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Course Journal - FDP101x
Foundation Program in ICT for Education
Organized by
IITBOMBAYX
Author
Dr. G. Maragatham
Assistant Professor
Department of Electronics and Communication Enginneering
University College of Engineering
Dindigul
Tamilnadu
Sempter 2017
Course Journal - Week 1 - FDP101x
Abstract:
The purpose of this course journal is to share my views about the pedagogic adoptions and other moudels of the course “FDP101X” which is organized and conducted by IITBOMBAYX. This is an online course which is useful for all faculties from varying fields. The course journal for Week – 1 is created by using the reflection spots of the course. The course journals are created by contents learned by me.
Introduction
In the Course Journal - Week 1 - FDP101x, the views about the physical class room to online classroom, Pedagogic Adaption 1: Learning Dialogues, Pedagogic Adaption 2: Learning by doing activities, Pedagogic Adaption 3: Learning extension resources, Pedagogic Adaption 4: Learning experience interaction and Resource creation - Reflection spot are presented.
From physical classroom to online classroom: LED 1.1
Physical class rooms have three components like Teacher, Leaner and Content. In online class room teacher is replaced by the facilitator.
Examples of interaction between three compnents:
1. Leaner- teacher interaction
Student may ask questions to clear his/her dought .
2. Teacher- Leaner interaction
Teacher may ask the students
▪ to answer questions in current lecture
▪ to get basics, matters from their acquired knowledge related to the current lecture
▪ to solve the given problems
3. Teacher - content interaction
▪ ppt preparation
▪ Slide show preparation
▪ etc
4. Leaner – content interaction
Problem solving
5. Leaner – leaner interaction
Group discussion
Pedagogic Adaption 1: Learning Dialogues LED 1.2
What is the equivalent of instructor videos in a physical classroom?
▪ The equivalent of instructor videos in a physical classroom: teacher’s lectures and teacher- learner interaction
What additional features does the video provide in an online setting?
▪ More précised lecture or explanation in respective topic.
▪ No wastage or excess use of time in delivering the information.
▪ More rewiew possible in leaners’ point of view.
Pedagogic Adaption 2: Learning by doing activities LED 1.3
What is the advantage of answering after immediately watching the video?
▪ Advnatage of answering after immediately watching the video:
▪ Immediate recalling , review of the contents learned.
▪ More attention, concentration in watching and learning the video
Pedagogic Adaption 3: Learning extension resources: LED 1.4
What is the function of assimilation quizzes?
▪ The function of assimilation quizzes is to grasp the absorption ability of the leaner in reading and understanding the contents of the resources.
Pedagogic Adaption 4: Learning experience interaction: LED 1.5
Can you think of advantages of having such structured group discussion like the one which I explained right now?
▪ Learners will get more understanding, knowledge, self-thinking about the question and also have sharing of views in a disciplined way.
Resourse creation 1: Course Journal
Reflection spot:
It is a tool to reinforce the concepts strongly.
Write one advantage of maintaining the “course Journal”
▪ Answering the reflection spot question (Course journal) causes the immediate thinking and recollection of concern activity.
▪ Increase the interest and involvement in the course.
▪ Avoid being sluggish.
Course Journal - Week 2 - FDP101x
Web presence of teachers
Internet:
Internet is a huge network which consists of billions of network connections where billions of people can do a lot on online. Wires are the fundamental thinks of the network. Set of protocols allow the machines to work together on inter net.
Working of Internet:
The world’s largest network of computers is the internet. In home we may have a small network with wires. While using internet our device is part of the internet. Internet cables in the ground form a small network. These small networks are connect with large networks, all over world with wires to send information. The information on internet is 0 and 1 combinations called the traffic. We can check a web page, send and receive messages, listen to music, watch movie, create a site, etc. Servers contains the knowing’s of computers. Large computers of servers talk witheach other. Computer in one place can understand computer in any place by its address. Every appliance on internet has address. The computer has IP address, examples: 84.218.230.124, 91.26.36.46. Address in letters is called Domain name, these are the address of severs; 250 domains are in the world. .se is the top level domain of Sweedan. There are 300 top level domain names.
web pages, websites, web servers, and search engines.
