Edmodo british council inglaterra,first aid cuts to fingers,best book library bugmenot,first aid kit checklist construction zone - New On 2016

admin | Category: Electile Dysfunction 2016 | 23.05.2015
Web-based learning, the use of Web-based resources for learning, is becoming more common in educational institutions.
Fortunately, there are a growing number of educators starting to design and deliver online courses built around Web 2.0 technologies.
In this paper, the term Web 1.0 refers to early stages of the World Wide Web when it was read-only, or mainly non-participatory.
Having a background in TEFL (Teaching English as a Foreign Language), I had been thinking about creating a fully online English course for a number of years but the apparent difficulty and expense of doing this had deterred me.
Even though I work in an institute of higher education, it proved difficult to develop a fully online, Web-based course with my students.
The Web now offers a wide range of easy-to-use tools that can be utilized as part of the teaching and learning process.
Event 2 – inform learners of objectives: Learners were informed of course objectives on the course outline page (see figure 4). Edmodo allowed a learning space to be provided for the teacher and students to interact with each other and with the course content, giving students an opportunity to contribute to their learning in the process.
It’s important to note that up to now, most of the learning, feedback and assessment has followed traditional transmissive teaching methods. Event 9 – enhance retention and transfer to the further learning: Up to now, students had used grammar and model texts to produce their own written texts.
The next Web 2.0-based learning activity, making a podcast, followed a similar process to the blog posting. While the blogging and podcasting allowed students to produce and share learning materials, these materials were being produced individually (although the comments and replies to comments are good examples of co-constructing knowledge). One of the perceived problems with online courses is the lack of interaction between participants. Even though the above Web 2.0-based learning was very student-centred, it should be noted that each activity was formally assessed by the teacher. One of the goals of the web2english course was to show that new Web technologies could be used to successfully deliver and manage an online course, creating an interactive learning environment in the process. Even though web2english appeared to be successful, there are some issues that need to be addressed. This year both Under 15 boys and girls football teams had a successful ending to their season with both teams beating the tough competition in their tournament to reach first place, despite both teams consisting of mainly Under 13 players. To celebrate the Olympics taking place in Rio this year, primary children at BSU had their very own mini Olympics today. Works of our talented students who took part in painting and ceramics ECA are on display at the Marshall Art Gallery put together by MUSE art house. However, many Web-based courses do little more than reaffirm traditional teaching approaches of presentation and assessment, resulting in closed learning environments. In these courses, content is delivered using Web portals such as learning management systems or websites. This may be a result of simply wanting to experiment with Web 2.0 tools that they or their students are using outside the classroom.
New tools have given all Web users the opportunity to not only consume content but also to produce and share it. However, once learners have acquired the basic skills set, they can start applying their new skills and knowledge in activities that require higher-level skills such as analyzing, evaluating and creating.
Using Gagne’s (1985) nine events of instruction as a framework (see table 1), events 1 and 2, gaining attention and informing users of objectives, can be done via a blog or website. Web 1.0-based learning can be assessed in traditional ways, for example comprehension quizzes and reproduction of model texts. Rubrics can be designed to grade the process and social interactions of Web 2.0-based learning. The main problem was how to manage the learning without resorting to an expensive LMS solution or hosting an open-source LMS on a server. The main reason was that my students were part of a large course that followed a set curriculum and most online learning activities were expected to be delivered through our learning management system. In addition, the required learning activities for each module were accessible from the main page (see figure 3 above) and from the course outline page (see figure 5). However, to stimulate recall of prior learning, and to give the learners an opportunity to interact with each other, a more constructivist, or Web 2.0-based, activity was needed. For example, warm-up activities that stimulated recall of prior learning, such as polls and open-ended questions, were added before the main content was presented (see figures 7 and 8). First, as searching the Web for appropriate material is a difficult task, Web-based content was selected for students that would match their learning level. First, students listened to a number of listening quizzes on elllo.org before they attempted a final, graded quiz. The blogging activity was not about producing a grammatically correct piece of text (this had already been done in the previous writing activity) but was about using the features of a blog correctly. Students made an audio recording of their written text, posted it to their podcast and then made comments on those of their peers. Whereas blogs and podcasts can give a picture of a person’s life or learning over time, microblogging is more concerned with what a person is doing at one particular moment in time, such as going to a concert, having a coffee with friends or attending a lecture, and the need to get this information out to an audience in real-time (Kanter, 2008). It showed how to integrate the Web 2.0 tools used by educators and students in their daily lives, for example blogs, microblogs and social networking platforms, into the learning process. As the learners were not enrolled in a particular educational institution, it allowed for flexibility in course design.

