Вебинары сегодня используются для преподавания. Они представляют собой новую, интерактивную форму взаимодействия преподаватель - студент, которая вписывается в новую парадигму высшего образования в России.
Дистанционная Академия ИГ "Основа". Презентация к вебинару "Интернет-урок в режиме вебинара. Часть 1": (вебинары: обзор, функциональность, платформы; инструменты общения спикера; разработка сценария вебинара)
Distance Academy PG "Osnova". Presentation to the webinar "Online tutorial mode webinar. Part 1" (webinars: review, functionality, platforms, tools of communication speaker, the development of scenario webinar)
Hendrik Drachsler is an assistant professor who researches personalization of learning through information retrieval technologies, recommender systems, and educational datasets. His dataTEL project aims to make recommender system research in technology enhanced learning more comparable by collecting publicly available datasets and defining evaluation criteria. The goals are to lower barriers for other researchers and increase quality. Challenges include differences in collected datasets regarding users and resources, sparsity of data, and privacy regulations limiting sharing. The project is working to address these issues and build a body of knowledge on personalization in education.
Phoenix Energy Star Bulk Purchasing PresentationICF_HCD
This document discusses ENERGY STAR's quantity quotes program which allows bulk purchasing of ENERGY STAR certified products. It provides an online portal where purchasers can request quotes from multiple participating manufacturers. Purchasers specify their delivery needs and product requirements, then receive competitive pricing in response. Since 2007, over 400 purchase requests have been made through the program, obtaining over 4.5 million CFL bulbs and 49,000 appliances. This is estimated to save over $25 million annually in energy costs while avoiding 190 million kg of carbon dioxide emissions. Contact information is provided for further questions.
This document discusses the history and evolution of the architecture at eBay. It describes how the company started with AuctionWeb in 1995 using Perl and then moved to C++ and Java. It discusses the challenges of rapid growth and how the architecture became overly complex with everything coded in Java. It then outlines how they addressed this by generating code, advanced editors, visual explorers and components/wizards to improve developer productivity and manage complexity.
The document summarizes the Millau Viaduct, the highest bridge in the world located in Millau, France. It is 8071 feet long, 1125 feet high, supported by 7 huge pillars. Over 350,000 tons of concrete and 40,000 tons of steel were used in its construction. The bridge cuts 60 miles off the route connecting Paris and the Mediterranean coast.
This document provides an introduction to programming source code. It explains that source code uses XML and HTML tags, with XML describing data and HTML formatting it. Common tags are discussed like <head>, <body>, <p>, and <h1-6> for paragraphs and headings. The document contains examples of source code and instructs students to identify tags within code snippets.
The white-tailed deer is a mammal found in the United States and Canada. It has brown fur that changes color with the seasons and a distinctive white tail. It lives in grasslands and forests, eating a variety of plants and occasionally crops. Female deer give birth to one to three spotted fawns in spring each year, which grow rapidly over their first year.
This document provides an overview of a lesson on working conditions. It introduces the topic by having students discuss their expectations for working conditions. It then outlines the learning objectives, which are to explain differences in working conditions between developing and developed countries, participate in discussions on fair working conditions, and articulate beliefs about fair working conditions as future workers. The lesson will involve researching current working conditions, including looking at a "good" employer and the garment industry. Students will use a Four Corners protocol to express opinions on statements about wages and responsibilities regarding working conditions. The homework is independent reading for 15-20 minutes.
Research Perspectives on Web 2.0 Mash-up EnvironmentsHendrik Drachsler
This document discusses mash-up environments and two tools called ReScope and ReMashed. ReScope is a personal tool that mashes a user's Delicious tag counts with recent tags to create an interactive tag cloud for supporting reflections on bookmarking habits. ReMashed is a mash-up environment that allows users to personalize community information to their preferences by indicating which Web 2.0 services they use and contributions from others they like or dislike. It uses collaborative filtering to generate personalized recommendations by matching users with similar tastes.
This document discusses basic HTML tags such as headings (<H1>-<H6>), paragraphs (<P>), and line breaks (<BR>), including how to use their alignment attributes. It also covers inserting comments between <!--- and --> to make HTML code more readable. Hands-on exercises are provided to practice using these tags and attributes to format text on web pages.
El documento analiza por qué tendemos a juzgar los defectos de los demás más duramente que los propios. Señala que a menudo excusamos nuestras propias acciones y motivaciones mientras criticamos las de los demás, atribuyendo nuestros logros al esfuerzo pero los de otros a la suerte. Recomienda que antes de juzgar a otros, examinemos primero nuestros propios prejuicios y motivaciones.
This document lists several popular tourist destinations around the world including Tibet, Halong Bay in Vietnam, Hangzhou in China, Kathmandu in Nepal, Elian Donan castle in Scotland, and Laos, each on their own line with various punctuation.
