Dr. gambri day 2 relevant technologies in odl final copyGambari Isiaka
The document discusses relevant technologies for open and distance learning (ODL). It begins by stating that all media have strengths and limitations, and the most appropriate mix should be chosen based on learning outcomes. The document then covers several principles for selecting media, including learner profile, curriculum, capabilities of the technology, costs, and available resources. The main sections explore print materials, audio/video technologies like radio, television and conferences, and online environments like the internet, CDs, and online learning platforms. Guidance is provided on incorporating each type of technology effectively.
The document discusses e-learning and its advantages and disadvantages. It begins by defining e-learning as electronic learning using computers to deliver educational content. It notes that early criticisms of removing the human element from classrooms have lessened as technology has advanced. The document then discusses the benefits of e-learning such as lower costs, faster delivery, more effective learning, and lower environmental impact. However, it also lists disadvantages such as requiring computer access and skills and being more time-consuming without structure. It concludes by identifying different types of e-learning and factors that determine whether traditional or rapid e-learning is best suited for a project.
This document summarizes a discussion on using video conferencing technology to provide interpreting services for deaf and hard of hearing individuals. It introduces several panelists who discuss their experiences using technologies like Skype and video conferencing equipment at their institutions to deliver remote interpreting. Issues addressed include necessary infrastructure, setting up processes and policies, training needs, challenges, and creative uses of the technology.
This document provides an overview of different technologies used for distance learning, including print, audio, online, and video technologies. Print technologies were historically used in early correspondence courses but remain important today, whether as a primary instructional material or supplement. Audio technologies like audio files and audioconferencing allow for instruction without visuals. Online technologies enable collaboration through chat, whiteboards, and videoconferencing. Videoconferencing provides opportunities for modeling and demonstrations by allowing students to both see and hear an instructor. Each technology has advantages and disadvantages for distance learning.
The document discusses how digital video and media can enhance literacy education. It notes that while educators aim to teach traditional literacy skills, new technologies are changing the definition of literacy. The document advocates that media and video literacy can engage students, help them become wise consumers of media, and integrate cross-curricular subjects while meeting standards. It defines media literacy and digital video/media, and explains that technologies like audiobooks, e-books, and word processing can support students' reading and writing development. While technology poses challenges, the document argues that it can enhance teaching if its flaws are understood and it does not replace teachers or books.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
Distance education technologies can deliver instruction through asynchronous or synchronous learning. Asynchronous learning allows for flexible access to materials like voicemail and email, while synchronous learning requires students to be available at the same time for live classes online. Distance education technologies provide learning resources to students separated by distance or time, and can transmit video and audio in different categories defined by transmission speed, such as low-speed analog, medium-speed digital, or high-speed compressed video.
Dr. gambri day 2 relevant technologies in odl final copyGambari Isiaka
The document discusses relevant technologies for open and distance learning (ODL). It begins by stating that all media have strengths and limitations, and the most appropriate mix should be chosen based on learning outcomes. The document then covers several principles for selecting media, including learner profile, curriculum, capabilities of the technology, costs, and available resources. The main sections explore print materials, audio/video technologies like radio, television and conferences, and online environments like the internet, CDs, and online learning platforms. Guidance is provided on incorporating each type of technology effectively.
The document discusses e-learning and its advantages and disadvantages. It begins by defining e-learning as electronic learning using computers to deliver educational content. It notes that early criticisms of removing the human element from classrooms have lessened as technology has advanced. The document then discusses the benefits of e-learning such as lower costs, faster delivery, more effective learning, and lower environmental impact. However, it also lists disadvantages such as requiring computer access and skills and being more time-consuming without structure. It concludes by identifying different types of e-learning and factors that determine whether traditional or rapid e-learning is best suited for a project.
This document summarizes a discussion on using video conferencing technology to provide interpreting services for deaf and hard of hearing individuals. It introduces several panelists who discuss their experiences using technologies like Skype and video conferencing equipment at their institutions to deliver remote interpreting. Issues addressed include necessary infrastructure, setting up processes and policies, training needs, challenges, and creative uses of the technology.
This document provides an overview of different technologies used for distance learning, including print, audio, online, and video technologies. Print technologies were historically used in early correspondence courses but remain important today, whether as a primary instructional material or supplement. Audio technologies like audio files and audioconferencing allow for instruction without visuals. Online technologies enable collaboration through chat, whiteboards, and videoconferencing. Videoconferencing provides opportunities for modeling and demonstrations by allowing students to both see and hear an instructor. Each technology has advantages and disadvantages for distance learning.
