Utilization of offline & online lr
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Utilization of offline & online lr
- 1. Utilization of Offline and Online Learning Resources SCHOOL BASED TRAINING PROGRAM By: MARILOU D. JAMERO
- 4. Sharing (10 - 20 Minutes) 1 UtilizationofOfflineandOnlineLearningResources
- 5. UtilizationofOfflineandOnlineLearningResources 6 Sharing. With your group, list all learning resources that you’ve used in teaching.
- 7. What Are Learning Resources? They are any tool that helps teachers teach and students learn. Images of large, print, classroom textbooks Learning resources are texts, videos, software, and other materials that teachers use to assist students to meet the expectations for learning.
- 9. Digital Repository Digital content of all kinds is stored here. A repository supports mechanisms to import, export, identify, store and retrieve digital assets. An electronic resource is any information source that the library provides access to in an electronic format
- 10. E-resources is short term for Electronic Resources or electronic information resources. These are collections of information in electronic or digital format that are accessed on an electronic device, such as a mobile phone, computer, etc. These are published resources in electronic versions/format such as encyclopedias, pamphlets, e-books and e-journals.
- 12. Easy retrieval of information . Ability to do full text search across a huge number of resources in one go . Ability to download, print, or send the desired document instantly. Convenience of accessing articles any time from your own computer. Ability to link directly to additional resources or related content. Ability to create personal collections i.e. favorites, bookmark, etc. Advantages of using e-resources
- 13. In this computer age, e-version of books, journals, etc or e-resources in general have become inevitable and hence it is very much needed to convert the printed version into eversion for future needs. Therefore, knowledge of the different e-resources, developing e-resources and preservation of them has become the need of this hour
- 14. Online e-resources : • e-books • gmail • sms • e-journals • email • e-library, • e-dictionaries, • Search engines, • Websites Offline e-resources : • MS Office applications •Offline e-books • CD ROM based e- resources • e-resources on mobile Devices
- 15. SOCIAL NETWORKING -provides opportunity for internet users to make new friends on the net -are more interacting in nature when compared to other websites.
- 16. Different social networking sites have different features and they provide following facilities; Facilities for exchanging mails Making chats Sharing photos Scribble messages Sending gifts Publishing and viewing profiles, etc
- 17. Application of social networking sites in classroom Social media is an effective way to increase student engagement and build better communication skill. Improve communication among students and teachers. Preparing student for successful Employment. Encourage students to share work socially. Require students to keep a blog. Create a social classroom on Edmodo. “Edmondo” helps to create a social , digital classroom.
- 18. EDUCATIONAL BLOGS A blog is a website, where it is possible to write views or ideas on ongoing basis. An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking.
- 19. Uses of Educational Blogs Students use blogs for reflective journaling – summarizing class discussion, reflecting on what they learned during a class activity or project, sharing ideas for applying what they have learned to their own practice and so on Educational blogs help to encourage students to articulate their ideas and perspective make their thinking visible and be brave and bold about their contribution to the greater discourse.
- 20. Uses of Educational Blogs Educational blog engage students in reflection on the domain, requiring them to critically analyze ideas, perspectives, theories, research and designs. Educational blog encourage student to see themselves as participating and contributing members of a professional community of practice.
- 21. Uses of Educational Blogs Blogging promotes writing: That is blogging helps student express themselves and share their ideas and perspectives in an articulate way; that is, it helps them to write, organize their writing and develop a habit of writing.
- 22. Edublog The world’s most popular educational blogging service, Edublogs lets you easily create and manage student and teacher blogs, quickly customize and include video.
- 23. Blogger This is a free weblog publishing tool from Google, for sharing text, photos and video. This is probably the most user friendly blogging platform out there.
- 24. Wordpress This is another great blogging platform for students and is very easy to use and completely free.
- 25. E-journal -is a periodical which is published in electronic format, usually on the Internet. -many electronic journals which are available are electronic versions of journals which exist in print. -Some journals are only available in electronic format.
- 26. Electronic journals have several advantages 1. You can read journal articles on your desktop, you don’t have to be in the Library. 2. The article that you want to read will always be available, even when the Library is closed. 3. Hypertext links allow you to move to different sections within individual journals or article and can link you to related resources on the Internet. 4. Journals can include more images and audio- visual material. 5. Journals can be interactive-you can e-mail the author or editor with your comments.
