embedding_elearning
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
embedding_elearning [2009/11/04 08:11] kevork |
embedding_elearning [2013/05/02 23:01] (current) |
||
|---|---|---|---|
| Line 2: | Line 2: | ||
| ===== Timeline of Action ===== | ===== Timeline of Action ===== | ||
| - | - Audit curriculum for level of elearning tools and learning technologies used at High, Medium or Low level | + | - Audit curriculum for current level of elearning tools and learning technologies used at High, Medium or Low level |
| - | - Audit software and hardware available by each Learning Area and VELS level also at High, Medium or Low level | + | - Audit software and hardware available in the school by each Learning Area and VELS level also at High, Medium or Low level |
| - | - Audit staff ICT proficiency in each software and hardware item again at High, Medium and Low level | + | - Audit staff ICT proficiency in each available software and hardware item again at High, Medium and Low level |
| - Survey, investigate, research elearning tools through virtual communities, subject associations, search engines and other | - Survey, investigate, research elearning tools through virtual communities, subject associations, search engines and other | ||
| - | - Outline action plan for acquisition, installation/updates to software, hardware and staff training | + | - Outline action plan for acquisition, installation/updates to software, hardware |
| - | - Establish a project management plan with appropriate tools eg. Gantt, Pert charts, critical path, milestones for implementation | + | - Establish pedagogical framework for use of elearning tools to enhance learning through a range of uses depending on context such as |
| + | * data collection/capture | ||
| + | * data validation | ||
| + | * individual and collaborative data visualisation and mind mapping software use | ||
| + | * what if analysis | ||
| + | * data manipulation | ||
| + | * data filtration | ||
| + | * use of constructionist model of learning by building and evaluating a solution/product with elearning tools. | ||
| + | * Collaborating online with use of wikis, blogging, emailing, filesharing, video conferencing and virtual communities | ||
| + | * Digital storytelling and e-portfolios | ||
| + | * Use of online resources such as search engines, mailing lists, newsgroups, video tutorials | ||
| + | - Establish a project management plan with appropriate tools eg. Gantt, Pert charts, critical path, milestones for implementation of elearning plan | ||
| - Develop criteria for evaluation | - Develop criteria for evaluation | ||
| - | - Use feedback mechanisms at both staff and student, personalised and anonymous level to inform planning for improvement | + | - Use feedback mechanisms at both staff and student, personalised and anonymous levels to inform planning for improvement |
| Line 23: | Line 34: | ||
| ==== Mathematics ==== | ==== Mathematics ==== | ||
| - | * geogebra - to allow | + | * geogebra - A geometry package providing for both graphical and algebraic input |
| + | * next List Item | ||
| ==== Health and Physical Education ==== | ==== Health and Physical Education ==== | ||
embedding_elearning.1257322269.txt.gz · Last modified: 2009/11/04 08:11 by kevork
Page Tools
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Noncommercial-Share Alike 4.0 International