The document discusses how digital video and media can enhance literacy education. It notes that while educators aim to teach traditional literacy skills, new technologies are changing the definition of literacy. The document advocates that media and video literacy can engage students, help them become wise consumers of media, and integrate cross-curricular subjects while meeting standards. It defines media literacy and digital video/media, and explains that technologies like audiobooks, e-books, and word processing can support students' reading and writing development. While technology poses challenges, the document argues that it can enhance teaching if its flaws are understood and it does not replace teachers or books.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
Distance education technologies can deliver instruction through asynchronous or synchronous learning. Asynchronous learning allows for flexible access to materials like voicemail and email, while synchronous learning requires students to be available at the same time for live classes online. Distance education technologies provide learning resources to students separated by distance or time, and can transmit video and audio in different categories defined by transmission speed, such as low-speed analog, medium-speed digital, or high-speed compressed video.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
The document discusses the importance of video conferencing in social science. It notes that video conferencing allows for one-to-one, one-to-many, and many-to-many communication across distances. It saves costs by reducing travel while allowing collaboration through document sharing. Some benefits highlighted are communicating with experts, remote classes, and group discussions. Challenges include technical difficulties and impersonal communication without non-verbal cues. Overall, the advantages of stimulating discussion and sharing knowledge across distances outweigh the disadvantages.
Internet video conferencing allows people to see and communicate with each other over an Internet connection using video cameras and microphones attached to their computers. It enables audio and video communication as well as high levels of interaction, but can be expensive and require technical support. Some disadvantages include technical issues, service limitations, user difficulties, and problems with communication.
Video conferencing allows for two-way video and audio communication between multiple locations. It can be used to deliver high-quality teaching and learning, enable collaborative learning across distances, and provide live support for remote students. Key benefits include maintaining focus through video and non-verbal communication cues, breaking down cultural barriers, and streamlining meetings. However, video conferencing also faces limitations such as high setup costs, technical issues, lack of in-person interaction, and constraints on group sizes. The University of Alaska uses video conferencing to facilitate thesis defenses, e-learning, interviews, accessing outside expertise, and collaborating with other institutions and worldwide sites.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
This document discusses e-learning, which refers to the use of electronic media and technologies in education. E-learning can occur inside or outside the classroom and can be self-paced or instructor-led. It has several advantages such as flexibility, reduced travel costs, and the ability to accommodate different learning styles. However, e-learning also has disadvantages like the potential for isolation, technical issues, and the difficulty of hands-on learning. The document outlines characteristics of effective e-learning courses, including being engaging yet not distracting, useful and simple, relevant and meaningful, polished, easy to access, and easy to use.
This document discusses e-learning concepts, usage, and tools. It defines e-learning as involving computers and interactive networks in learning activities. It describes different types of e-learning such as online learning, distance learning, synchronous learning which occurs in real-time, and asynchronous learning which allows self-paced study. It also outlines common e-learning elements like text, images, animations, audio, and video. Additionally, it discusses communication methods in e-learning like one-to-one, one-to-many, many-to-one, and many-to-many interactions and provides examples of each.
The document defines multimedia as a combination of text, graphics, sound, animation and video delivered through a computer. It discusses the components of multimedia including hypermedia, hypertext, text, graphics, audio, video and animation. The document also outlines advantages and disadvantages of using multimedia in education, such as increasing student interest but potentially reducing human interaction. It provides examples of where multimedia can be used, such as business, education, entertainment and medicine.
This document discusses distance education technologies and their components for facilitating learning. The four basic components are print, voice/audio, computer, and video. Print is the most common medium and includes textbooks, manuals, and study guides. Voice/audio uses radio, telephone, and audio files. Computer allows for email, web resources, and videoconferencing. Video includes videotape, satellite delivery, and DVDs. Each component is then discussed in more detail regarding their uses and benefits in distance education.
E-learning, satellite learning, and social networking technologies are being used in education to provide more flexible and accessible learning opportunities. These technologies allow students to learn remotely through online courses, virtual classrooms, and networking with peers. While offering cost and time savings over traditional in-person education, these technologies also raise concerns about isolation and over-reliance on technology. Overall, emerging technologies are expanding educational access for students in various settings like K-12, higher education, and corporate training.
This document discusses the role of multimedia in education. It defines multimedia as using multiple mediums like sound, images, text, animation and video, especially when used with computer technology. The document outlines how multimedia incorporates these different elements and can be used in education to enhance learning. It notes multimedia's ability to engage students and help explain complex topics through visual and auditory elements. The document also discusses some challenges in implementing multimedia in classrooms and concerns about overstating its educational benefits.
Video conferencing allows for real-time two-way video and audio communication between two or more locations. It can be used to deliver distance education by enabling interaction between teachers and remote students. Some benefits are reducing travel costs, increasing class sizes, and providing access to experts anywhere. However, video conferencing also faces limitations such as high setup costs, technical issues, and lack of in-person interaction. It works best when teachers and students initially meet in person before using the technology. Universities like the University of Alaska use video conferencing to connect classrooms, conduct interviews, and collaborate across institutions.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
Video conferencing systems allow for live audio-visual interaction between learners and teachers in different locations. There are several types including audio-graphic teleconferencing which combines pictures and graphics with audio, and full audio-video conferencing which provides fully interactive two-way video and audio. Desktop video conferencing uses computers and the internet.
While video conferencing provides benefits like face-to-face interaction and reduced travel costs, it also has limitations such as needing supplemental materials and technical problems with bandwidth capacity and costs that restrict content.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
The document discusses the importance of thanking others. It states that showing appreciation and gratitude helps strengthen relationships and makes people feel valued. A simple thank you can make a big difference and help create positive feelings and goodwill.
