Education 7 :))

2.  E-learning includes numerous types of media that
deliver text, audio, images, animation, and streaming
video, and includes technology applications and
processes such as audio or video tape, satellite
TV, CD-ROM, and computer-based learning, as well
as local intranet/extranet and web-based
learning. Information and communication
systems, whether free-standing or based on either
local networks or the Internet in networked
learning, underlies many e-learning processes.
 E-learning refers to the use of technology in learning
and education.

3.  E-learning as an educational approach or tool that supports
traditional subjects;
 E-learning as a technological medium that assists in the
communication of knowledge, and its development and
exchange;
 E-learning itself as an educational subject; such courses may
be called "Computer Studies" or "Information and
Communication Technology (ICT)";
 E-learning administrative tools such as education
management information systems (EMIS).

4.  Individualized self-paced e-learning online refers to
situations where an individual learner is accessing learning
resources such as a database or course content online via an
Intranet or the Internet.
A typical example of this is a learner studying alone or
conducting some research on the Internet or a local network.
 Individualized self-paced e-learning offline refers to
situations where an individual learner is using learning
resources such as a database or a computer-assisted learning
package offline (i.e., while not connected to an Intranet or the
Internet).
An example of
this is a learner working alone off a hard drive, a CD or DVD.

5.  Group-based e-learning synchronously refers to
situations where groups of learners are working together in
real time via an Intranet or the Internet. It may include text-
based conferencing, and one or two-way audio and
videoconferencing.
Examples of this include learners engaged in a real-time chat or
an audio-videoconference.
 Group-based e-learning asynchronously refers to
situations where groups of learners are working over an
Intranet or the Internet where exchanges among participants
occur with a time delay (i.e., not in real time).
Typical examples of this kind of activity include on-line
discussions via electronic mailing lists and text-based
conferencing within learning managements systems.

6.  Fact - unique data (e. g., symbols for Excel formula, or the
parts that make up a learning objective)
 Concept - a category that includes multiple examples (e.
g., Excel formulas, or the various types/theories of Instructional
Design)
 Process - a flow of events or activities (e. g., how a
spreadsheet works, or the five phases in ADDIE)
 Procedure - step-by-step task (e. g., entering a formula into a
spreadsheet, or the steps that should be followed within a
phase in ADDIE)
 Strategic Principle - task performed by adapting
guidelines (e. g., doing a financial projection in a
spreadsheet, or using a framework for designing learning
environments)

7.  Audio - the radio has been around for a long time and has been
used in educational classrooms. Recent technologies have
allowed classroom teachers to stream audio over the internet.
There are also webcasts and podcasts available over the internet
for students and teachers to download. For example, iTunes has
various podcasts available on a variety of subjects that can be
downloaded for free.
 Video – allow teachers to reach students who are visual learners
and tend to learn best by seeing the material rather than hearing
or reading about it.Teachers can access video clips through the
internet instead of relying on DVDs or VHS tapes.Websites like
YouTube are used by many teachers.Teachers can use
messaging programs such as Skype, Adobe Connect, or
webcams, to interact with guest speakers and other experts.
Interactive video games are being integrated in the curriculum
at both K-12 and higher education institutions.

8.  Computers, tablets and mobile devices - allow students and
teachers access to websites and other programs, such as
Microsoft Word, PowerPoint, PDF files, and images. Many mobile
devices support m-learning.
 Blogging - allow students and teachers to post their
thoughts, ideas, and comments on a website. Blogging allows
students and instructors to share their thoughts and comments
on the thoughts of others which could create an interactive
learning environment.
 Webcams - the development of webcams and webcasting has
facilitated the creation of virtual classrooms and virtual learning
environments.Virtual classrooms supported by such technology
are becoming more and more popular, especially since they are
contributing as a main solution to solving problems with travel
expenses.Virtual classrooms with such technology also provide
the benefits of being easy to set up.

9.  Whiteboards - Interactive whiteboards ("smartboards") allow
teachers and students to write on the touch screen, so learning
becomes interactive and engaging.
 Screen casting is a recent trend in e-learning.There are many
screen casting tools available that allow users to share their
screens directly from their browser and make the video available
online so that the viewers can stream the video directly.The
advantage of such tools is that it gives the presenter the ability to
show his ideas and flow of thoughts rather than simply explain
them, which may be more confusing when delivered via simple
text instructions.With the combination of video and audio, the
expert can mimic the one-on-one experience of the classroom
and deliver clear, complete instructions. From the learner's point
of view this provides the ability to pause and rewind and gives
the learners the advantage of moving at their own
pace, something a classroom cannot always offer.

10.  Key advantages of e-learning include:
 Improved open access to education, including access to full
degree programs
 Better integration for non-full-time students, particularly in
continuing education,
 Improved interactions between students and instructors,
 Provision of tools to enable students to independently solve
problems,
 Acquisition of technological skills through practice with tools
and computers

11.  Potential distractions that hinder true learning,
 Ease of cheating,
 Bias towards tech-savvy students over non-technical students,
 Teachers' lack of knowledge and experience to manage virtual
teacher-student interaction,
 Lack of social interaction between teacher and students,
 Lack of direct and immediate feedback from teachers,
 A synchronic communication hinders fast exchange of
question,
 Danger of procrastination.

12. Thank You
for Listening!


13. Jhoanne Estrella Rafon