Web browser:
It is a program on computer which allows us to manage files, programs and to visit website.
Web page:
A document which can be displayed in a web browser (Google Chrome, Microsoft Internet Explore…)
Website:
A collection of web pages
Web server:
A computer that hosts a website on the Internet.
Search engine:
A website that helps to find other web pages, such as Google, Bing, or Yahoo….
Teaching Portfolio:
It is a tool to document scholarly work in teaching. Different types of portfolios are
• course portfolio
includes information specific to a particular course
• professional (scholarly) portfolio
a collection of documents
include all work as a scholar, teaching experience, academic service
• teaching portfolio
documents multiple aspects of one’s teaching ability
Two basic formats of teaching portfolio are Summative portfolios and Formative portfolios. Summative is for academic job purpose and Formative is for the purpose of personal and professional development.
Effective Portfolio – Characteristics:
A portfolio should be structured, representative, and selective.
Key Functions of a Teaching Portfolio:
• Collect evidence of teaching ability
• Context for teaching
• Summary data teaching in a simple, readable format
• Focus on quality, not quantity
• Organized and its various sections relate to each other
• An ever–changing, living document
• Allows for self-reflection
• Provides an opportunity to be unique
• showcase your personal style of teaching
• The process of creating one is generally much more important
Source of the above is UCAT
With the knowledge about internet, browser, web presence, portfolio etc, a simple teaching portfolio can be created using Word Press.
Word Press:
Word Press is a free and open-source content management system (CMS). It is
an easy tool for website creation. Default contents of word press are pages,
blog.
Page: generic, static web-page; nothing time bound to it: could be appeared in the front page or in the menu items and so on ; Can have tables, lists, images, attachment.
Blog: short form for web-log, commentary, collection of pictures, any other review, so on. It is a time bound release. It is categorised by the date of release and keywords.
A simple blog and a simple page can be created. Additional features categorise blog, control visibility can be added to a blog. In pages slug is a text which comes in our URL. By default Word Press picks up slug text from our title. It cuts down unnecessary text. Usually we allow comments only for blog post not for pages.
Theme: theme determines the overall layout and design of your site.
Widget:
• fancy word for tools or content
• added, arranged and removed
• Widgets make it easy to customize the content of sidebar(s)
Control panel : Allows to manage the word press site like blogs, media, pages comments and other site level actions.
Advanced Configuration in Wordpress:
It deals with few configurations which are not there in the default Profile and can be done through the dashboard. Advanced features like media, pdf or powerpoint files can be added to the web page. To add advanced features, navigate to the page where it has to be added and select add media. Upon selecting add media, media library option will open. Media library is repository in which Word press stores all the uploaded files. Select the media to be added and drag and drop on the page. By insert option the media is uploaded on the corresponding page. Upon publishing the page, any user can see the media on the website. If website is multi-page then user may find it difficult to locate any media. Menu is the solution to this users’ difficulty. Menu navigates users from home page to different pages of the website. Menu is present in the dashboard control panel under appearance link. Menu contains list of various pages also known as current menu structure. We can add new pages to this current menu structure and save it. Reordering of current menu structure is possible.
Drupal:
It is an open source, free Content Management System for multifunctional websites; All the content is contained in the drupal database. It helps in updating content dynamically, keeps sites safe and secure; Thousands of modules are available to add features, themes, data, etc. Drupal supports 3% of the entire web and 15 % of the top 10,000 websites.
Course Journal Week - 3
Lab assignment : 1
In the inaugural session on 18-08-2017, Prof. Phatak provided an important thrust area how teaching is changing. Regarding paradigm shift happening in teaching-learning within 21st century he mentioned that “teaching-learning will Shift from Teacher-centric to Learner-centric and teachers will change to facilitators ” . Prof. Phatak also mentioned about the philosophy that must be imbibed by teachers and pointed out a principle that he follows from his own teacher Prof. Issac.: “The mythical 25th hour”. Prof. Phatak identified the "costliest investment" in education as “Meeting synchronously (either face-to-face or electronically)”. It is noticed that a pdf put in creative commons and uploaded in his/her own website is an open educational resource. Prof. Sunthar compared the known “Letters in alphabet”.