Mobile learning is growing rapidly in India due to the large number of mobile subscribers and smartphone users, reaching over 900 million mobile subscribers in 2014 and 117 million smartphone users in 2013. While devices are widespread, mobile learning content is still lacking as enterprises have been hesitant to invest; however, developing content could propel the mobile learning market. Mobile learning is well-suited for remote audiences, reinforcing learning, providing on-the-job support, and delivering just-in-time content, especially for vocational learners who may not fit the conventional education model.
ChemLab is an interactive chemistry simulation software that allows students in grades 7-10 to simulate virtual chemistry labs. The purpose of evaluating ChemLab is to assess its technical and pedagogical effectiveness in order to improve the software and understand student needs. ChemLab was evaluated based on 20 criteria such as ease of use, self-paced timing, font size, graphics, help messages, and ability to add new content, chemicals, and simulations.
The document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. It also describes features such as knowledge building in different contexts. The document discusses advantages like low cost and challenges including connectivity, screen size, and assessing learning outside the classroom. It provides examples of how m-learning can be delivered and supported, concerns researchers have raised, and case studies of m-learning programs.
This document discusses higher education and new approaches to teaching the net generation of learners. It outlines several new learning environments and media, including web-based education, self-instructional materials, e-learning, blended learning, flipped classrooms, and mobile learning. It also discusses how pedagogy is changing with the influence of technology and globalization.
Institutional Research at Capilano University created Camtasia videos to explain Program Learning Outcomes in response to accreditation requirements. Feedback indicated faculty confusion around defining outcomes, so three videos were created: 1) defining outcomes, 2) selecting assessment tools, and 3) evaluating student work with rubrics. Screencasts provide an effective way to demonstrate processes and are quick to produce. They support flexible learning and enhance engagement compared to traditional materials like textbooks.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
The document discusses the importance of video conferencing in social science. It notes that video conferencing allows for one-to-one, one-to-many, and many-to-many communication across distances. It saves costs by reducing travel while allowing collaboration through document sharing. Some benefits highlighted are communicating with experts, remote classes, and group discussions. Challenges include technical difficulties and impersonal communication without non-verbal cues. Overall, the advantages of stimulating discussion and sharing knowledge across distances outweigh the disadvantages.
Internet video conferencing allows people to see and communicate with each other over an Internet connection using video cameras and microphones attached to their computers. It enables audio and video communication as well as high levels of interaction, but can be expensive and require technical support. Some disadvantages include technical issues, service limitations, user difficulties, and problems with communication.
Video conferencing allows for two-way video and audio communication between multiple locations. It can be used to deliver high-quality teaching and learning, enable collaborative learning across distances, and provide live support for remote students. Key benefits include maintaining focus through video and non-verbal communication cues, breaking down cultural barriers, and streamlining meetings. However, video conferencing also faces limitations such as high setup costs, technical issues, lack of in-person interaction, and constraints on group sizes. The University of Alaska uses video conferencing to facilitate thesis defenses, e-learning, interviews, accessing outside expertise, and collaborating with other institutions and worldwide sites.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
This document discusses e-learning, which refers to the use of electronic media and technologies in education. E-learning can occur inside or outside the classroom and can be self-paced or instructor-led. It has several advantages such as flexibility, reduced travel costs, and the ability to accommodate different learning styles. However, e-learning also has disadvantages like the potential for isolation, technical issues, and the difficulty of hands-on learning. The document outlines characteristics of effective e-learning courses, including being engaging yet not distracting, useful and simple, relevant and meaningful, polished, easy to access, and easy to use.
This document discusses e-learning concepts, usage, and tools. It defines e-learning as involving computers and interactive networks in learning activities. It describes different types of e-learning such as online learning, distance learning, synchronous learning which occurs in real-time, and asynchronous learning which allows self-paced study. It also outlines common e-learning elements like text, images, animations, audio, and video. Additionally, it discusses communication methods in e-learning like one-to-one, one-to-many, many-to-one, and many-to-many interactions and provides examples of each.
The document defines multimedia as a combination of text, graphics, sound, animation and video delivered through a computer. It discusses the components of multimedia including hypermedia, hypertext, text, graphics, audio, video and animation. The document also outlines advantages and disadvantages of using multimedia in education, such as increasing student interest but potentially reducing human interaction. It provides examples of where multimedia can be used, such as business, education, entertainment and medicine.
This document discusses distance education technologies and their components for facilitating learning. The four basic components are print, voice/audio, computer, and video. Print is the most common medium and includes textbooks, manuals, and study guides. Voice/audio uses radio, telephone, and audio files. Computer allows for email, web resources, and videoconferencing. Video includes videotape, satellite delivery, and DVDs. Each component is then discussed in more detail regarding their uses and benefits in distance education.
E-learning, satellite learning, and social networking technologies are being used in education to provide more flexible and accessible learning opportunities. These technologies allow students to learn remotely through online courses, virtual classrooms, and networking with peers. While offering cost and time savings over traditional in-person education, these technologies also raise concerns about isolation and over-reliance on technology. Overall, emerging technologies are expanding educational access for students in various settings like K-12, higher education, and corporate training.
