scholarly journals Significance of E-Learning as a Tool in Teaching and Learning

2019 ◽  
Vol 9 (2) ◽  
pp. 5007-5012
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Teaching Resources ◽  
Native Languages ◽  
Learning And Teaching ◽  
Technology Tools ◽  
Wide Range ◽  
The World ◽  
School Day

The time and age we are living now is much more different than it was few decades ago. The world is changing with great pace so are the teachings and learning methodologies. Before teaching and learning methods mainly focused within classroom confines and do not include all the factors that could impact teaching and learning outcomes. But now the world is increasingly connected and mobile, therefore, the nature of information resources is changing drastically. The new information is not only unlimited and overwhelming in quantity but also it is networked, multimodal and easily accessible anytime anywhere in the world. Advent in digital technologies, such as computers, laptops, tabs, smart phones, wireless handheld devices, and the Internet have made it possible for learners to access to a wide range of learning and teaching resources and tools, in number of different languages (with the option of availability of translation in native languages) anytime and anywhere in the world. Through the emergence of digital technology tools, have made this possible to increase teaching and learning opportunities inside and outside institutionalized school systems. Through the proper use of modern technologies students and learners have full opportunities to take learning beyond traditional classrooms and the school day. By using digital technology tools, learners have opportunities to attend online courses not only anywhere, anytime but also can record and save the information for future use, if needed. Thus, the aim of this study is to focus on the effectiveness of digital technology as a tool in Teaching and Learning (T&L) approach

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Not Just Playing Around

2011 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

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.

scholarly journals Programavimo mokymasis: lyginamoji kalbos ir aplinkos analizė

2010 ◽  
Vol 54 ◽  
pp. 44-62
Author(s):  
Valentina Dagienė ◽  
Jūratė Urbonienė
Keyword(s):  
Programming Languages ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Introductory Programming ◽  
Solo Taxonomy ◽  
Learning And Teaching ◽  
The World ◽  
Fundamental Research ◽  
Future Citizen ◽  
Learning Programming

Straipsnyje nagrinėjami programavimo mokymo ypatumai, apžvelgiamos svarbiausios programavimo mokymo ir mokymosi tyrimo tendencijos pasaulyje, išskiriamos problemos ir jų sprendimo būdai. Remiantis mokslinės literatūros analize ir daugiamete Jaunųjų programuotojų mokyklos patirtimi, nagrinėjamos programavimo mokymosi sunkumo priežastys: programavimo srities specifiškumas, mokymosi būdų ir metodų parinkimas, mokinių gebėjimai ir nuostatos, psichologinis motyvuotumas. Daugiausia dėmesio skiriama programavimo kalbų ir aplinkos, tinkamos mokytis programavimo, kriterijams aptarti. Remiamasi fundamentaliais šios srities mokslininkų darbais, jie sisteminami, išskiriamos ir apibendrinamos esminės idėjos. Gilinamasi į programavimo mokymuisi tinkamų kalbų sintaksės ir semantikos ypatumus: patirtis rodo, kad pirmosios kalbos sintaksė daro didelį poveikį tolesniam mokymuisi, formuoja pažangią mąstyseną.Pagrindiniai žodžiai: programavimo mokymasis, programavimo kalbos, programavimo aplinka, sintaksė, programavimo kalbų kriterijai, Bloomo taksonomija, SOLO taksonomija.Learning Programming: Comparative Analysis of Languages and EnvironmentsValentina Dagienė, Jūratė Urbonienė SummaryDeveloping the abilities to master modern technologies and skills for solving problems is among the most important capabilities of an educated future citizen of any society. Problem solving based on the learning of programming is a very important part in understanding the information technologies.The question which language (together with environment) should be used in introductory programming has been discussed for many years. Several studies on the benefits of a certain language or comparisons between two languages have been conducted, but there is still a lack of systematic overviews of teaching and learning programming.The paper discusses the features of programming teaching, the most important research trends in programming education over the world, identifies the problems and their solutions. Based on literature review and multiyear experience in the Young Programmers’ School, the paper deals with programming teaching difficulties, especially with the selection of programming languages, learning and teaching methods, developing students’ skills and attitudes, psychological motivation. Investigations show that the first language syntax has a significant impact on the further learning and develops a certain mindset.The paper discusses a list of criteria based on an analyzis of research works all over the world. The criteria are used to compare some programming languages used at introductory programming courses. It focuses on the programming language suitable to start learning programming. Based on fundamental research works in thes area, the related criteria are organized, the key ideas are identified and summarized.The commonly accepted cognitive skills, Bloom’s taxonomy as well as the SOLO taxonomy and their application in teaching programming are discussed.span>

scholarly journals Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

2020 ◽  
Vol 13 (12) ◽  
pp. 11
Author(s):  
Yonit Nissim ◽  
Eitan Simon
Keyword(s):  
Distance Learning ◽  
Teacher Training ◽  
Teaching And Learning ◽  
College Of Education ◽  
Distance Teaching ◽  
Learning And Teaching ◽  
The World ◽  
The Government ◽  
The Moment ◽  
Survey Responses

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel&rsquo;s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students&rsquo; attitudes toward the implementation of this strategy.

scholarly journals THE EUROPEAN PORTFOLIO OF LANGUAGES: ITS IMPACT AND DEVELOPMENT IN ALBANIA