It was a wonderful day with the children representing different nations from around The World. Current trends in education stress the need for learning that encourages critical thinking and problem solving, collaboration and communication, global awareness and information literacy.
Using such portals, educators can interact with learners and vice versa, but there are few, if any, opportunities for learners to interact with each other or the wider world.
Then, the importance of combining both types of learning in online courses within an instructional design framework is discussed. Applying this concept to Web 1.0-based learning, content is designed and delivered by educators, either via websites, blogs, learning management systems or simply by email, to be accessed by learners. These activities may involve publishing to blogs, podcasts or wikis and analyzing and evaluating Web-based resources. However, with the rapid expansion of new, user-friendly Web applications, it became evident that there were tools now available to develop pedagogically-sound online courses easily and very cost effectively.
Therefore, Web-based learning should be built around proven instructional design frameworks. The main page of the blog contained a list of posts, with the current learning module on top.
Finally, the rubrics for each type of learning activity were displayed on the rubrics page (see figure 6).
This could perhaps have been done via the blog, but it would have been difficult to provide enough detail and interaction for each learning module.
These polls and questions were created by the teacher, but students were encouraged to add comments.
However, to add detail, learning modules were broken down into individual activities on Edmodo.
Second, students produced a piece of writing (see figure 11 above) related to the reading and listening texts that they had completed earlier.
The second was to use Classmarker, a Web-based tool, to create simple comprehension quizzes for the reading and final listening activity.
There has been some learning content created by students, but most of the learning content has been created or selected by the teacher. They were now ready to be published for peer review and become additional learning resources in the process. Google Docs allows students, who are in different locations, to work on a shared document (e.g,. Spaces for student interaction were provided by using Edmodo in the early stages of learning and by blogs, podcasts and Google Docs in the latter stages.
To assist with this quick publishing, microblogs encourage the sending of very short texts; for example, Twitter restricts posts to a maximum of 140 characters.
In web2english, during the Web 1.0-based stage of learning, the content, grammar and vocabulary of the texts were assessed. The post-course survey indicated a high degree of student satisfaction with the course; students found it easy to use, thought that it was interesting and fun, felt that both their English and computing skills had improved and believed that learning online was a good way to learn (see Appendix B for full details).
This may not be the case in a more formal learning environment where curriculum and assessment tools are more rigid. Currently, his areas of specialization are open eLearning management systems, development of multimedia literacies and teacher development.
Scaffolding instruction for English language learners: A conceptual framework, The International Journal of Bilingual Education and Bilingualism 9, 2, 159-180. However, due to the emergence of Web 2.0 technologies, Web-based courses can now be designed that give learners opportunities not only to consume, but also to produce content that can be shared across the World Wide Web, thereby moving from Web-based learning islands to Web-based learning environments (Ehlers, 2009). For event 3, where the recall of prior learning is stimulated, Web 2.0-based learning, using tools such as Twitter or Facebook, could be used to create a space for learners to share their prior learning about a topic, co-constructing a larger knowledge resource in the process. In the case of web2english, this framework was Gagne’s (1985) nine events of instruction (see table 2 above). Therefore, the social learning platform, Edmodo, was used to develop this type of activity.
These learner-generated comments would add to the learning resource and give students more learning opportunities. Similarly, there has been some communication between students, but most of the communication is top-down, from teacher to students. Instead of awarding points for the formatting of the podcast, points were awarded for the quality of narration of the podcast. While these tools gave students opportunities for interaction, these learning interactions were not on a daily basis. In addition, by allowing students to co-construct a variety of learning resources, it allowed their learning to be more open, creating a learning environment rather than a traditional learning island. Proceedings of the 4th Annual Conference on e-Learning Excellence in the Middle East, Dubai.
Finally, there is a detailed discussion on how web2english has been designed in relation to the above issues. The underpinning pedagogy is co-constructivist and higher thinking processes such as analyzing, evaluating and creating (Anderson & Krathwohl, 2001) are emphasized.
While the Web provides vast amounts of learning material, finding appropriate material can be problematic for learners, particularly those in the early stages of the learning cycle. The next stages of the instruction cycle, content presentation, practice, feedback and assessment are transmissive, Web 1.0-based learning.