Lab assignment: 2
I have interacted with more than 10 new peers at the remote centre. It is experienced that the goal of asking every participant to attend the synchronous interactions from remote centre is : To make the participant, 1. to actively engage in the sessions by doing the prescribed activities; 2. To interact with their peers and exchange their knowledge and reflections. The active learning strategy utilized by Dr. Sameer Sahasrabudhe in his session on18-08-2017 is “Think – Pair – Share”. The maximum number fonts recommended in the typography guidelines explained by Dr. Sahasrabudhe is 2. It is noted that “White text on black background” combination will adhere to colour guidelines that Dr. Sahasrabudhe explained on 18-08-2017.
Exploring Learning Management Systems (LMS):
Exploring MOODLE as a “Student"
Things learnt through demo - student (account of Barbara Gardner) :
Digital Literacies:
• Optimised for mobile app.
• Component of anyone's preparedness in workplace
• Self-development and student-development
Self-development:
▪ how and when to use a computer
▪ what's appropriate
▪ how to be efficient and effective in technology usage
▪ how to make an effective search
▪ how to pick the best of the search results
▪ how to understand search results
▪ how able to use the technology every where to support
Student-development:
▪ Help them to be more productive, efficient and effective in workplace by making use of technologies and their backgrounds.
Join the Digital Literacy Discussions
Platform for sharing of thoughts, ideas and concerns here
How to use this space:
▪ feel free to discuss learning
▪ follow rules of forum engagement
▪ Be brief, polite and respectful of others' opposing views
Digital Literacy – Model by Doug Belshaw
• Structure, framework to put ideas on as a Teacher
• Remix of 8 elements which are gien below
Cognitive
Constructive
Communicative
Civic
Critical
Creative
Confident
Cultural
Glossary using index (Alphabet/Category)
Examples:
A / Accessibility
The design of apps, devices, materials and environments that support and enable access to content and educational activities for all learners.
F / Flipped classroom
Students participate in the primary delivery of instruction by online learning off-site and then during the school face-to-face to sessions they address the issues and questions stemming from their studies and practise what they have learned. tudents participate in the primary delivery of instruction by online learning off-site and then during the school face-to-face to sessions they address the issues and questions stemming from their studies and practise what they have learned.
M / Meme
A image, video or piece of text, often humorous in nature, which is copied and spread rapidly via social media.
T / Troll
A person who sows discord online by starting arguments or upsetting people, by posting inflammatory, extraneous, or off-topic messages in an online community such as social media sites.
Group work and assessment
Forum netiquette
Fun Quiz
Share Examples of digital literacy
Forum netiquette
Number of attempts allowed: Unlimited
Number of attempts you have made: 0
Grading method: Highest attempt
Grade reported: None
Rules:
Don’t shout, Be discerning with emojis & emoticons; use meaningful titles; Use the granny test with rules, (don’t say any thing on online, mind your language and watch your pictures); Don’t argue; Respect the decisions of the moderators; Thou shalt not steal;
Samples of quiz and test are also given.
Self selection:
• FOBO - Fear Of Being Offline. Particularly noticeable in people who are never without their smartphones.
• Is that you? Are you afraid that if you don't check your phone every minute, the world (your world) will end?
• It's unhealthy!
• Here, we examine ways in which we can help you get a better mobile - life balance.
Discussion on Forum Etiquette - Digital Literacy
Etiquette definition: conventional requirements as to social behavior; proprieties of conduct as established in any class or community or for any occasion. (Ref: Internet)
Netiquette definition: the rules of etiquette that apply when communicating over computer networks, especially the Internet. (Ref: Internet)
About Forum Etiquette participation
I have posted the followings:
• Can you identify the pedagogic feature that has been used in the animation video on Forum Etiquettes?
Learning by Doing Activities is the pedagogic feature that has been used in the animation video on Forum Etiquettes.