- 27. PODCASTING A podcast is a digital audio recording, with or without images, which instructors can use to deliver content to students in an easy asynchronous fashion. Once generated, podcasts can be disseminated online through personal websites or podcast directories. Podcasting, the name for this process, is an amalgamation of “broadcasting” and the acronym “POD”. POD stands for “portable on Demand,”
- 28. PODCASTING Podcasting is online audio content made available through the Internet using a subscription “feed”. Vodcasting (video-on-demand casting) is the same principle as podcasting with the addition of video. Podcasts can be transferred and played on any portable media player such as an iPod or MP3 player. Vodcasts can be transferred and played on any MP3 video player.
- 29. Relevance of podcasting /vodcasting in classroom • Podcasting /vodcasting allows educators to reach students. • It can be used to interact with students and parents beyond the four walls of a classroom and can be great facilitator to increase student engagement. • Podcasting/vodcasting is an inexpensive way to create digital content for your classroom. • It can help foster student creativity and prepare them for a global market. • Teachers can also use podcasting to create “testing review” sessions for students. • It will also benefit students by giving them opportunity to listen and or watch classroom content multiple times.
- 30. E-learning • E-learning is the use of network technology to design, deliver, select, administer and extend learning. • It is internet enable learning. • E-learning uses the power of networks, primarily, those that rely not only on internet technologies but also satellite networks and digit content to enable learning not only on internet technologies but also satellite networks and digit content to enable learning.
- 31. E-learning E-learning provides • Faster learning at reduced costs • Increased access to learning and • Clear accountability for all participants in the learning process Goals of e-learning • Access to information technology • Help student achieve high academic standards • Improve the next generation of technology applications for teaching and learning
- 32. E-learning FEATURES OF E-LEARNING a) E-learning is dynamic b) E-learning operates in real time c) E-learning collaborative d) E-learning is individual e) E-learning is comprehensive
- 33. Benefits for leaner • Fosters interaction among students and instructor. Interaction stimulates understanding and the recall of information • Fosters self paced learning • Convenient for students to access any time, any place • Accommodated different learning styles and fosters learning through a variety of activities. • Allow students to select learning materials • Develops knowledge of the internet that will help learners though out their future
- 34. Benefits for Teachers • Help the instructors to develop materials using the world wide resources of the web • Allow to communicate information in a more engaging fashion than in text based distance education • Convenient for instructors to access any time, any place • Retain records of discussion and allow for future reference • Sets a framework for standardized course delivery
- 35. WEB BASED LEARNING • Web-based learning is one way to learn, using web-based technologies or tools in a learning process. In other words, learner uses mainly computers to interact with the teacher, other students and learning material. • Web-based learning consists of technology that supports traditional classroom training and online learning environments. Web-based learning can be also formal or informal.
- 36. WEB BASED LEARNING VIRTUAL CLASSROOM -is a web based environment that allow participating in live training events without the need to travel. Students can listen to lectures, participate in lab exercises, ask questions and receive feedback just as he/she do in conventional classroom. It saves the expense and travel time to a training site. That is virtual classrooms are the classrooms functioning in a system of virtual reality.
- 37. Five Types of Digital Learning Resources 3
- 38. 1. Simulation This resource aids teacher's explanation, and allows learners to test out their ideas and experiment.
- 39. 2. Animation This can demonstrate processes which are difficult to describe or show in two dimensions.
- 40. This allow learners to test their own understanding and gain feedback promptly. 3. Quiz
- 41. 4. Electronic textbook All learners can access a copy of the relevant resources.
- 42. 5. Learning object This resource has been designed to meet specified learning outcomes and can be incorporated into and reused in a range of learning materials
- 44. Online learning is a method of delivering educational information via the internet instead of in a physical classroom. Absence of network connectivity in remote areas made it difficult for the learners to gain access to course content.
- 47. Education is not for the CONVENIENCE of the teachers but to the LEARNERS
- 49. Next Steps • Create slideshare account • Create google account • Create LRMDS account • Create blog
Notas do Editor
- For the ICT LAC Facilitator: Congratulations for accepting the challenge of empowering your co-teachers for your school’s upcoming ICT LAC session/s! On this ICT LAC activity card template, you will be guided on how to go about your session – from giving the overview of your topic down to identifying steps for your next ICT LAC session. In the succeeding slides, you will find in the notes area (located below each slide) a script which you can use in delivering your session. Note that these are just suggestions and you are free to modify the script of your show!