The document discusses how assessment tasks in an online pedagogy course achieve authentic learning by meeting several design elements outlined by Herrington et al. Specifically, it analyzes how the course's assessment tasks (1) had real-world relevance, (2) were ill-defined problems requiring students to determine their own tasks and solutions, and (3) were seamlessly integrated and scaffolded to allow students to critically reflect on their learning over time.
ReMashed is a Web 2.0 Mash-up environment that allows you to personalize information of a community to your preferences.
You tell ReMashed which Web 2.0 services you use and then you are able to define which contributions of other members you like and don't like.
Designit in Barcelona: an introduction to Generative DesignGuy Haviv
This document introduces various tools for generative design including Core Image Fun House, Quartz Composer, Processing, NodeBox, and Scriptographer. It also discusses techniques for design hacking such as capturing screenshots, extracting icons, understanding the relationship between Illustrator and PDF files, researching application bundles, extracting fonts from PDFs, and leveraging the ubiquity of PDFs on Mac computers. Examples are provided of using these tools and techniques for projects involving interactive posters, visual languages, infographics, and branding identities.
Как сделать учебную веб группу нескучной.Сценарное планирование в дистанционн...Сообщество eLearning PRO
Содержание:
1. Постановка целей для студентов
2. Постановка целей для тьютора
3. Обязательные и вариативные темы веб-конференции
4. Зачин и завершение веб-конференции
5. Роль атмосферы конференции в учебном процессе
Дистанционная Академия ИГ "Основа". Презентация к вебинару "Интернет-урок в режиме вебинара. Часть 2": (создание вебинара, правила создания онлайн презентации, режимы работы спикера вебинара, интерфейс различных платформ вебинаров)
Distance Academy PG "Osnova". Presentation to the webinar "Online tutorial mode webinar. Part 2" (the creation of the webinar, the rules create online presentations, webinars Speaker modes, the interface of different platforms of webinars)
This document summarizes a research project that studied the use of student response systems (SRS) to support mobile learning in university lectures. The study found that incorporating SRS-based formative assessments and collaborative activities into lectures improved student engagement and academic performance. Students reported that the SRS-supported approach prepared them well and helped them understand content. The researcher suggests further exploring new interactive mobile-enabled activities and assessment models to enhance learning beyond traditional boundaries.
This document provides information about events at the IATEFL 2014 conference, including details of presentations from Wednesday to Saturday. It also includes information about IATEFL scholarships and sponsors. The first page welcomes delegates and provides opening times for registration and the exhibition.
The document discusses the changing racial and ethnic composition of the United States population. It notes that minorities currently comprise over 30% of the population and will become the majority by 2050, with Hispanics increasing from 16% to over 30% of the population. The country is becoming more racially and ethnically diverse. It also briefly discusses the historical backgrounds and current demographic characteristics of the major racial groups in America: Whites, Blacks, Hispanics, Asians, and Native Americans.
This document discusses challenges and perspectives in teaching "mobile natives" or students who have grown up with mobile devices in Russia. It notes that mobile devices have become widespread in Russia, with over 237 million mobile devices owned. It explores how mobile learning can provide just-in-time, collaborative learning and increase student motivation. Research with students found they are ready to use mobile devices for learning but teachers do not fully guide their use of educational apps. The challenges are developing teacher mobile literacy and strategies for integrating mobile devices into traditional classrooms.
American English has the most native speakers globally. While English is the dominant language, nearly 20% of Americans speak a language other than English at home. The main non-English languages spoken are Spanish, Chinese, Tagalog, Vietnamese, and French. There is no official language declared by the US government, though English is the de facto national language. Debate continues around policies of official English-only versus English-plus approaches to language use and acquisition among immigrant communities. Distinct American English dialects have developed regionally across the North, South, Midlands, and West.
This document summarizes the results of a student survey conducted by Lomonosov Moscow State University on the use of mobile devices in language learning. Some key findings include: (1) Most students own smartphones which they use everyday, (2) Popular uses of mobile devices include listening, accessing resources and using apps, (3) Students want to use mobile devices more in class for assessments, language tasks and accessing course materials. The report concludes that students are ready to incorporate mobile learning but guidance is needed for effective educational use.
This document provides guidance for writing articles for academic journals. It discusses organizing a paper, including sections like the title, abstract, introduction, methods, results, discussion, and conclusion. It also covers how to organize one's work, including researching, preparing, planning, writing, and revising. Key aspects of the writing process are addressed, such as focusing on the audience, developing a clear message and questions, using an outline, and revising with feedback. Guidelines are offered for style, citing references to avoid plagiarism, choosing an appropriate journal, and navigating the peer review and publication process.