This document discusses the role of multimedia in education. It defines multimedia as using multiple mediums like sound, images, text, animation and video, especially when used with computer technology. The document outlines how multimedia incorporates these different elements and can be used in education to enhance learning. It notes multimedia's ability to engage students and help explain complex topics through visual and auditory elements. The document also discusses some challenges in implementing multimedia in classrooms and concerns about overstating its educational benefits.
Video conferencing allows for real-time two-way video and audio communication between two or more locations. It can be used to deliver distance education by enabling interaction between teachers and remote students. Some benefits are reducing travel costs, increasing class sizes, and providing access to experts anywhere. However, video conferencing also faces limitations such as high setup costs, technical issues, and lack of in-person interaction. It works best when teachers and students initially meet in person before using the technology. Universities like the University of Alaska use video conferencing to connect classrooms, conduct interviews, and collaborate across institutions.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
Video conferencing systems allow for live audio-visual interaction between learners and teachers in different locations. There are several types including audio-graphic teleconferencing which combines pictures and graphics with audio, and full audio-video conferencing which provides fully interactive two-way video and audio. Desktop video conferencing uses computers and the internet.
While video conferencing provides benefits like face-to-face interaction and reduced travel costs, it also has limitations such as needing supplemental materials and technical problems with bandwidth capacity and costs that restrict content.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
The document discusses the importance of thanking others. It states that showing appreciation and gratitude helps strengthen relationships and makes people feel valued. A simple thank you can make a big difference and help create positive feelings and goodwill.
Mobile learning is growing rapidly in India due to the large number of mobile subscribers and smartphone users, reaching over 900 million mobile subscribers in 2014 and 117 million smartphone users in 2013. While devices are widespread, mobile learning content is still lacking as enterprises have been hesitant to invest; however, developing content could propel the mobile learning market. Mobile learning is well-suited for remote audiences, reinforcing learning, providing on-the-job support, and delivering just-in-time content, especially for vocational learners who may not fit the conventional education model.
ChemLab is an interactive chemistry simulation software that allows students in grades 7-10 to simulate virtual chemistry labs. The purpose of evaluating ChemLab is to assess its technical and pedagogical effectiveness in order to improve the software and understand student needs. ChemLab was evaluated based on 20 criteria such as ease of use, self-paced timing, font size, graphics, help messages, and ability to add new content, chemicals, and simulations.
The document discusses mobile learning (m-learning) as learning that occurs through mobile technologies. It defines m-learning and outlines its objectives such as being available anywhere and anytime. It also describes features such as knowledge building in different contexts. The document discusses advantages like low cost and challenges including connectivity, screen size, and assessing learning outside the classroom. It provides examples of how m-learning can be delivered and supported, concerns researchers have raised, and case studies of m-learning programs.
This document discusses higher education and new approaches to teaching the net generation of learners. It outlines several new learning environments and media, including web-based education, self-instructional materials, e-learning, blended learning, flipped classrooms, and mobile learning. It also discusses how pedagogy is changing with the influence of technology and globalization.
Institutional Research at Capilano University created Camtasia videos to explain Program Learning Outcomes in response to accreditation requirements. Feedback indicated faculty confusion around defining outcomes, so three videos were created: 1) defining outcomes, 2) selecting assessment tools, and 3) evaluating student work with rubrics. Screencasts provide an effective way to demonstrate processes and are quick to produce. They support flexible learning and enhance engagement compared to traditional materials like textbooks.
This document discusses videoconferencing as a technology used for distance learning. It provides details on what videoconferencing is, how it works, and its components. It explains that videoconferencing allows for real-time transmission of both video and audio between two or more locations. The document also outlines several ways videoconferencing can be used, such as for presentations, meetings, and distance learning. It discusses benefits like reduced costs and improved communication, but also notes potential limitations like equipment costs and technical issues. Overall, the document promotes videoconferencing as a technology that can help create a better learning environment for both teachers and students.
Video conferencing provides an accessible and cost-effective medium for distance education that allows for both synchronous and asynchronous teaching and learning through two-way audio and visual transmission. It provides an interactive and user-friendly virtual learning environment similar to a real classroom by allowing teachers and students to see and discuss with one another live. While organizations need new technologies for learning, they must ensure high-quality software, technical support, and free materials are provided to students to address issues and motivate learning.
The document describes a proposed workshop to teach students how to create educational videos using Eduis software. It includes a learner analysis identifying target students from computer science and ILT departments who want to learn video editing skills. The workshop will apply the ASSURE instructional design model over several weeks. Students will learn basic editing, transitions, combining video/audio/images, and evaluating their work. A blended learning approach combining face-to-face and online elements is proposed to maximize interaction while providing flexibility. Participation, evaluation, and revision will help ensure the objectives of designing creative videos are achieved.
The document outlines a proposed workshop to teach students how to create educational videos using Eduis software. It will be conducted over 4 sessions for 30 computer science and ILT students. The workshop will utilize blended learning by combining lectures, group work, and online components. Students will learn basic editing skills and how to incorporate video, audio, and images. They will create an educational video applying what they learned, which will be evaluated along with the workshop's effectiveness. The goal is for students to be able to professionally produce videos using Eduis tools and features.
