scholarly journals Didactic experience of creating and using the web version of the textbook and online course on the history of Russia

2021 ◽  
Author(s):  
А.Р. Камалеева ◽  
В.В. Слепушкин
Keyword(s):  
Online Courses ◽  
Cognitive Activity ◽  
Design Stage ◽  
Online Course ◽  
Main Attention ◽  
Teaching Aids ◽  
History Of ◽  
Electronic Teaching ◽  
Additional Education ◽  
The Web

Актуальность статьи обусловлена тем, что в период пандемии COVID-19 использование электронных средств обучения стало объективной профессиональной необходимостью для каждого учителя. Цель статьи заключается в обобщении дидактического опыта разработки и применения онлайн курса по истории России в сфере дополнительного образования. Обоснована необходимость создания Web-версии учебника. Авторы выделяют важность замысла и образа будущего онлайн курса на этапе проектирования. Классифицированы критерии выбора платформы и выделены их наиболее значимые функциональные возможности. Основное внимание в работе акцентируется на структуре, удобочитаемости, краткости учебного текста с обязательным использованием опорных конспектов. Предложено поддерживать высокую познавательную активность в условиях вебинаров, опираясь на принципы постоянной инспекции знаний, бесконфликтности. В заключение утверждается, что разработка и проведение онлайн курса требует учёта законов психологии восприятия, механизма понимания и применения дидактических идей «Педагогики сотрудничества». Статья может быть интересна педагогам, создающим цифровые учебники и онлайн курсы. The relevance of the article is due to the fact that during the COVID-19 pandemic, the use of electronic teaching aids has become an objective professional necessity for every teacher. The purpose of the article is to summarize the didactic experience in the development and application of an online course on the history of Russia in the field of additional education. The necessity of creating a Web-version of the textbook has been substantiated. The authors highlight the importance of the concept and image of the future online course at the design stage. The criteria for choosing a platform are classified and their most significant functionality is highlighted. The main attention in the work is focused on the structure, readability, brevity of the educational text with the obligatory use of supporting notes. It is proposed to maintain high cognitive activity in the conditions of webinars, relying on the principles of constant knowledge inspection, conflict-free. In conclusion, it is argued that the development and implementation of an online course requires taking into account the laws of the psychology of perception, a mechanism for understanding and applying the didactic ideas of "Pedagogy of cooperation". The article may be of interest to educators who create digital textbooks and online courses.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals Strategies for innovative teaching and learning Part III: Connecting with students from a distance

2021 ◽  
Vol 11 (10) ◽  
pp. 19
Author(s):  
Diana Bantz ◽  
Cynthia M. Thomas ◽  
Constance E. McIntosh
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Phone Calls ◽  
Isolation Methods ◽  
History Of

The third article in a three-part series discusses ways to enhance communication with students and promote connectedness when delivering a distance online course. Students in distance programs may have feelings of not being connected to the instructor and peers leading to dissatisfaction and isolation. Methods of how the instructor can promote an environment of connectedness through the use of announcements, video conferencing, video updates, scheduled phone calls, and office hours will be discussed. The first paper discussed the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses. The second paper delved into understanding of the learning platform, developing a course model, creating individual assignment rubrics for courses, requiring active participation from both instructor and students, and setting-up quality communication.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 2226-2230
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
History Of Higher Education ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73). Traditional face-to-face courses, which may have been proven successful in terms of evaluations and outcomes assessments, are increasingly being converted to online courses. A study by Smith, Ferguson, and Caris (2000) concluded: “Contrary to intuition, current Web-based online college courses are not an alienating, mass-produced product. They are a laborintensive, highly text-based, intellectually challenging forum which elicits deeper thinking on the part of the students” (p. 67). Converting a traditional classroom course that is intellectually challenging and that elicits deeper thinking into an online course that can do the same can be a harrowing task. The process of converting a face-to-face course into an online course without compromising the course’s integrity and quality is a difficult burden to overcome. The burden of the conversion process can be eased, however, through the use of course maps.

Creating an Online Video Course for Computational Wave Propagation

2019 ◽  
Author(s):  
Heiner Igel ◽  
Maika Nies ◽  
Rakshit Joshi ◽  
Andrea Perez ◽  
Berta Vilacis ◽  
...  
Keyword(s):  
Wave Propagation ◽  
Online Courses ◽  
Earth Science ◽  
Online Course ◽  
Online Video ◽  
Massive Open Online Course ◽  
History Of ◽  
E Learning ◽  
Learning Platforms ◽  
Video Material

ABSTRACT Teaching and training using online video material in science is on the rise. Science students entering universities today are of a “YouTube generation,” most likely already having a history of accessing educational videos for learning at school. Here, we report on our experiences with preparing a Massive Open Online Course (MOOC) for the COURSERA platform in the area of computational wave propagation. We describe the complexity of the process but also highlight the opportunities that this form of training offers on state‐of‐the‐art e‐learning platforms. It is foreseeable that in the future universities will promote combinations of direct and supervised online course learning, allowing for more flexibility and variability of training content. We propose that Earth‐Science‐specific databases with links to online courses should be developed, making such courses more accessible to the research community.

