Student-Created Online Teaching Resources for Students

2019 ◽  
pp. 37-46
Author(s):  
Camille Huser ◽  
Leah Marks ◽  
Aileen Linn ◽  
Sarah Meek
Keyword(s):  
Online Teaching ◽  
Teaching Resources

A Novel Knowledge Organization Technology of Online Teaching Resources Based on 3D Topic Maps

2021 ◽  
Author(s):  
Huimin Lu ◽  
Hongmei Wang ◽  
Gang Liu ◽  
Hui Zhao ◽  
Chao Cheng
Keyword(s):  
Online Teaching ◽  
Knowledge Organization ◽  
Teaching Resources ◽  
Topic Maps

scholarly journals The School Teacher and the Art Museum: A Multi- Case Study of Online Canadian Art Museum Teacher Resources | L’enseignant scolaire et le musée des beaux-arts : une étude de cas multiples des ressources en ligne des musées des beaux-arts pour les enseignants

2017 ◽  
Vol 44 (1) ◽  
pp. 36-46
Author(s):  
Julie Etheridge
Keyword(s):  
Online Teaching ◽  
School Teacher ◽  
High School Teacher ◽  
Art Museum ◽  
Art Museums ◽  
Online Resources ◽  
Teaching Resources ◽  
Teacher Resources ◽  
Canadian Art ◽  
Teacher Researcher

Abstract: This study seeks to better understand the online resources and lesson contents that Canadian art museums offer secondary school art teachers. The author conducted a content analysis of online teacher resources and lessons developed by four Canadian art museums during 2016. By looking at the various resources through the lens of a high school teacher/researcher, the author highlighted how these resources presented differences in curriculum and fostered self-reflection in students. The relationship between the art museum and the school teacher was examined. To better understand this relationship, further research on online resources developed by museums to increase pedagogical possibilities should be conducted.Key Words: Teacher; Museum; Online Teaching Resources; Art EducationRésumé : Cette étude vise une meilleure compréhension du contenu des leçons et des ressources en ligne mises à la disposition des éducateurs artistiques du secondaire par les musées des beaux-arts canadiens. L’auteur a analysé le contenu des ressources et des leçons en ligne offertes aux enseignants en 2016 par quatre musées des beaux-arts canadiens. En examinant les diverses ressources du point de vue d’un enseignant/chercheur au secondaire, l’auteur met en évidence les différences curriculaires de ces ressources et l’autoréflexion suscitée par ces ressources chez les étudiants. La relation entre le musée des beaux-arts et l’enseignant scolaire y est également étudiée. Il faudrait, pour mieux comprendre cette relation, mener d’autres recherches sur les ressources en ligne développées par les musées dans le but d’élargir l’éventail pédagogique.Mots-clés : enseignant; musée; ressources en ligne; éducation artistique

Online Teaching Resources: Where in the WWW are They?

Physiology ◽  
2007 ◽  
Vol 22 (2) ◽  
pp. 68-69
Author(s):  
Marsha Lakes Matyas
Keyword(s):  
Online Teaching ◽  
Teaching Resources

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

The Study on Educational Resources Based on the Recommended Services

2014 ◽  
Vol 687-691 ◽  
pp. 2411-2414
Author(s):  
Wen Lu Li
Keyword(s):  
Online Teaching ◽  
Feature Representation ◽  
Educational Resources ◽  
Recommendation Algorithm ◽  
Teaching Resources ◽  
Teaching System ◽  
Network Teaching ◽  
Referral Service ◽  
Recommended Services ◽  
Vast Network

In the network teaching system, with the increasing teaching resources, student resources are increasingly difficult to find interesting, so join teaching resource referral service in online teaching system allows students freed from the vast network of information resources, greatly saving time and effort spent on students in search of information. Under these conditions and needs, educational resources referral service technology has been progressively developed. This article is recommended for Educational Resources Services referral service model, resource feature representation and recommendation algorithm based on machine learning and other key technologies were discussed and studied.

Online Teaching Resources: A New Journal Section

2000 ◽  
Vol 31 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Kim Sosin ◽  
William E. Becker
Keyword(s):  
Online Teaching ◽  
Teaching Resources

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

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