This document defines key terms related to e-learning and discusses technologies used for online learning. It describes e-learning as the delivery of education through electronic means using computers or mobile devices. Distance education predated e-learning, but e-learning allows learning to be accessed on-demand without limitations of time or location. Popular platforms for hosting online courses include Udemy, Odijoo, and RCampus. Evaluation of e-learning can assess course structure, content, multimedia used, and visual design. The document also outlines benefits like cost-effectiveness and accessibility, as well as drawbacks such as reliance on technology and self-motivation.
Webcasting allows for live or pre-recorded audio and video to be streamed over the internet. It can be used for meetings, presentations, lectures, and broadcasting events to a remote audience. Some benefits are that it increases accessibility, allows for participation from geographically dispersed groups, and recordings can be archived and viewed later. However, webcasting also faces challenges such as upfront costs, technical issues that could disrupt live streams, and participants needing awareness of how their actions are represented.
Technology can enhance teaching in several ways. Audio aids like cassette players and CDs allow teachers to prerecord lessons and students can review materials. Visual aids like overhead and digital projectors let teachers display content to the entire class. Video technologies combine audio and visual elements and include options like broadcast, recorded DVDs, and digital video that can be edited and shared online. These technologies allow teachers to incorporate interactive elements, display 3D objects, and provide multimedia content to help students retain information.
The document outlines a mobile learning project that issued 300 workplace learners across various industries with PDAs preloaded with personalized content. The project aimed to deliver flexible learning, assessment, and evidence collection using the mobile devices. An action research methodology was used to evaluate the effectiveness of mobile learning in improving course delivery for tutors and learners. Emerging evidence found that the use of PDAs increased attendance and allowed learners to more easily document coursework with photos and videos. Tutors also benefited from new types of multimedia resources.
Video conferencing systems allow for real-time audio and video communication between multiple locations. They have several components including cameras, displays, microphones, and speakers. They can be used in distance education to provide high quality teaching, enable collaboration, and give students access to expertise not available locally. Benefits include resembling traditional classes and cost effectiveness. Limitations include high initial costs and equipment requirements, potential student disengagement, and dependence on network infrastructure. Types of systems include desktop conferencing over the internet, ISDN conferencing using digital phone lines, and ATM conferencing over dedicated networks. Research shows people may rely more on superficial cues like likability when communicating via videoconference compared to in-person due to increased cognitive demands
This document discusses using webcasting in education. It defines webcasting and outlines features like slides, registration, polling, and chat. It explores how webcasting can be used for distance learning, continuing education, and more. Reasons to use webcasting include being inexpensive, providing easy access and reaching larger audiences. The document provides websites for creating free webcasts and aligns webcasting with education standards. It also discusses experts' views on webcasting and the benefits it can provide for teaching and learning.
Online courses are incorporating more complex multimedia that can present accessibility challenges if not designed accessibly from the start. Current trends include increased use of video, mobile devices, and social media. Future trends may involve adaptive learning programs and social media requirements. The document provides tips for creating accessible course content like using captioning, describing images, and ensuring compliance with standards like WCAG 2.0. It also lists assistive technologies and organizations that support accessibility.
Application of Multimedia Technologies to Enhance Distance LearningOrked Faudzan
This document discusses the use of multimedia technologies to enhance distance learning, specifically in an online master's degree program for visual impairments. It describes how the program evolved from initially using only email and discussion boards to incorporating various multimedia tools like digital photos, PowerPoint, video, and online conferencing. These tools allow instructors to engage students through multiple learning styles and provide interactive lessons and activities. Student feedback indicates that the use of multimedia helps address isolation and facilitates collaboration in distance learning courses.
E-learning refers to the use of technology in learning and education. It includes various types of media like text, audio, video and interactive formats delivered through different technologies. E-learning can support traditional classroom subjects, act as a communication tool for knowledge exchange, be taught as its own subject, or be used for administrative purposes like education management systems. It can be self-paced and individualized using offline or online resources, or conducted synchronously or asynchronously in groups over intranets or the internet. While e-learning provides benefits like improved access and interactions, it also faces challenges like potential distractions, ease of cheating, and lack of direct feedback and social interaction.
This article discusses the design and implementation of an audio/video streaming system to assist students with disabilities in their education. [1] It describes how textbooks and lectures can be recorded digitally and streamed online through a library accessible over the internet or intranet. [2] Standard technologies like Real Networks are used to encode, store, and deliver the audio/video content. [3] The system provides accessible education for students who cannot attend classes in person through features like streamed audio textbooks, video recordings of lectures, and video conferencing.
E-learning refers to the use of technology for educational purposes and can take various forms. It includes using tools like the internet, intranets, audio/video media, and software/applications to deliver course content and facilitate communication. E-learning can support traditional classroom learning, be used as a teaching medium, be its own subject of study, or be used for administrative purposes like education management systems. It can be self-paced and individualized using offline content, or involve synchronous or asynchronous online group interactions. Key advantages include improved access to education and tools for independent problem-solving, while potential challenges include distractions, cheating, lack of social interaction, and technical difficulties.