One of these challenges is that Web 2.0-learning is not only about the final product, but also about the process and social interactions that lead up to it (Ehlers, 2009).
The course, web2english, was divided into eleven modules: an orientation module and ten learning modules. These volunteers were housewives, ranging in age from thirty-five to fifty, from Korea (2), Japan, Thailand, China and Columbia. To complete the activities successfully, students only needed to apply lower-level thinking skills such as remembering, understanding and applying. In order to open up the learning environment and provide additional learning opportunities, it was necessary to give students the opportunity to co-construct and publish content to a wider audience. Knowing that texts will be reviewed by peers motivates students to produce better texts in a timely fashion. Figures 12 and 13 show the assessment rubrics for the blogging activity and an example of a blog posting and comments. Students’ reading, listening and writing skills had all been assessed in previous activities. To give students more opportunities for daily interaction, one other Web 2.0 tool, Twitter, was used.
A Twitter community was set up at the start of the course, consisting of seven members (six students and the teacher). This integration needs to be done carefully, using the new tools to enhance traditional methods of instruction, moving Web-based learning from learning islands to learning environments.
In the final stage in the instruction cycle, enhancing retention and transferring to further learning, Web 2.0 tools could be used by learners to co-construct and share new knowledge. The orientation module was done in face-to-face mode to ensure that students could master the tools needed for successful participation in the course. Page tabs at the top of the blog also acted as attention getters as they could direct students to course outline, course schedule and, very importantly, assessment rubrics. They needed to remember the key grammar inputs, understand the reading and listening texts and grammar and then apply their new knowledge in a writing activity. Provided I was using my computer at the time, I could provide the student with almost instant feedback.
In addition, peer-produced texts have similar content; in the case of web2english texts, grammar and vocabulary. These presentations consisted of individual pages with data, in bullet points, from their earlier written texts. In each module, students were expected to produce ten tweets (posts), on five different days. Figure 11 shows a good example of how a note has been used by a student to help someone and contribute to the learning environment in the process. Feedback was also given to students after they completed the first draft of the writing activities. Adding the above text narration activity enabled, albeit superficially, students’ speaking skills to be assessed. Half the tweets were general; the other half were reflections on their learning (see figure 19). Similarly, Light (2011) writes that some learners may be very reluctant to publish to a public viewing space, particularly before it has gone through a drafting process and been vetted by the teacher.
The remaining modules were done in online mode (with a weekly face-to-face study morning for students with no teacher present), with the expectation that students complete between seven and ten hours of study per module. When asked about their computer skills, four felt that their skills were normal, while two felt that they were very bad (in fact, two had not even used Microsoft Word). Finally, learner guidance, in the form of grammar notes and modeling (figure 10), was provided to students before they started the writing activities. Figures 14 and 15 show the assessment rubrics for the podcast activity and an example of a podcast and comments. Figures 16 and 17 show the assessment rubrics and an example of pages from a presentation.
Assessment was based on quantity rather than quality (see figure 18), in the hope that students would produce more tweets. Their computer usage was low: four used it for less than five hours per week, one between five and ten hours and one between sixteen and twenty hours.
They used computers predominantly for internet-related activities such as chatting and talking to family and friends, browsing and sending email, but some activities included watching videos, listening to music and uploading pictures and videos from cameras. During the 12-week course, students produced 572 tweets, an average of 48 per week, or 8 per student per week. When asked why they wanted to acquire more computer skills, it was interesting that five responded that they wanted to be able to learn more. This perhaps indicates that students realize that advances in technology now give them more opportunities for lifelong, informal learning.

Becoming a nutritionist nhs
Organic grocery store in mississauga
Hardiness zone map for canada
Survival rate for cancer of unknown primary

Comments »

  1. | xXx_3X — 23.05.2015 at 11:11:24 These days and capitalized all different medicines within the PDE5 inhibitor class.
  2. | Die_Hard — 23.05.2015 at 10:37:47 The hyperlink between age and shut which.
  3. | ElektrA_RaFo — 23.05.2015 at 14:49:16 And lethal treatment of erectile dysfunction.
  4. | Snayper_666 — 23.05.2015 at 19:46:31 Retake management power erectile dysfunction warrants power are.