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Distance learning verses conventional learning
Distance learning verses conventional learning
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Courseware Design Educational Scenario The scenario is being developed for a computer class that is Networking. The means of learning will be a Courseware or a CBT (Computer Based Training). The reason for using this as a means of teaching is that it increases efficiency. Through the Courseware, the student can understand everything more properly. In a course like Networking everything that goes on in a network needs to be practically shown to the student in order for him to understand it. Hence through the Courseware, the students can view the simulations and understand everything as it is done in the practical way. Viewing simulations through a self paced Courseware is the perfect choice, because students can see situations that they might experience, try out various solutions, and observe the effects of their decisions. Using simulations is not an end in itself, but an integral component in courses including lectures, readings, and discussions. What is Courseware? Courseware is the content and technique applied to instructional materials in electronic format. Courseware is employ...
teaching methodology will make it easy for students to learn different programs and it will be very handy
Construct-Fred has several positive aspects in terms of market and industry. Because of the growing popularity of open source education, course builders need to ensure that their students learn effectively, so that their courses do not become obsolete because of poor teaching methods. Having an effective course structure and using appropriate teaching tools (as Construct-Fred recommends) will ensure that people who create e-courses will maintain the highest teaching standards and therefore acquire the most clients. Because it helps individuals to adapt to a contemporary educational trend (i.e. online education and lifelong learning), Construct-Fred serves a durable market industry.
The chart depicted below shows the scope and sequence plan for a 200-hour Information and Software Technology (IST) course. The course covers the syllabus as prescribed by the Board of Studies, New South Wales ("Information and Software Technology Years 7–10: Syllabus", 2003, p. 15-30).This course covers the following optional topics: 1) Digital Media, 2) Database Design, 3) Software Development & Programming and 4) Internet & Website Development. The projects or tasks associated with the optional topics incorporate the core topics listed below: C1- Design Produce and Evaluate, C2-Data Handling, C3-Hardware, C4- Issues, C5-Past, Current and Emerging Technologies, C6-People, and C7-Software. The prefix C1-C7 identifies the core topic and would be used in the chart to the show the link between the course and the prescribed syllabus Wales ("Information and Software Technology Years 7–10: Advice on Programming and Assessment", 2003, p. 6). The expected outcomes are listed as numerical identifiers of stage 5 outcomes taken from the Information and Software Technology Years 7–10: Syllabus (2003, p. 12-13) document. For example, outcome 5.2.1 in term1 of year 9 points to “describes and applies problem-solving processes when creating solutions” of stage 5 outcomes (Information and Software Technology Years 7–10: Syllabus, 2003).
Parsons, June J. and Oja, Dan. Computer Concepts 8th Edition. United States: Course Technology, 2006.
Not only can adults learn content through technology, they can also learn about technology itself (Merriam ad Brockett 1997) and develop the skills to use it competently. An example of the technology as curriculum approach is the course, "Exploring the Internet." Offered by the Georgia Center for Continuing Education, the 10-hour, noncredit evening course is designed to provide adults with the concepts and skills for using Internet applications such as e-mail and the Web (Cahoon 1998). The benefits of this approach include the opportunity to address each aspect of the technology in a clear, structured manner; little or no distraction from peripheral learning issues or goals beyond those of learning the technology; and efficiency in acquiring a discrete set of technology skills that can be applied in different settings. The major limitation of the approach is the narrow focus on the technology and the skills to use it. When technology skills are acquired in an isolated environment, they may not be easily transferred and applied by the learner in meaningful ways. In addition, if the learner lacks an opportunity for practice, the skills may deteriorate (Ginsburg 1998).
This orientation helped me clearly understand the concepts learned in the computer networks course and
It focuses on understanding the learner and their needs and not just on a problem to fix. When working on a new course the designer has a defined roadmap of where to start and how to go through the process until the end. This is useful for instructional designers because there are no questions about what to do next. Since technology is built into the design, this is a strong format for designing an online course. The learner will have opportunities to participate and use active learning throughout the class as well.
Not many people would argue that computer technology is bad for the K-12 classroom. There is, however, a serious and thought-provoking debate going on regarding computer technology in the classroom. At issue is to what extent and at what age should computers be integrated in American classrooms. There is no question that a certain level of technology will bring improvements in academic achievement. In one study on children of low socioeconomic status a definite improvement was seen. It was noted that, “Increasing the technology available to students encourages, facilitates, and supports student achievement – at the elementary level, the most profound effects were found in the area of mathematics” (Page 391). Page also states that, “numerous studies have demonstrated that young children’s self-esteem or self-concept directly affects their academic performance” (Page 391).
On joining the college, I concentrated on acquiring knowledge not only through the classroom teaching materials, but also through the volumes of Computer related materials. In the process I have acquired in-depth knowledge in the fields of Database Management Systems, Data Mining and Data Warehousing, Software Engineering especially in the concepts related to process organization and responsibilities. I was also fascinated by the growth of Networking and Communication Technology and developed keen interest in the subjects such as Computer Networks, Data Communications and Network Protocols. The Operating systems lab and Computer Networks lab unleashed a relentless desire in me to excel at its usage and find innovative applications.
Computer-based training can be characterized as an information "training system that incorporates a needs assessment on the students, lesson objectives and plans, development of the program, and evaluation and feedback" (Janicak, 1999). These features will be discussed further. CBT has been compared to the traditional approach of training, and there are many features and processes that are different, which will both be discussed. Also, the concerns and positive effects of CBT will be explained.
The purpose of CSCL is to support collaborative learning through the use of technology, especially courses which utilize the Internet. Such classes are a natural fit for carefully fadi...
The next phase of the new program and course development process is to examine, research, and design the new proposed course as an online course. Online course delivery options must be explored. A variety of resources need to identified to successfully develop a new online course. These resources may include a variety of publications, possibly even the oversight of a faculty mentor. California State University, Chico provides a detailed site for the development of an online course. In developing the new course in public management as an online course the Chico State rubric was used as a guide that helped with the design of the online delivery system. I have found that use of rubrics in online design is supported by many institutions. The Chico State rubric for online teaching and learning served as the rubric that was used to develop the new online course in public management for Folsom Lake College.
There seems to be a rising flourish of enthusiasm about Internet courseware and multimedia. Additional individuals learn, the more they want to learn. For example, once their essential classes Web pages are complete, instructors often decide that they want pictures, then perhaps some audio, then animation, then.
Abstract: Recently, there has been a rush to create web-based instructional courses. The approach that is being taken to create web-based courses is to create websites that will function as the central distributors of information and materials. Based on the format and content of the course, the student is to go through lesson by lesson to complete courses. In this paper, I address some of the problems inherent in this approach, especially with respect to 18-22 year-old undergraduate education.
It is no surprise that technology is expanding every minute of every day. That would mean it should not be surprising that computers are becoming part of an everyday classroom. Middle Schools and High Schools have been using computers in a certain classes for years, but is it expected that children in kindergarten through 5th grade will be using computers also? It seems strange to think those children 11 and under are using a computer in the classroom on a daily basis. Yet it is true. Children in Elementary School are learning basic computer skill and putting them to work in order to learn things. Children are learning things from math to art on a computer. Is this necessary for such small children to become overwhelmed with? It is really decided by the child.