This document discusses research on distance education technologies for instruction. It defines distance education as instruction where the teacher and students are separated by distance but can communicate interactively using technologies like print, audio and video. It examines different technologies for delivering course content in distance education like websites, print materials, images, audio, video and online discussions. It concludes that creating successful distance education requires facilitating online communities and activities tailored for individual learning, and provides resources on designing, developing and teaching distance courses.
This document discusses research on distance education technologies for instruction. It defines distance education as instruction where the teacher and students are separated by distance but can communicate interactively using technologies like print, audio and video. It examines different technologies for distance learning like websites, print materials, online discussions and video conferencing. It concludes that creating effective distance education requires facilitating online communities and activities tailored for individual learning, and outlines resources to guide planning, developing, teaching and assessing successful distance learning courses.
Video Streaming, An Opportunity For Educational InstitutionsMoonSoup, Inc.
Learning on Demand (LoD) provides educational videos created by faculty that can be uploaded and made accessible through a course management system for specific enrolled students and faculty. LoD videos are intended for limited viewership compared to commercial videos that are licensed for broader access. There is opportunity for educational institutions to develop LoD systems that allow customized uploading and viewing of faculty-created videos for enrolled students while restricting broader access.
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Opportunity scholarships and the schools that receive them
Click go-decision-tool
1. Sultan Qaboos University
Collage of Education
Instructional & Learning Technology Department
Instructional video Course
“The Click and Go Video
Decision Tool”
Done by:
Abir Almaqrashi (89407)
Ahlam AlAbri (90258)
Moza Alamri (101994)
Thuraiya AlBatrani (91331)
Ahlam Alkayari (92177)
2. *Introduction
The development of streaming media resources for your students is undoubtedly
rewarding. However, it is essential to have a clear pedagogic rationale for what you are
trying to achieve. In addition, technical, implementation and accessibility issues should
also be considered at an early stage. As the various aspects of streaming media are
sometimes confusing, we wanted to create a simple tool in order to help you make some
key decisions that would ensure that your venture into streaming media was as risk-free
and enjoyable as possible. The Click and Go Video Decision Tool has several stages. In
Stage 1, you should make a clear educational proposal. Not only is this vital to an efficient
development and design process but it will help communication
with colleagues and technical/audiovisual staff. In Stage 2, a quiz asks you to think about
your learning and teaching purpose in more depth. This will assist you to indentify your
Three ‘I’s educational focus. In Stage 3, we have a checklist to assist with some of the
most frequent technical and implementation issues. Stage 4 compares these with your
Three ‘I’s educational focus Finally in Stage 5, you are able to adjust your original
educational proposal to take into account the issues raised from the previous stages. This
should provide a sound foundation for your video project. We suggest you try to answer
the questions in all four Stages.
Stage 1. What is the educational purpose of your streaming media?
Please answer the following four questions in the spaces provided:
1.1 Why do you want to use video and audio as a medium?
because when we use this medium in our story line it will:
Increased student motivation.
Address different learning styles.
Encourages student participation.
Help students visualize difficult concepts and procedures more easily by using
video.
Make language and culture come alive.
1.2 What learning outcome(s) do you want to achieve using video and audio?
The students will be able to :
*determine the genetic diseases which spread due to lack of examination before marriage.
*Define the important of examination before marriage.
1.3 Who is your audience and what are their accessibility requirements?
Our audiences are SQU students who will get married.
They should have internet connection because we will upload the video in YouTube.
1.4 Why do you want to stream video and audio on the web (rather than on CD for example)?
Because when we upload on the web it will be spread easily and the students will get it
quickly rather than when we use CD ,So by this way we can achieve our goal quickly.
1.5 After considering your answers, it is useful to bring your ideas together. We suggest a short proposal covering
the main points you have considered.
3. We will create storyline to send an important massage for SQU students about
examination before marriage, we will use scenario. We will present it by using pictures,
sound, text and music. It will be 4 minutes.
Stage 2. The Three ‘I’s educational focus quiz
From the list below tick the statements that are closest to your ideal learning and teaching purpose. When you have
finished, compare your ticked statements with their score and identify your main Three ‘I’s educational focus.
1. Students will have acces to a web-based library of short video or audio clips
2. Clips will be closely linked to web resources, background readings etc.
3. Media will mainly be used to promote discussion, i.e. linked to a chat or discussion board
4. Colour definition in the video and/or audio clarity is very important
5. Resources must be accessible via the web at any time
6. Media will be delivered within a virtual learning environment (e.g. Blackboard,
WebCT, etc.)
7. Detailed ‘screencams’ (moving screenshots) will be provided to demonstrate software
8. Images and sounds need to convey high levels of detail (e.g. micrographs, X-rays, music)
9. Video and audio resources can be browsed with facilities to start, stop, rewind,
pause, etc.