• What is one new thing that you learnt about discussion forum etiquettes? One new thing that you learnt about discussion forum etiquettes is the Rules which govern the Forum Etiquettes; the rules of etiquette that apply when communicating over computer networks, especially the Internet (Ref: Internet)
Interacted with:
1. Netiquettes - Vinolia Anandan
For Q1 - Same as the reply of mine. In future our discussion may be in detail to justy our dicussion
For Q2 - Granny Test is given by her. It differs from my view. I have noted only rules of discussion forum etiquettes as the new one. In our FDP10X we have quiz, assignments, etc as LbD.
2. Forum Etiquette ( by Yashasvini)
For Q1 - Learning by doing activity and reflection spots are given. My view is that “Learning by doing activity” alone is the answer.
For Q2 - New thing learned is the granny test. Since the “Use of granny test” is one of the rules of Forum Etiquette, I have given the rules itself as the new thing learned.
3. Dasarivijayalakshmi
For Q1 – Same as the response of me.
For Q2 – Not yet discussed.
For better discussion, justification of the post may be posted; All the part of the discussion for a particular title may be posted at a time. Clear Title may be given as said by FDP101X.
MOODLE in IIT Bombay
by Prof. Upendra Bhandarkar
Video: Exploring Course Settings Inside Moodle
Basic features offered by MOODLE to a teacher:
• course setup
• editing sections,
• adding resources
• creating assignments
• creating discussion forums
• creating quizzes
Module Exploring course settings inside Moodle:
How various courses are offered through moodle is given.
Basic introduction to the features of moodle for running courses is also given.
I was Login as teacher. Selected the course “New staff introduction”
By Clicking on the settings button on the top right of the window and selecting the option "Edit settings" , Edit course settings are viewed.
The page displays …..
Welcome….
Policies and Procedures
• Health and Safety Choice
• Health and Safety quiz
• Restricted Not available unless: The activity Health and Safety is marked complete
• Staff leave policy quiz
• Dress code Choice
• Internet Usage policy Page
• DEMO KARTHIK_84
Dress code
• If in doubt, don’t wear it.
• Skirts and dresses at or below the knee
• Ties must not be undone
• Shirt collars must be buttoned
• No see through blouses
• No hoodies
IT skills
• Your presentational skills
• Email task
• Spreadsheet basics
• Energy management system
My course journal
• Assignment
• Quiz
Topic 8
Topic 9
Topic 10
Moodle is online learning management system which mostly deals with all matters
regarding a Teacher goes through it for entire one batch.
Email task
(1) Please send an email to your induction mentor.
Attach the dress code PDF you downloaded.
CC it to Jeffrey and BCC it to Anna.
(2) In this assignment, explain what CC and BCC mean. Explain why it is important to know about file size limits when attaching files to email.
CC and BCC Explanation:
CC: Mail was a store-and-forward LAN-based email system originally developed on Microsoft's MS-DOS platform by Concentric Systems, Inc. in the 1980s (From Wikipedia). (Shiva Suri, avid Quoran, Source: ...) In e-mail terminology, Cc stands for "carbon copy" and Bcc stands for "Blind carbon copy". The difference between Cc and Bcc is that carbon copy (CC) recipients are visible to all other recipients whereas those who are BCCed are not visible to anyone. To specify the recipients, an e-mail message can contain addresses in any of the 3 following fields:
To: field recipients are the audience of the message
CC: field recipients are others whom the author wishes to publicly inform of the message (carbon copy)
BCC: field recipients are those being discreetly or surreptitiously informed of the communication and cannot be seen by any of the other addressees.
It is common practice to use the BCC: field when addressing a very long list of recipients, or a list of recipients that should not (necessarily) know each other, e.g. in mailing lists.
Explanation for the file size limits when attaching files to email:
why it is important to know about file size limits when attaching files to email.?
(Promoted by HT Media - Monica Dawson computer technician at )
Mainly for security reasons, all email server providers limit the maximum email size that an email account can receive. Otherwise, if there would be no maximum email size limit, the email server would risk to be bombarded with very large emails, causing it to cease working properly.
Some free email address providers also enforce commercial limitations on the email size: the free account gets a low maximum email size limit, but we can increase the maximum limit by upgrading to a paid account. So, to send large email files we can refer to ...