5Ds Model for Teaching and Planning Online Courses

2020 ◽  
pp. 55-81
Keyword(s):  
Instructional Strategy ◽  
Online Courses ◽  
Online Course ◽  
Web Based ◽  
Online Class ◽  
The Third ◽  
Planning Phase ◽  
Class Schedule ◽  
Instructional Package ◽  
The Web

This chapter is devoted to the third D of the 5Ds model and last step of the planning phase, the develop stage. It covers three significant steps developing the web-based instructional strategy and the web-based instructional package. It also includes the development of the online course syllabus, along with an online class schedule, and provides examples of each step.

The 5Ds Model for Planning and Teaching Online Courses

2020 ◽  
pp. 35-54
Keyword(s):  
Instructional Design ◽  
Online Courses ◽  
Design Stage ◽  
Online Course ◽  
Model Design ◽  
Teaching Online ◽  
Design Concepts ◽  
Learning Domains ◽  
Visual Aid

This chapter is devoted to the second D of the 5Ds model, design. In the design stage, four instructional design concepts are covered, including conducting the instructional analysis for online course instruction, writing the performance objectives, classifying the objectives based on the learning domains, and developing the objective-based assessment. The author's story presented in this chapter is used as an illustrative visual aid of the instructional analysis and learning hierarchy concepts.

A history of some fruit models in wax and other materials: scientific teaching aids and courtly table decorations

2003 ◽  
Vol 30 (2) ◽  
pp. 299-316 ◽  
Author(s):  
Hans-JüRgen Lechtreck
Keyword(s):  
Nineteenth Century ◽  
Fruit Trees ◽  
Visual Aids ◽  
Early Nineteenth Century ◽  
Teaching Aids ◽  
Scientific Teaching ◽  
Glass Marble ◽  
History Of ◽  
By Products ◽  
Wax Models

Two early nineteenth century texts treating the production and use of wax models of fruit reveal the history of these objects in the context of courtly decoration. Both sources emphasise the models' decorative qualities and their suitability for display, properties which were not simply by-products of the realism that the use of wax allowed. Thus, such models were not regarded merely as visual aids for educational purposes. The artists who created them sought to entice collectors of art and natural history objects, as well as teachers and scientists. Wax models of fruits are known to have been collected and displayed as early as the seventeenth century, although only one such collection is extant. Before the early nineteenth century models of fruits made from wax or other materials (glass, marble, faience) were considered worthy of display because contemporaries attached great importance to mastery of the cultivation and grafting of fruit trees. This skill could only be demonstrated by actually showing the fruits themselves. Therefore, wax models made before the early nineteenth century may also be regarded as attempts to preserve natural products beyond the point of decay.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Peculiarities of the national Ukrainian culture in the artistic design of the publications of Kharkov cooperative publishing house «Rukh»

2019 ◽  
Author(s):  
Надія Подоляка
Keyword(s):  
Graphic Design ◽  
Publishing House ◽  
Soviet Power ◽  
Theoretical Methods ◽  
Black And White ◽  
Teaching Aids ◽  
History Of ◽  
Graphic Elements ◽  
Visual Materials ◽  
Artistic Product

The purpose of the article is to investigate the peculiarities of the national Ukrainian culture in the artistic design of the editions of the Kharkov cooperative publishing house «Rukh». Research methods: Empirical-theoretical methods of analysis, synthesis, deduction are used. From the theoretical methods, a description and interpretation is applied. The use of these methods made it possible to prove that the publications of the Kharkov cooperative publishing house «Rukh» are a highly cultured artistic product, shrouded in the aura of the traditions of Ukrainian culture. It is proved that in the 20-ies. XX century. around the «Rukh» united a circle of like-minded writers, critics, editors, illustrators. Book covers were made by M. Samokish, S. Borovoy, V. Krichevsky. It is established that in the graphic design of the editions the editors used font ensembles, decorative elements and other visual materials created by the most prominent representatives of the artistic circles, in which the Ukrainian tradition is traced. In the design of covers used a variety of frames, ornaments of vegetable origin, stylized with letters. At the same time, minimalism of forms, compositions in a black and white version was quite common. Attention is focused on the works of the famous graphs of the era of the Ukrainian revival, created by the order of the Kharkiv cooperative publishing house «Rukh». The features of the national Ukrainian culture in the artistic design of publications are analyzed. Illustrations, graphic elements, style of execution and technique of the Ukrainian artists cooperating with the publishing house are characterized. The study significantly expands the view on publishing at the stage of the formation of Soviet power. The results can be used to write textbooks and teaching aids on cultural studies, the history of publishing and the history of Ukraine.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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