scholarly journals Using HortBase in Education

1998 ◽  
Vol 8 (3) ◽  
pp. 301-306 ◽  
Author(s):  
Roger Kjelgren ◽  
Larry Rupp
Keyword(s):  
Computer Technology ◽  
Cd Rom ◽  
Course Content ◽  
Face To Face ◽  
Video Footage ◽  
Computer Based ◽  
Slide Show ◽  
Face To Face Instruction ◽  
Based Instruction ◽  
Clear Idea

Computer technology allows horticultural educators to convey information more flexibly and visually to a greater audience. However, accessing and making use of technological teaching tools is as much a hurdle as it is an opportunity. HortBase provides the framework for educators in horticulture to easily access and contribute to quality chunks of horticultural educational by computer. Engaging computer-based instruction such as HortBase in distance or on-campus teaching is a three-step process. First, before assembling the teaching material, the educator must decide on who the target audience is and what information to convey. Audiences on campus often have higher expectations of how they want to learn, being accustomed to face-to-face instruction and guidance, but may not have a clear idea of what they want to learn. Off-campus audiences may have lower expectations but generally are more focused on the information they want. Second, the educator then must decide on how much of the information to bring into digital form oneself and what to draw from elsewhere. Chunks of digitized information can be created by scanning existing images into the computer or created on computer with drawing programs. Once digitized, images can be manipulated to achieve a desired look. This is laborious, so much effort can be saved by taking created chunks from HortBase. Finally, choose a medium for dissemination. Course content can be presented with slide-show software that incorporates digitized slides, drawing, animations, and video footage with text. Lectures can then be output to videotape or broadcast via an analog network. Alternatively, the digitized information can be incorporated into interactive packages for CD-ROM or the World Wide Web.

scholarly journals HortBase: Providing a Foundation for Distance Education

HortScience ◽  
1997 ◽  
Vol 32 (6) ◽  
pp. 982f-983
Author(s):  
Roger Kjelgren
Keyword(s):  
World Wide ◽  
Teaching Material ◽  
Distance Teaching ◽  
Digital Form ◽  
Cd Rom ◽  
Course Content ◽  
Video Footage ◽  
The World ◽  
Slide Show ◽  
Clear Idea

Technology allows educators to convey information more flexibly and visually. How to access and make use of technological teaching tools is the challenge facing educators. HortBase provides the framework for educators to create and access educational chunks. How to make use of the information in HortBase in distance teaching is a three-step process. 1) Before assembling the teaching material, the educator must decide on who the target audience is and what information to convey. Audiences on campus have higher expectations of how they learn, as they are used to live teaching and guidance, and often do not have a clear idea of what they want to learn. Off-campus audiences have lower expectations and are more focused on the information they want. 2) The educator then decides how much of the information to convert into digital form individually and how much to draw from elsewhere. Pieces of digitized information can be created by scanning existing images into the computer or created on computer with authoring-illustrating programs. Once digitized, images can be manipulated to get the desired look. This is a very time-consuming step, so much effort can be saved by taking created “chunks” from HortBase. 3) Finally, what medium and tools to use must be decided. Course content can be presented with slide-show software that incorporates digitized slides, drawings, animations, and video footage with text. Lectures can then be output to videotape or broadcast over an analog rework. Alternatively, the digitized information can be incorporated into interactive packages for CD-ROM or the World Wide Web.

scholarly journals HortBase: Providing a Foundation for Education

HortScience ◽  
1997 ◽  
Vol 32 (3) ◽  
pp. 553F-553
Author(s):  
Roger Kjelgren ◽  
Larry Rupp
Keyword(s):  
World Wide ◽  
Teaching Material ◽  
Distance Teaching ◽  
Digital Form ◽  
Cd Rom ◽  
Course Content ◽  
Video Footage ◽  
The World ◽  
Slide Show ◽  
Clear Idea