Obviously, if we send an email that exceeds the maximum email size limit of the recipient’s email provider, our email will bounce off and we will receive an email error back in our mailbox. Usually, we will receive one of the following error messages:
• “Attachment size exceeds the allowable limit”;
• “552: Message size exceeds maximum permitted”;
• “System Undeliverable, message size exceeds outgoing message size limit”;
• “The size of the message you are trying to send exceeds the global size limit of the server. The message was not sent; reduce the message size and try again”.
Some examples of Email provider and the maximum Email size are given below.
• Gmail : 25 Mb per mail send/receive
• Yhoo Mail: 25 Mb per mail or unlimited for files via Dropbox – limited by Dropbox size.
• Microsoft account/Hotmail: 10 Mb per file attachment or 300 Gb for files via skyDriv.
Module: Editing Sections in A Course
In the video “Editing Sections in A Course” I have seen, how the courses are arranged in IIT Bombay Moodle.
LbD 3.2
I had a “Login to the demo Moodle course” as a teacher now; Used the username - teacher and password - moodle for this login; Selected the course "New Staff Induction"; I had a Click on the settings button on the top right of the window and selected the option "Turn Editing On"; 3 sections and their settings are seen.
To add a new section and give it a meaningful title and description
• Click on “+” in any section where you want to add a new section
• Select an activity or resource to view its help
• Double-click on an activity or resource name to quickly add it.
Then I had added one section. The section added by me is shown below as displayed in the Course.
Assignment - I - Digital Image Processing
Date of Assignment Given: 26-08-2018
Assignment - 1
Q1. What is a Digital Image?
Q2. What is a pixel?
Q3. What are pixel Relations?
Q4. Explain in detail all the pixel relations with examples.
Module: Adding Resources in Moodle
VIDEO: ADDING RESOURCES IN MOODLE
In this video, Prof. Bhandarkar explained the process of editing various sections inside a course. From this I have learnt that how to tell the students about “what happened in the week, assignments, notes, …..
LbD 3.3
I had a “Login to the demo Moodle course” as a teacher now; Used the username - teacher and password - moodle for this login; Selected the course "New Staff Induction"; I have added a new section titled “Course Journal” with description. Then I have uploaded my course journal Week 3.
Module: Creating Assignments in Moodle
VIDEO: CREATING ASSIGNMENTS IN MOODLE
LbD 3.4
I had added one section. The section added by me is shown below as displayed in the Course.
Assignment - I - Digital Image Processing
Date of Assignment Given: 26-08-2018
Assignment - 1
Q1. What is a Digital Image?
Q2. What is a pixel?
Q3. What are pixel Relations?
Q4. Explain in detail all the pixel relations with examples.
Module: Discussion Forums in Moodle
Video: Discussion Forums In Moodle
From this video I have learnt the setting up learner – learner interactions ie. Discussion Forum in Moodle. Discussion Forum is an important tool for communicating with students.
LbD 3.5
I have add a new discussion forum “With Title: Discussion Forum Sample and Description: This is open to all IV year ECE students. Students please feel free to discuss your course journal writing experience.” in this section asking students to discuss their course journal writing experience.
Module: CREATING A QUIZ IN MOODLE
Video: Creating A Quiz in Moodle
LbD 3.6
Added Quiz in Course Journal section with title “Quiz - 1”, with Description: “This is my first quiz setting. This may be used to test the students' understanding about the need for preparing a course journal ” .
Module: Resource creation and Peer Review
Need and significance of Peer Revie:
Peer Review:
• common practice for building quality resources
• extensively used in: Scientific publications, Large crowd sourcing efforts, Example: Wikipedia.
Peer review practices:
• Provide clear instruction to students on what has to be done during peer review
• Explain in detail the criteria for reviewing
• Provide training to students to do a peer review
• Asking students to provide detailed comments while reviewing
Advantage of peer review for the reviewer:
• Helps in constructing good feedback
• gets more clarity about the various criteria for good submission
Advantage of peer review for the reviewee:
• To get feedback from multiple people about quality of their submission.