10. Media clips will be linked to quizzes
11. Media needs to visually capture fine movements and/or sound timbre accurately (e.g. fiddle playing)
12. Material must be accessible from students’ homes via a modem
Scores: 1 B, 2 C, 3 C, 4 A, 5 B, 6 C, 7 A, 8 A, 9 B, 10 C, 11 A, 12 B
If you scored a majority of As your focus is on ‘Image and Sound’
If you scored a majority of Bs your focus is on ‘Interactivity’
If you scored a majority of Cs your focus is on ‘Integration’
If yours scores are equal, please read all the focus areas that apply.
**we get (3Bs, 2Cs and 1A)
Image and Sound
It is important to you that the media captures image and sound as close as possible to the real thing. This will
involve the production of a detailed storyboard, a high quality camera and microphone, appropriate lighting and
careful compression. Technical support might be needed and the detailed demonstration might require that the
leading expert is intimately involved in the production stage. This type of video can be linked to other media tools
and even integrated within a virtual learning environment. However, lower speed connections might compromise
students’ access from outside the campus, making high quality images not particularly appropriate for off-campus
students. This might be a problem if the media is used to support collaborative learning or as a focus for online
communication among distributed learners. The addition of an audio description track and/or captions that describe
the detail and action contained within the image and sound will increase the accessibility of video that has this
educational focus and can help to convey detail lost through lower speed connections off campus.
Interaction
On-demand availability of the media resources is more important to you than quality. The focus here is the
provision of user control and non-restricted access to a library of images and sounds, thus quality can be
compromised. It is expected that the students will be able to retrieve the archive of resources both on and off
campus. The level of interactivity built into the stream needs to be in accordance with the bandwidth available to
the students. Different streaming rates and/or interactive features may need to be provided depending on bandwidth
limitations. One of the barriers to this is the local network infrastructure and its relationship with the outside world
(firewalls, dial-in access, etc). To increase accessibility of video with this educational focus t is important that
navigation is clear and user control interfaces are logical and easily navigable. This is especially important when
closed caption and audio description tracks may need to be turned on or off and it may be useful to provide a
custom interface for this.
Integration
You find it important to link the video and audio to other media and course tools. Video and audio in this case is
4. meant to be part
of a wider learning environment, possibly embedded within your university’s virtual learning environment or to
support faceto-
face lectures. The video’s imageand sound quality, though it might be important, is not essential to support student
learning.
Basic interactivity and easy access to the media is beneficial to the student but the main focus is that the video and
audio is well
integrated with other networked media. The time taken to integrate different media into a production will vary
according to the
degree of integration sophistication and the resources available.
Stage 3. Technical and implementation issues
Now that you have decided what you would like to achieve educationally with your students it is time to check that
it is feasible with your resources. From the list below, tick the statements that are closest to your situation. When
you have finished, compare the issues raised in the ticked statements with the issues associated with your particular
Three ‘It’s educational focus in Stage 4.
1. Some of my students will be accessing the video and audio from home.
Students at home will most likely have a slow Internet connection speed, which limits you to providing low quality
video and audio. However, students using their own computer should have free access to install and maintain any
software or hardware you require (e.g. media players, sound).
2. Some of my students will be accessing the media on campus computers.
On-campus students will most likely have a fast connection speed, which allows higher quality video and audio.
However, students have no control over the software or hardware (e.g. players, sound) on the machines and cannot
install new features that you may require. You will need to know what software and hardware are on these campus
computers or arrange for the appropriate software to be installed.
3. Some of my students will be accessing the video and audio from work.
Large companies will most likely have a fast connection speed, which allows you to provide higher quality video
and audio. However, the students may not have administrative control over the software or hardware on the
machines and cannot install new features that you may require (e.g. players, sound). Large companies are also
more likely to have a firewall in place which blocks access to streamed data such as videos. Your students will
need to consult with the company’s firewall administrator to get permission and configure the player’s connection
accordingly (e.g. using a proxy server).
4. My students have a diverse range of connection speeds.
Real Networks, Windows Media and Apple’s QuickTime players offer technology that detects the users’ Internet
connection speed and changes the delivered stream quality to suit. Alternatively, you may offer a choice of links to
media files designed for different connection speeds but these take more time to create.
5. I am unsure which media player to choose.
The media player(s) you choose to deliver your video and audio affects almost every stage of your media creation
as they are not interchangeable (e.g. Windows Media does not play RealMedia). It is essential to choose your
format early on to save you time and effort. The easiest way to choose is to find out which player your students use
and examine whether this suits your institution. Consider, however, that differenct media players offer varying
accessibility features and your choice of format should reflect this. If you offer a choice of videos created for
different media players, beware of the additional time involved.
6. All my students use the same Internet browser.
This rare situation means that the media you have created needs only to work in this browser. Once you have
created your media and hyperlink, test that the link works in this browser.
7. My students use a variety of Internet browsers.
Some browsers need additional work to view certain media types (e.g. Netscape Navigator needs a plug-in to view
Windows Media) and support You should always test your media in as many browsers as possible.
5. 8. Some of my students might not be able to hear sound.
Not everyone can automatically hear your video. The computer may not have a soundcard installed or there may
be other problems that take time to rectify. Alternatively, a student might be deaf or hard of hearing. In these cases,
you may wish to offer an alternative route to the audio track content such as a caption track.
