effective as long as the tutor is picking
upon other cues.)
Which online tutoring company pays the most?
The Best Online Tutoring Jobs Offering Up to $60
per hour!
- Preply.
...
- VIPKid.
...
- Qkids.
...
- EF
Teach Online. ...
- Kaplan.
...
- Tutor.com.
...
- Gofluent.
English Trainer – Gofluent improves employee English communication and professional skills for companies. ...
- TutorMe.
TutorMe is a great company with a 4.5 /5-star rating on Glassdoor.
Personalized Learning
https://www.dysart.org/Sites/Default.aspx?pgID=5181
Personalize Learning
http://www.personalizelearning.com/2012/09/blended-learning-is-not-only-way-to.html
Universal Design for Learning
http://www.cast.org/
Professional Learning
http://www.cast.org/our-work/professional-learning
Personalized Learning
https://www.iste.org/learn/iste-u/personalized-learning?utm_referrer=https%3A%2F%2Fwww.iste.org%2Fexplore%2Farticledetail%3Farticleid%3D124
Personalized vs. Differentiated vs. Individualized Learning
https://www.iste.org/explore/articledetail?articleid=124
Different Types of Websites for Personal Learning
Personal Learning Goals
Personal learning goals are the behaviours, knowledge or understandings that students identify as important to their own learning. They may relate to general work habits, specific subjects, domains of learning, or a combination of these.
Personal Learning Portfolio
A learning portfolio is a purposeful collection of student work that exhibits a student's effort, progress, achievements and competencies gained during a course or time in university.
19 Types of Websites
https://www.wpbeginner.com/showcase/x-type-of-websites-you-can-create-with-wordpress/
https://www.wpbeginner.com/showcase/x-type-of-websites-you-can-create-with-wordpress/
16 Popular Types of Websites
12 Popular Types of Websites
Learning Websites
8 Inspiring Learning Websites
https://elearningindustry.com/8-inspiring-elearning-websites-offer-students-inspiring-educational-alternatives
10 Top Sites for Online Education
https://www.upwork.com/blog/2014/02/10-top-sites-online-education/
33 Useful Websites for Students
https://www.topuniversities.com/blog/33-useful-websites-students
* Participation in Forums for Identifying Learning Resources, Teaching-Learning Ideas
8 Inspiring Learning Websites
https://elearningindustry.com/8-inspiring-elearning-websites-offer-students-inspiring-educational-alternatives
10 Top Sites for Online Education
https://www.upwork.com/blog/2014/02/10-top-sites-online-education/
33 Useful Websites for Students
https://www.topuniversities.com/blog/33-useful-websites-students
* Participation in Forums for Identifying Learning Resources, Teaching-Learning Ideas
* Software Applications and Tools as and for using
Teaching-Learning Resources
* Evaluating Internet Resources in Terms of
Relevance, Case of Use and Context
* Participation in Forums for Identifying Learning Resources, Teaching-Learning Ideas
Online forums can be used for many purposes, such as helping students to review material prior to an assignment or exam, engaging students in the discussion of the course material before coming to class, and reflecting on material that they have read or worked with outside of class.
https://gsi.berkeley.edu/gsi-guide-contents/technology-intro/gsi-examples/online-discussion-forums/
Online discussion forums have been demonstrated to be effective and powerful pedagogical tool for the support and construction of knowledge and meaningful learning. The success of online discussion forums is due in large part to the implementation of research-supported models which assist instructors in the design of effective online discussion protocols within higher education settings.
Online forums can be used for many purposes, such as helping students to review material prior to an assignment or exam, engaging students in the discussion of the course material before coming to class, and reflecting on material that they have read or worked with outside of class.
https://gsi.berkeley.edu/gsi-guide-contents/technology-intro/gsi-examples/online-discussion-forums/
Online discussion forums have been demonstrated to be effective and powerful pedagogical tool for the support and construction of knowledge and meaningful learning. The success of online discussion forums is due in large part to the implementation of research-supported models which assist instructors in the design of effective online discussion protocols within higher education settings.
Benefits of Discussion
Forums
Students
react to content, share challenges, teach each other, learn by stating and
understanding, clarify assumptions, experiment, own new skills and ideas.
Individualization of learning: Personal responses to forum topics are not
limited in time or length.