Peer review process:
• Four phases
• Submission phase
• Allocation phase
• Review phase
• Consolidation phase.
Example: Peer review of an essay between 3 Learners.
Facilitator sets
• question
• criteria for peer review
• Example submission
• Example review
Submission phase:
• Learners write essays based on questions and submit it before due date.
Allocation phase:
• Randomize submissions
• assign to learners
Review phase:
• Train reviewer (Leaner) about how to review
• System uses example submission and criteria for peer review
• Reviewers submit example review
• If their review not matched with facilitator, reviewer must do the review again
• Above will continue until the review is perfectly matched
• To ensure greater accuracy (facilitators) give more example submission
• Actual submissions randomly assigned for review
• Finally actual submission is reviewed
• Final review is submitted back to system
Example of Peer Review process in the IITBombayX learning platform
Your Response (Submission phase):
• Submition of answer to a question
Allocation phase:
• Will start automatically with more than 1 submission
Learn to Assess Responses:
• Provides example submission put by course facilitator
• Number of examples to be reviewed is given above the question frame
• Example submission, to be reviewed, is just below the question frame
• Criteria for review is described below the example submission
• Each criteria has multiple scoring options, like Poor, Fair, Exemplary etc
• Leaners (every one) are trained to peer review process
Assess peers (Review phase):
• Will start after due date
• Every one will review a submission of another learner
• Random submission - allocation is used
• Same criteria as seen in the training is used
• Give feedback of scoring - option selected
Consolidation phase:
• Done after due date of review phase
Every one will get own submission back with reviews by peers
Reviews visible under the section "Your Grade”
Feedback about entire review process to the course facilitator
Course Journal Week – 4
About Week -4:
• Creation of video resources
*Screen casting / Screen Recording
• Spoken tutorial project
• Short video creation
• Learning Dashboard
• Resource Creation Assignment
• Creation of test course using MOODLE
• Peer review
• Resource Creation Assignment Quiz
• Mentor-Mentee Interactions
spoken tutorial
Spoken tutorial:
Spoken tutorial is an audio-video tutorial that explains an activity performed on the computer. While creating a Spoken Tutorial, script for the narration is created first.
Open Educational Resources – OER
Example: Khan Academy, NPTEL, OCW, of course, MOOCs…
URL: spoken-
In OER:
• software training, creation
• lot of topics
• more than 5,600 tutorials
• in many Indian languages
• assignment, code files
• Details of the workshops
• More than 4,100 program –
Example: Course mapped in lab hours
Video – 2 by Prof. Kannan Moudgalya
Spoken Tutorial Technology:
• CamStudio - open source software - for windows; Used to create to create a spoken tutorial.
• Record MyDesktop – for Linux systems
• Kazam - recently used screen recording software for creating Spoken Tutorials in linux systems.
• 24 point font size is used
• Possible to create good quality tutorials in a normal room.
• Important to follow the rules/guidelines laid out by Spoken Tutorial project while creating our own videos.
• Ensures that videos created become suitable for self-learning.
Video1 by Matt Gerberick :
• has a Creative Commons Attribution License (Reuse Allowed)
• Multimedia Principles: Redundancy, Coherence, Spatial Contiguity
Redundancy principal
• People learn more from graphics and narration than from graphics, narration and on screen text
• Video of shot mechanics talk about more
Coherence principal
• People learn more deeply when no extraneous material
Spatial contiguity principles
• People learn more deeply when corresponding words and images are posted near
Videos - Interview with Prof. Richard E Maye
Prof - chief contributor of Multimedia Principles
Video2
Best design video to achieve its learning objectives in a higher education setting
• Simple
• Limited matters
• Contiguity principles
Focus on Time, don’t overload people, post words, textures and images near
• Segmenting principle
Show the sequences such that to cover one point well
Video3
Teachers – best design – to use video and/or multimedia – effectiely
• Clear objective
• Changes nneeded
• Running objectives
• Good sound
Video4
To increase the odds of it achieving its learning objectives
• Pedagogical principles
• Animations
• Protection
• Pedagogically sound
Course Journal - Week 5
Learning Extension Resources:
• Creative Commons Licensing and Open Source Tools for Smart Classrooms
Learning Dialogue:
• Summarizing the learnings of FDP101X
Learning Experience Interaction:
• Discussion on technology and its challenges
What is creative commons licenses:
• Set of licences to give permissions to every one to do things like copy, share, remix, create and reuse. ie. Allow free to create.