Technology allows educators to convey information be conveyed more flexibly and visually. How to access and make use of technological teaching tools is the challenge facing educators. HortBase provides the framework for educators to create and access educational chunks. How to make use of the information in HortBase in distance teaching is a three-step process. 1) Before assembling the teaching material, the educator must decide on who the target audience is and what information to convey. Audiences on campus have higher expectations of how they learn, as they are used to live teaching and guidance, and often do not have a clear idea of what they want to learn. Off-campus audiences have lower expectations and are more focused on the information they want. 2) The educator then decides how much of the information to bring into digital form oneself and what to draw from elsewhere. Pieces of digitized information can be created by scanning existing images into the computer or created on computer with drawing programs. Once digitized images can be manipulated to get the desired look. This is a very time-consuming step, so much effort can be saved by taking created “chunks” from HortBase. 3) Finally, what medium and tools to use must be decided. Course content can be presented with slide-show software that incorporates digitized slides, drawing, animations, video footage with text. Lectures can then be outputted to videotape or broadcast via over an analog network. Alternatively, the digitized information can be incorporated into interactive packages for CD-ROM or the World Wide Web.

Instructional Design and E-Training

2011 ◽  
pp. 223-240
Author(s):  
Julia D. Sweeny
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Online Training ◽  
Future Trends ◽  
Online Instructors ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Primary Focus ◽  
Based Instruction

Online training or, e-training, can be less expensive, more efficient, and more productive than traditional face-to-face instruction. This chapter reviews why businesses are adopting Web-based instruction, characteristics of exemplary e-trainers and skills online instructors must attain. The primary focus of the chapter is on the importance of instructional design in analyzing the online audience and context; developing instructional strategies and online materials; implementing a Web-based course; and evaluating an online training program. Future trends and a conclusion complete the chapter.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

Factors Affecting Computer-Mediated Instruction in Medical Education

1989 ◽  
Vol 28 (04) ◽  
pp. 215-222 ◽  
Author(s):  
A. Levy
Keyword(s):  
Medical Education ◽  
Computer Technology ◽  
Information Technologies ◽  
University Of Illinois ◽  
Factors Affecting ◽  
Computer Mediated ◽  
Computer Based ◽  
Based Instruction ◽  
Major Factors ◽  
The University

Abstract:Although computer technology has progressed rapidly in the last decade, the use of computer mediated instruction as an adjunct to medical education has made only limited progress. This paper will attempt to analyze some of the major factors bearing on this limitation, will review those areas where computer based´instruction is potentially of greatest use, and will suggest means by which medical education can make greater use of the rapidly evolving information technologies. The Medical PLATO project at the University of Illinois will be used as an example to illustrate many of the points relating to the development of this field.

scholarly journals Design and Development of Interactive Media: Creating Educational Materials for CD-ROM and the Web

HortScience ◽  
1997 ◽  
Vol 32 (6) ◽  
pp. 983d-983
Author(s):  
Sarah Minier Johnson
Keyword(s):  
Learning Styles ◽  
Production Process ◽  
Computer Literacy ◽  
Interactive Media ◽  
Ease Of Use ◽  
Cd Rom ◽  
Final Project ◽  
Computer Based ◽  
Based Instruction ◽  
High Level

This workshop offers an overview of the production process for CD-ROM and Web materials, as well as pragmatic advice on how to structure effective interactive presentations. Many educators and practitioners consider interactive computer-based education the technology of tomorrow. However, evidence of high-level computer literacy among many young people suggests that a “technology gap” already exists between student computer literacy and the learning modules that instructors can prepare. As with all media presentations, the basis of effective multimedia project structure is instructional design. This includes design of both the content and the navigational interface. Given the relative complexity of these projects, a clear and logical design is essential to effective conveyance of content. The presentation of content via computer differs from “traditional” media presentations in terms of how content is structured; interactive elements; user selectivity; user motivation, and immediate, response-specific performance assessment (among other things). There are a number of differences in the production process as well. Computer-based instruction requires early definition of end-use platforms, software requirements, use of communication, testing, and grading tools, and more. Content is organized on a flowchart which, along with the design document (which contains the script/text, graphic descriptions, and programming directions), becomes the blueprint for project production. Early project prototypes are tested for ease of use, logical flow, and structure, with “typical end-user” representatives. The final project is alpha- and beta-tested prior to distribution. Although preparing computer-based media materials is time-consuming, the resulting product can greatly enhance teaching by enabling self-paced, asynchronous, active learning and accommodating different learning styles.