- For the ICT LAC Facilitator: LAC sessions are suggested to open with a short icebreaker to help ease the participants. (TIP: use the LAC Kuwentuhan Cards) For the LCT LAC audience (teacher participants) ICT LAC facilitator, say: Let’s open the session with [insert the nature of icebreaker.] For this activity, please [state the instructions].
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- For the ICT LAC Facilitator: Sharing [Recap] Sharing part requires recap of the topic, outputs, and homework from the previous LAC session. It is important to connect the previous LAC session with the topic of the current one. For the LCT LAC audience (teacher participants) ICT LAC facilitator, say: Now that we’re all warmed up, let’s use our energy to [insert words that encourage positive energy and contribute to a fruitful LAC session.] Let’s look back at what we’ve discussed, achieved, and committed last session. What were our take-always when we used what we learned in our classrooms? Are there learning areas that we can further look into? Are there best practices that we want to further enrich? [Group sharing activity]
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- For many people, the words educational materials invoke images of large, print, classroom textbooks with small type, outdated information, and content that covers the breadth but not depth of a subject.
- For the ICT LAC Facilitator: LAC sessions are suggested to open with a short icebreaker to help ease the participants. (TIP: use the LAC Kuwentuhan Cards) [Conduct ICEBREAKER ACTIVITY] For the LCT LAC audience (teacher participants) ICT LAC facilitator, say: Thank you for your participation! Did you enjoy the icebreaker? Does anyone want to volunteer and prepare for the next session’s icebreaker?
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
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- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
- For the ICT LAC Facilitator: Flashing photo/s from the previous LAC session can be useful in helping the LAC members remember the last session’s activities. If possible, the documenter from the previous session can also add a couple of slides outlining notes from the previous session.
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- For the ICT LAC Facilitator: Planning on how to use the activity/new skills in the classroom The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper. Activity Proper Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
- For the ICT LAC Facilitator: Planning on how to use the activity/new skills in the classroom The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper. Activity Proper Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
- For the ICT LAC Facilitator: Planning on how to use the activity/new skills in the classroom The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper. Activity Proper Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
- For the ICT LAC Facilitator: Planning on how to use the activity/new skills in the classroom The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper. Activity Proper Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
- For the ICT LAC Facilitator: Planning on how to use the activity/new skills in the classroom The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper. Activity Proper Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
- For the ICT LAC Facilitator: Synthesis and/or generalization on the topic/session during reflection are to be shared by the participants.
- For the ICT LAC Facilitator: Planning on how to use the activity/new skills in the classroom The facilitator can emphasize the value of the ICT LAC topic in the classroom. This is a good way of sustaining the teachers’ interest before starting the activity proper. Activity Proper Once everyone is ready, the facilitator may proceed with the activity proper. The facilitator is free to use his/her own slides, or use the available pool of LAC ICT activity cards from DepEd. Depending on the nature and difficulty of the activity, the facilitator has the choice to print the slides as cards, or flash the slides on-screen. If the cards will be printed, the LAC members can accomplish the task at their own pace. If the cards will be flashed on screen, all members will follow each step at the same time.
- For the ICT LAC Facilitator: Reflection The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
- For the ICT LAC Facilitator: Reflection The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
- For the ICT LAC Facilitator: Reflection The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
- For the ICT LAC Facilitator: Reflection The participants are asked to share about their experiences. Probe questions that will lead to the following points: (1) experience in the process, (2) specific challenges in using the tool, (3) possible strategies and techniques discovered while following the steps, and (4) aspects that they easily mastered.
- For the LCT LAC audience (teacher participants) ICT LAC facilitator, say: Synthesis [Next Steps] Based on the sharing session, the LAC can then: (1) identify topics to further discuss in the next LAC session, (2) list action items to be addressed in the school/by the teachers, and (3) agree on commitments and next steps. Agreements and next steps are best articulated in written form and in concrete language. This way, the teachers can effectively commit to the action points. Ending in a positive note, where concerns are addressed and everybody gets to participate, is ideal in closing LAC sessions. It is strategic if the facilitator will reiterate how the group’s values and norms enabled a motivating and fruitful LAC session. However, any challenges faced during LAC activities are also valuable because those offer opportunities to collaboratively create solutions as a group. The facilitator would just have to bring this up and process with the participants.
- For the LCT LAC audience (teacher participants) ICT LAC facilitator, say: Congratulations! Our ICT LAC session just ended. I hope everyone had a good learning experience, and is excited for our next ICT LAC session!
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