• Cites using creative commons: Youtube, Wikipedia, , sound cloud, bandcamp and etc.
Link for free media: To copy, share and remix:
Link to see these licenses: visit "Licenses and Examples" page
Creative Commons License Chooser version 3.0:
How to put a creative common license on our work:
Demo by Sarah Morehouse
Make sure:
• Copyright of the work
• Base work or embedded work in Public domain,
• Creative common licensed for- derivative work,
• Fair usage,
• Licensed to us by copyright owner
Google it to get Creative common license chooser (by using “Creative Commons Choose a license”)
• Select “Choose A License – Creative Common” page
• Then Fill a form as needed
• License jurisdiction – international for OER – world wide use
• Then fill some boxes with Work title, author – attributed, URL- attribution/source/more permission, location mark….
• Then complete other forms
• For work in:
• txt document format: license statement in footer/ header
• pdf/image format : get XMP file (down load, embed in our work)
adv. We can simply use: pdf of offline word file; For audio/image/video –
putting a statement “Down load metadata xmp” in caption
Can simply use “Creative Commons” without “License Chooser”
Example: Youtube video, ShareAlike
But, using License Chooser we choose license best suits our purpose and format
Tools for Smart Classrooms:
Open Source and free applications
• Open Sankore - Interactive Whiteboards
• Mediawiki - asynchronous collaborations
• Github - collaborations particularly useful for CS Teachers
Paid/proprietory applications:
• ConceptBoard or Realtimeboard for realtime collaborations
• Confluence by Atlassian as a team collaboration software
Summarizing My Experience with FDP101X
Week 1:
Introductory week
• course format familiraization
• basic pedagogy
• various features of IITBombayX used in FDP101X
Learning goals:
• Course journal
Preparation: Using Doc. Editors: MS Word, Libre Office, Google Doc…
File Sharing: Uploading in file sharing site (Google Drive, Dropbox..)
Had excited experience when my first Course Journal was shared with others.
Week 2:
web presence of faculty
• Online content management systems
• WordPress – site creation
• Drupal
As a learner the followings are acquired by me at the end of week 1 which support me a lot to create my own Wordpress site
Technology: Wordpress and Drupal.
Activities : Content Management system and Multifunctional website
Had wonderful experience with wordpress site creation.
Week 3:
Activities :
• Learning Management Systems – MOODLE (open source)
• Videos of MOODLE used in IIT Bombay
• Links to a Demo MOODLE site - for practice
• Synchronous interactions at remote centres with Prof. Phatak, Prof. Sunthar, Dr. Sameer …
• A-View demonstration - for online interactions
• User Story technique
• Visual Design of slideshow presentations
Week 4:
• Tool for audio -video content creation
• Example: Camstudio for screen casting
• Links for other tools
• Creating a screencast in own vernacular language
• Cohort group of participants under mentors within IITBombay
• Mentor-mentee interactions through A-VIEW
• Two opportunities to interact with mentor for participant
A-View interaction with mentor at remote centre is a new experience for me. Temporary moodle creation supports me a lot in creation my own course. In future it will help me to do many education oriented work online.
Week 5:
• Creative Commons Licensing
• Creative Commons License Chooser
• Summarizing the learnings of FDP101X
• Discussion on technology and its challenges
With the things learnt in this week 5 I have did a lot in RCA1 and RCA2.
Conclusion:
In today’s computer world life can’t be imagined with out cell phones, notepad, internet, satellite, computer and high speed communication networks. Online courses are must for this high speed younger generation people. The week-1 Learning dialogues, activities and all other related contents including reflection spots are designed in such a way that the course is useful for all faculties. All documentations are prepared by FDP101X team in a well defined format and implemented in a systematic way. I shall implement all the ICTs to the younger generation of this webworld.
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