This document summarizes an online professional development course for language teachers on integrating information and communication technologies (ICT) into teaching. The course was based on international and national ICT frameworks and standards. It was conducted over 10 weeks on a learning management system with online tutors, readings, videos, discussions and a final project. Participants' ICT skills increased, and they learned to use new tools like blogs, wikis and online collaborative projects in their teaching. Challenges included varying ICT skills among participants and time pressures, but overall it helped teachers identify strengths/weaknesses and apply new ideas in practice.
This document discusses using social networking sites and Web 2.0 tools in language classrooms. It defines Web 2.0 as technologies that allow for mass participation and collective intelligence to create value. Common Web 2.0 tools mentioned are blogs, wikis, social bookmarking, photos/videos, and presentations. Blogs in particular are discussed as having benefits for students like access to notes and feedback, and for teachers to easily organize materials. Setting up blogs and using them in class is outlined in steps.
2. Вебинары факультета иностранных
языков и регионоведения МГУ
Для повышения квалификации
преподавателей
Для подготовки к ЕГЭ (история)
Школа Юного Регионоведа
3. Что такое вебинар?
Вебинар – это виртуальный
семинар/лекция/ беседа в
синхронном режиме, позволяющая
слушателям принимать активное
участие в процессе обучения
посредством вопросов, выражения
мнения, общения со всеми
участниками
4. Технические преимущества
вебинаров (webinar.ru)
Отсутствие установочного программного
обеспечения на стороне пользователя
Понятный интерфейс, для работы с
системой не требуется наличие ИТ-
специалистов
Функции: двухсторонняя видеосвязь и
аудиосвязь, демонстрация
презентаций, опрос, чат, раздача
файлов, совместный просмотр документов
6. Дидактические возможности
вебинаров
Обратная связь обеспечивается мгновенно –
графика, текст, голос
Синхронное и долгосрочное общение
/взаимодействие между участниками
Организация совместной работы между
студентами и преподавателями и создание
продукта
Визуализация учебного материала
Мультимедийная поддержка учебного
материала
7. Как можно использовать
вебинары?
Интерактивные семинары и лекции в
смешанном и дистанционном обучении
Семинары в рамках повышения квалификации
преподавателей в дополнительном обучении
Выступления на конференциях/круглых столах
в режиме онлайн
Онлайн совещания
Информационно-ознакомительные
беседы/интервью для абитуриентов
8. Форматы вебинаров
Показываем и обсуждаем - слайды и презентация
+ ответы на вопросы
Говорим и обсуждаем - интервью модератора
вебинара с лектором (живая беседа) или лекция в
записи + ответы на вопросы
Слушаем и делаем - слайды и презентация +
помощь слушателям в создании онлайн продукта
Виртуальный тур – совместный со слушателями
тур по 3х мерному пространству (Second Life) при
помощи совместного окна браузера на
платформе вебинаров
9. Советы преподавателям
по проведению вебинаров
Начало сессии:
Убедитесь, что всем участникам семинара
доступна голосовая и видеосвязь
Проинструктируйте участников, каким
образом скорость связи может быть
оптимизирована
Отводите для общения с участниками и
между ними специальное время
Сообщите пользователям о правилах
общения во время вебинара, о том, когда и
каким образом оно будет осуществляться
10. Советы преподавателям
по проведению вебинаров
Во время сессии:
Четко сформулируйте цель и задачу вебинара
Расскажите о структуре излагаемого материала
Сопровождайте переход от слайда к слайду
голосовым сообщением
Время от времени (через 5-6 слайдов) проводите
среди участников голосования, обращайтесь к ним
с вопросами, ответы на которые даются в
текстовом чате
Отводите для ответов на адресуемые Вам вопросы
специальное время
11. Советы преподавателям
по проведению вебинаров
Окончание сессии:
Резюмируйте итоги вебинара
Оцените степень активности участников
Если подготовлены раздаточные
материалы по теме
выступления, объясните, каким образом
эти материалы будут доставляться
Поблагодарите всех участников за работу
12. Как это работает
Преподаватель
ведёт семинар
Компьютер
с веб-
камерой транслирует
Онлайн-аудитория
семинар
смотрит, слушает
на сервер в сети
и задаёт вопросы
в прямом эфире.
13. Опыт ФИЯиР
webinar.ffl.msu.ru
Создание серии вебинаров: для
абитуриентов и для преподавателей.
Запись лекций и проведение Q&A-
сессий в режиме вебинаров.
Подготовка преподавателей к работе
с вебинарами.
18. Ближайшие вебинары
Интеграция новейших компьютерных
технологий в преподавание иностранных
языков с 7.12.2011 преп. Титова С.В.
Войны России как фактор складывания
отношений России и Европы с 9.12.2011 преп.
Маринин М.О.