2013 ◽  
Vol 53 (1) ◽  
pp. 130-138
Author(s):  
Daniela Tamo ◽  
Shpresa Rira ◽  
Rudina Xhillari
Keyword(s):  
Key Words ◽  
Teaching And Learning ◽  
Curriculum Evaluation ◽  
Self Awareness ◽  
Evaluation Function ◽  
Council Of Europe ◽  
Slow Learners ◽  
Learning And Teaching ◽  
The World ◽  
Function Integration

Generally speaking, teaching and learning could be better carried out through discussions and debates with others, and the results obtained in this way then turn into means of encouraging, helping, stimulating and informing thus making it possible for us to achieve an individual reflection. There might be people who try to link the word Portfolio with the world of Arts and Projects. This is true to some extend but there exist other components such as the Language Section and Language Biography, which in fact are closely connected with the world of learning and teaching and are part of the guidelines approved by the Council of Europe (Portofoli Evropian i Gjuhëve: Një Udhëzues për Mësuesit dhe Trajnuesit e Mësuesve, Ministria e Arsimit dhe Shkencës, Këshilli i Europës, 2005.) As a result of the use of Portfolio of Languages the teaching aims became clearer, students started to see their progress with ease. It served as a motivation for all, quick and slow learners, it helped increase self-awareness, it developed critical thinking, etc. It improved teachers’ motivation, their reflecting ability and encouraged them to undertake initiatives during the teaching process. Key words: activity, approach, assessment, curriculum, evaluation, function, integration, motivation pilot, portfolio, project, reflection.

scholarly journals Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT)

2015 ◽  
Author(s):  
Heather Conboy ◽  
Sukhtinder Kaur ◽  
Julie Lowe ◽  
Ian Pettit ◽  
Rob Weale
Keyword(s):  
Student Learning ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Effective Practices ◽  
Digital Literacies ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Enhance Student Learning

In 2011 the Centre for Enhancing Learning through Technology (CELT) was established at De Montfort University (DMU). The aim of the Centre is to work with staff and students to transform their learning and teaching experiences through the situated use of technologies (CELT, 2013). This case study offers an overview of the ways in which the CELT seeks to realise its vision in relation to the use of digital technologies for enhancing teaching and learning. In particular it seeks to ‘bridge the gap’ between digital ‘know how’ and the effective pedagogic implementation of digital technology as part of a curriculum. Key elements of the CELT strategy, and its ‘on the ground’ approaches to catalysing engagement and driving innovation in the use of digital technologies for teaching and learning will be detailed. This will include a series of examples of staff developmental projects that have sought to enhance student learning through the use of digital technologies. It is hoped that the case study will be of value in terms of highlighting effective practices and broader strategic approaches that may inform other practitioners who are interested in the use digital technologies for enhancing teaching and learning.

Anywhere, Anytime Learning Using Highly Mobile Devices

2011 ◽  
pp. 37-42 ◽  
Author(s):  
Mark van ‘t Hooft ◽  
Graham Brown-Martin ◽  
Karen Swan
Keyword(s):  
Mobile Phones ◽  
Digital Technologies ◽  
Information Resources ◽  
Handheld Devices ◽  
The Internet ◽  
New Information ◽  
Wide Range ◽  
School Day ◽  
Nature Of Information ◽  
Anytime Learning

In a world that is increasingly mobile and connected, the nature of information resources is changing. The new information is networked, unlimited, fluid, multimodal, and overwhelming in quantity. Digital technologies, such as mobile phones, wireless handheld devices, and the Internet, provide access to a wide range of resources and tools, anywhere and anytime. This type of access and connectivity has also had an impact on how we collaborate on projects and share media and therefore, greatly increases opportunities to learn inside and outside institutionalized school systems. Learners now have the tools to take learning beyond classrooms and the school day.

scholarly journals DIGITAL MEDIA AND TECHNOLOGICAL CHALLENGES FOR MEDIA EDUCATION IN PAKISTAN

2020 ◽  
Vol 2 ◽  
pp. 23-35
Author(s):  
Faiza Muneeb ◽  
◽  
Sana Mehmood ◽  
Saliha Mehboob ◽  
◽  
...  
Keyword(s):  
New Media ◽  
Digital Media ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Media Education ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Media Technologies ◽  
Digital Devices

This paper aims to record concerns of media education currently under debate in Pakistan. It indicates three main study trends. The first trend is concerned about Pakistani digital technology users, their skills in technologies especially digital media usage and the second about new media learning and teaching methods by using new media tools like mobile devices, tablets, social media networking, which needs new technical and technological framework. The last trend deals with literacy concerning digital education, related to both the skills required by digital media students have to progress and what educators especially faculty members have to be trained about these media technologies. In order to achieve objectives pertaining to these trends, semi-structured interviews of students and educators are conducted. Concerning the first trend, we observe a division of perspectives and understanding between those who believe that all we need is new media education for old academic solutions and those we think there is a need of changing academic styles, thus allowing it to grow into a new standard. For this purpose, they stress that digital devices should be made an integral part of today’s classrooms. Concerning the second trend, we observe a consensus on teaching and learning by using digital devices as the most useful, helpful tools. Mostly, the school educators have their own laptops, tablets, and mobile phones however, they stressed on a combination of ethics, education and utilization of digital media in a good manner. Finally, the notion of literacy concerning digital media which has received significant consideration be defined in various ways particularly in the south Asian context. Keywords: Digital Media, Digital Technology, Native Educators, Pakistan

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