Applications and Tools for Learning
https://www.academyofmine.com/e-learning-software-and-tools-for-teaching-online/
UNESCO
https://bangkok.unesco.org/content/ict-education-resources-teaching-and-learning
101 web 2.0 Tools
https://oedb.org/ilibrarian/101-web-20-teaching-tools/
Evaluating Internet Resources
https://www.jstor.org/stable/27559337?seq=1#metadata_info_tab_contents
https://library.uaf.edu/ls101-evaluation
Applications and Tools for Learning
https://www.academyofmine.com/e-learning-software-and-tools-for-teaching-online/
UNESCO
https://bangkok.unesco.org/content/ict-education-resources-teaching-and-learning
101 web 2.0 Tools
https://oedb.org/ilibrarian/101-web-20-teaching-tools/
Evaluating Internet Resources
https://www.jstor.org/stable/27559337?seq=1#metadata_info_tab_contents
https://library.uaf.edu/ls101-evaluation
Evaluating Information Resources
Learn About: Criteria used to evaluate print and Internet information resources, differences between print and Internet resources, characteristics of scholarly vs. popular periodicals, and the scholarly publication cycle.
Evaluating information sources is a important part of the research process. Not all information is reliable or true, nor will all information be suitable for your paper or project. Print and Internet sources vary widely in their authority, accuracy, objectivity, currency, and coverage. Users must be able to critically evaluate the appropriateness of all types of information sources prior to relying on the information.
The Internet, especially the World Wide Web, has surpassed most libraries in the quantity of information it makes available. However, the Web has not surpassed libraries in the overall quality of information it makes available. Traditionally, a main component of library collections has been print (paper) materials. Today, however, many online resources are being added to supplement collections, replace printed (paper) items, or improve access. Although online sources are accessible via the Internet, many originated in paper form and follow the same publication criteria. Therefore the quality of print and online information sources are similar and will be considered the same in this discussion. A look at a few characteristics of print and Internet sources will identify major quality distinctions between print and Internet information sources.
Print Sources vs. World Wide Web
Print Sources
- Quality standards of printed materials are controlled through a system of checks and balances imposed by peer review, editors, publishers, and librarians, all of whom manage and control access to printed information. This assures that published materials have been through some form of critical review and evaluation, preventing informal, poorly designed, difficult-to-use and otherwise problematic materials from getting into the hands of users.
- In academic and other research libraries, most books and periodicals are a product of the scholarly communication system. This system ensures that authors present information in an orderly and logical manner appropriate to the topic.
- Printed information in books and periodicals follows established linear formats for logical and effective organization.
- Materials in printed form are stable. Once in print, information remains fixed for all time. New editions and revisions often are published, but these are separate and distinct physical entities that can be placed side by side with the originals.
World Wide Web
- On the web, anyone can, with no supervision or review at all, put up a web page.
- On the Web, there is no systematic monitoring of much of what appears, except, of course, for articles published in the online forms of otherwise reputable scholarly journals and books. Biases, hidden agendas, distorted perspectives, commercial promotions, inaccuracies, and so on are not monitored.
- There is no standard format for web sites and documents. Web pages exhibit fewer clues regarding their origins and authoritativeness than print sources. Important information, such as dates, author(s), and references are not always easy to locate. While a reader can easily note this information in a book or periodical article, the web user must often search through several pages, if the information is provided at all.
- Internet sources are also not stable. Web documents can be changed easily. And once changed, the original is gone forever unless a specific effort is made to preserve it. In fact, many Web documents are intentionally designed to change as necessary, and with automatic changes as with manual changes, the original disappears.
- Web resources use hypertext links and need not be organized in any linear fashion. One can easily be led astray and distracted from the topic at hand. But, of course, one can also be led to additional information of value.
- The changing nature of the web and web documents create major problems with the stability of information and with links between different units of information. Dead or broken and links on the Web are common and others just disappear or are not updated.
See Online Subscription Databases vs. Web Sites to learn how to quickly differentiate between subscription (library-selected) and Internet sources.
For print sources, quality control is sought through critical evaluation during the publication process. However, on the web, anyone with access to the Internet can publish. Web pages are easy to create with little or no training. And there is no overriding organization or governing body ensuring the validity of web page content. There is a good deal of high-quality information on the web, but there is also much that is of questionable quality. Do not assume that information on the web is more current or accurate. Each web page will have to be examined critically.
It is the user's responsibility to evaluate information sources, in print and on the web, that they find during the research process before using it in a paper or presentation.
Five Criteria for Evaluating Resources: AAOCC
For this brief introduction to evaluating sources in LS101, we will use a list of five critical criteria. You might want to remember AAOCC (Authority, Accuracy, Objectivity, Currency, and Coverage), if for no other reason than you might be asked to list these criteria and describe them briefly. The same basic questions should be asked of all information sources: books, journal articles, web pages, blogs, videos, sound recordings and e-books.