9. My video and audio will be broadcast live.
Broadcasting your event live via the Internet rather than delivering the media on-demand at a later time has
synchronous communication advantages. However, there is a greater risk of delivery failure if you do not plan well
or have good equipment. It is worth considering your objectives and assessing whether an on-demand video will
achieve these instead.
10. I do not have access to a server that can ‘stream’.
Steaming videos do not normally run from the same server as your website. You will need to have access to a
streaming server with your desired media format software on it (e.g. Real System Server, Windows Media Server,
QuickTime Server). Your institution may have a streaming server you can use. Alternatively, you may buy one or
hire space on one.
11. I intend for more than 10 students to access the video and audio simultaneously.
If your students are all accessing your media at once (e.g. live or at a designated time) you need to be aware of the
server and network issues this demand creates. Free versions of streaming server software may limit the number of
simultaneous viewers (e.g. Real Networks. free Helix Server has a maximum of ten viewers at once). This demand
may also be too much for your institution’s network, resulting in poor delivery speeds and quality. You should find
out if your network supports multicast and the maximum number of simultaneous users it can handle.
12. I do not have a camera, lights or a microphone.
These are the essential pieces of equipment for shooting a video and recording high quality sound. If you do not
have the budget to purchase them, you may be able to borrow the equipment from an audiovisual department at
your institution.
13. I do not have the equipment to turn the video on a camera into streaming media on the web.
You will need a reasonable quality computer with a capture card. Once you have this you will need software that
captures the video and audio from your camera, edits it and converts it into a streaming format. You can find free
versions of nearly all this software. This Guide takes you through each of these stages. If you do not have the
budget or the time for this process, your institution may have audiovisual support to help you or you may take it to
an external media company.
14. I have one or more students with a disability.
The new Special Educational Needs and Disability Act (SENDA, 2001) amends the Disability Discrimination Act
(1995) to include higher education. It means educators must make ‘reasonable adjustments to prevent disabled
students being placed at a substantial disadvantage’. This includes rich media such as streaming video and audio.
Making media accessible involves providing an alternative route to the same learning material which might include
captioning your video or adding an audio description track.
15. I am a busy person.
Planning, shooting, editing and encoding video and audio can consume a good deal of time. You will need to free
up time regularly to produce media. A time saving method is to plan carefully and also to delegate tasks to support
staff.
Please continue overleaf to Stage 4 where you compare the issues raised above with your
particular Three ‘I’s educational focus.
Stage 4. Comparing practical and educational requirements
This Stage will assist you to redefine your original proposal. To help you, we have summarized below some of the
critical issues
associated with each of the Three ‘I’s educational focus. Consider these issues in light of your original proposal in
Stage 1 and
the technical and implementation requirements ticked in Stage 3. This should give you a clearer picture of what is
currently
6. possible and highlight questions to be resolved. Each statement will direct you to the relevant sections in the Guide
for advice.
Image and Sound
• High bandwidth needed
• Good subject lighting
• Subject filmed with video audience in mind
• Good quality microphone
• Good quality capture card
• Access to a good quality camera and tripod
• Editing software
• High quality encoding using the most suitable format for student access
• Large window size to view detail
• Producing high quality images and sound may be time consuming
• Audiovisual support (within your institution or out-sourced) can help but it may take extra time and/or money
• Accessibile alternatives such as an audio description track or captions
Interaction
• Offer links to as many media files encoded for different connection speeds as possible
• Offer as many media formats as possible, e.g. RealMedia, Windows Media
• You will need access to all the development tools and resources
• Building the additional tools will take additional time
• Your institution may offer support for building these additional tools and resources
• You should decide whether you will use technical assistance or to do it alone
• You may need permission before you can use the other resources e.g. copyright
• Good subject lighting
• Accessible alternatives to the images and audio should be offered along with easily navigable and logically
organized user controls
Integration
• Consider offering a variety of videos encoded for different connection speeds e.g. 56K, LAN
• Alternatively, produce a single multi-bit rate stream covering a range of bandwidths
• You will need access to technical skills to integrating other tools with video
• Choose whether the integration of different media is to be done as an integral part of part of the editing or using a
synchronization tool e.g. SMIL, Microsoft Producer for PowerPoint 2002
• Consider what level of control you wish the student to have. Note a higher level of control such as bookmarked
hyperlinks will require a faster connection
• Accessible alternatives to the visual and audio should be offered e.g. text, narrative
Please continue to the final Stage 5.
7. Stage 5. Revised proposal
After considering the practical issues raised in Stages 2, 3 and 4, you might want to amend or/and expand your
original
education proposal including this time as many details as possible.
After all that We suggest to create storyline to send an important massage for SQU
students about examination before marriage, we will use scenario which telling by sound
and text .Also we will add clips and pictures to be more interactive, we will bring all
materials and multimedia from the internet .In addition we will use Sony Vegas . It will be
4 minutes. Finally we will upload the video in our YouTube channel.
By now you should have determined what you would like to do with streaming media and you should have at least
an overview of what is possible. The next stage is to find out in more detail how to go about the actual process of
designing a learning event and creating your resources.