scholarly journals History, Research, and Theory to Practice: Scaffolding Framework for Graduate Online Courses

2020 ◽  
Vol 3 (3) ◽  
pp. p9
Author(s):  
Bernice Y. Sanchez
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Historical Context ◽  
Modern Technology ◽  
Delivery Mode ◽  
Graduate Course ◽  
Course Content ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Pedagogical Research

The expansion of modern technology has vastly changed and continues to change the way we learn, communicate, and connect with one another. Institutions of higher learning including Community Colleges and Universities, traditionally known for their face-to-face courses, have had to reconsider programmatic and delivery mode over the years to transfer their face-to-face courses into online courses based on the growing demand. With this transition, comes reflective reevaluation of curriculum and programmatic structure of courses. These programmatic courses must provide instructional experiences that are meaningful and purposeful for graduate students in higher education and prepare them in the same manner and level of quality as face-to-face courses. There is a need for pedagogical research to assist faculty and instructors to make this transition to online teaching. The following paper examines 1) the historical context of distance education 2) research on face-to-face instruction in comparison to online instruction 3) a modern framework for scaffolding graduate courses and graduate course content.

Acquisition and Generalization of Purchasing Skills Using a Video Enhanced Computer-Based Instructional Program

2002 ◽  
Vol 17 (4) ◽  
pp. 15-28 ◽  
Author(s):  
Kevin M. Ayres ◽  
John Langone
Keyword(s):  
Skill Acquisition ◽  
Community Setting ◽  
Instructional Program ◽  
Stimulus Generalization ◽  
School Students ◽  
Post Intervention ◽  
Video Footage ◽  
Computer Based ◽  
Based Instruction ◽  
Purchasing Skills

This study evaluated stimulus generalization of purchasing skills learned in a computer simulation across settings. Three elementary school students with moderate intellectual disabilities used a computer-based instruction package to practice purchasing skills and the dollar plus strategy. The instructional package utilized video footage as an anchor for learning activities and a constant time delay procedure to facilitate skill acquisition. Student progress on the computer-based intervention did not generalize to the community setting; however, changes in purchasing behavior in the community setting were observed from baseline to post intervention probes.

scholarly journals EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 39 (2) ◽  
pp. 319-331
Author(s):  
Sumardi Sumardi ◽  
Muamaroh Muamaroh
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Validity And Reliability ◽  
Face To Face ◽  
The Face ◽  
Computer Based ◽  
Based Instruction

Information technology-based instruction (e.g. using Edmodo) gains its popularity as it is likely to strengthen the role of teachers, schools, and parents for the sake of optimizing student learning outcomes. Therefore, this study explores how Edmodo was utilized to mediate digital class in English language teaching (ELT); how Edmodo facilitated students' engagement during the class; and how Edmodo mediated teachers to assess students' learning outcomes. A qualitative approach was employed and 286 students from a secondary school voluntarily participated during the study. Interviews, online mini-polling, and document analysis were deployed as data collection methods, and data were validated by triangulation and analyzed by following the interactive model of data analysis. It revealed that Edmodo was an effective mode to mediate digital class in ELT as the students could interact with their teacher, peers, and course contents effectively, both inside and outside the classroom. The students' engagement was also better in comparison to that of the face-to-face classroom. Finally, Edmodo well-mediated teachers to carry out the computer-based test (CBT); it was an accurate mode of assessment as no cheatings were facilitated; the validity, and reliability of the test could be favorably accomplished.

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