- Authority
- Who is the author or creator (who is responsible for the intellectual content) and what are his or her credentials? Is there any indication of the author's education, other publications, professional affiliations or experience?
- Is there a note or paragraph in the back of the book or on the jacket (cover, jewel case, or supplementary brochure) describing the author's credentials?
- Is the author's e-mail address, postal address or phone number provided?
- Has the author been cited in other bibliographies?
- Sometimes information about an author is available in sources other than the document at hand. Instructors assigning research topics might focus on a particular author. Many authors can be looked up in such resources as:
- Who's Who in America
- Current Biography
- The International Who's Who
- Who's Who in Science and Engineering
- American Men & Women of Science
- Who's Who in the World
- Dictionary of Scientific Biography
- Look for additional information in directories of Professional Associations or Biography Index (FirstSearch)
Noted resources are accessible via the Databases by Title page.
For Web Sites:
- Be sure to distinguish between the author of the information and, if separate, the Webmaster who put it up.
- In the case of Web material provided by committees, organizations, businesses, or government agencies (rather than individuals), similar questions concerning the authority of these bodies need to be asked. Be sure to consider whether information provided by corporate bodies is likely to be objective, factual and carefully researched or whether it is biased toward the particular objectives of those bodies or the causes, movements or agendas they support.
- Analysis of the URL sometimes provides an indication of identity of the web site sponsor.
- Look for an "about us" or "FAQ" (frequently asked questions) page.
- Accuracy/Quality
- Is the information provided specific?
- For research on any topic dealing with things and events in the real world, accuracy is, obviously, of highest importance. Data and information must be based on observations, measurements, analyses, interpretations and conclusions. In the arts and humanities, where imagination is the primary creative force, accuracy is still important in recording names, dates and places from which creative works, ideas, and opinions originated.
- In all cases, all information should be verifiable. Are conclusions based on research or actual figures that can be checked in other sources?
- Are methods of scientific research explained in such a way that it could be reproduced?
- Are sources of information listed in foot/end notes, bibliographies, or lists of references? How reliable are the cited sources?
- Are critical reviews available (for books, films, literature, music, art)? Check resources such as:
- Humanities Full-Text, Social Sciences Full-Text, MLA Bibliography, Reader's Guide to Periodical Literature
- Academic Search Premier
- Gale Literature Resource Center
Noted resources are accessible via the Databases by Title page. Check with a librarian for other useful databases.
- Does the article appear in a scholarly journal that is peer-reviewed? Review the tips for identifying Scholarly vs. Popular Periodicals.
For Web Sites:
- High-quality writing, including good format, grammar, spelling and punctuation, can enhance the appearance of accuracy and bolster a reader's confidence in the accuracy and reliability of a Web document. It is easy however, to produce a website that appears "professional;" that's a good start, but not sufficient evidence to conclude that the information provided is accurate. Use the other criteria as well.
- Objectivity
- Authors often have their own agendas, for example to sell products, influence legislation or capture converts. There probably is no absolute objectivity upon which everyone could agree. When using any information resource, you must decide whether the information is sufficiently objective for your purpose or whether it is biased. Of course a highly biased presentation can be included in scholarly research as long as that bias is described and weighed against alternative views or interpretations.
- Is there any advertising or solicitation for donations associated with the source? This financial support may skew the subject coverage by the publication.
- Does the author provide more than one point of view?
- Does the writing use inflammatory or biased language?
- Currency
- Currency is especially important in the sciences where new developments occur frequently.
- In the arts and humanities, currency needs to be judged as appropriate. In some cases, a study written years ago may be essential to understanding.
- Consider whether or not the timeliness of the information will affect its usefulness.
- In all cases, there should be some indication of the date of the material. If research results are given, consider not only the date of the publication but also when the research was actually conducted.
For Web Sites:
- Obviously it is important for information found on the web to be up-to-date. However, its appearance on the web is not a guarantee.
- There should be some indication of the date of the material, as in the "last updated" statement at the end of many Web documents. Be aware that the "Last updated" date of the web page may differ from the date of the content. This may mean checking three dates, the date the page was last updated or posted to the web, the date of publication, and the date of the research or statistics used.
- Coverage
- Decide whether the information source adequately covers the topic. Documents may cover only part of the topic, and you may need more sources to have a more thorough understanding.
- Consider how coverage from one source compares with coverage by other sources.
- Look for a statement describing the purpose or coverage of the source and consider if the information is in-depth enough for your needs.
- Does the information source leave questions unanswered (ask the "five W's and H" to check: who, what, when, where, why and how)?
Optional Reading
Evaluating Information: Internet Resources from Johns Hopkins University
