MID 1 Revision

E-learning/Community of Inquiry

100

What are the three dimensions of Community of Inquiry Framework?

• Teaching presence, Social presence, Cognitive presence

200

What is Learner-centred Content in E-Learning?

• E-learning courses should be relevant and specific to learners’ needs, roles and responsibilities in professional life.

300

What kind of skills can E-learning develop? Name exact 2

• Cognitive, Interpersonal

400

What is the example of Cognitive Presence in Community of Inquiry?

Identify big ideas you want students to take away from your course and develop major course activities around the assessment of those activities.

Provide frequent opportunities for testing & feedback.

Use self-testing, practice assignments, simulations & other interactive activities to support skill development & convergent thinking.

Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills.

Encourage experimentation, divergent thinking & multiple perspectives in online discussion through provocative, open-ended questions; encourage diverse points of view.

500

The quality of an e-learning course is enhanced by __ (name exact 5)

• LEARNER-CENTRED CONTENT
• GRANULARITY
• ENGAGING CONTENT
• INTERACTIVITY
• PERSONALIZATION

CALL/MALL

100

What is Computer Assisted Language Learning?

• It refers to any process in which the learner uses a computer to improve foreign language competence.

200

What are examples of data and multimedia features of MALL?

• Short messages and photography.
• Video photography and audio for playback of ringtones and music.
• Individual and interactive games and access to information (such as driving directions, travel information, and email).

300

The main features of MALL

• mobile technique for language learning is effective and easy
• language learning through games generate interest and makes the process simple
• mobile learning techniques involves the principle of ‘anytime anywhere’

400

Kongrith and Maddux (2005) suggest that CALL used for innovative teaching tends to have the following characteristics: (name 4)

• Incorporates a high degree of interactivity between computer and learner.
• Puts the user rather than the software developer in charge of what happens on the screen.
• Aims at accomplishing relatively more creative tasks.
• Makes possible the accomplishment of highly complex tasks.

500

In MALL, collaboration on a mobile phone can be achieved by…

• asynchronous text messaging and instant messaging

Blended Learning

100

What is Blended Learning?

• It refers to learning design that strategically, systematically and effectively integrates a range of face-to-face, online, mobile, distance, open, social and other technology enhanced learning.

200

Brainstorming; buzz groups; corner strategy; jigsaw; muddiest point; problems; questions; information search; directed questioning; test-taking teams; think-pair-share; simulations; 3-step interviews; creating academic notes; summary templates; non-linguistic representations; direct vocab instruction; discussion forum; blog; wiki; workstations; problem of the day.

• Explore

300

What is the purpose of ‘Engage’ (5 E model) in Blended Learning?

• To focus students’ attention on the lesson/topic, create an organising framework for the ideas, principles, or information that is to follow to extend the understanding and the application of abstract ideas through the use of example or analogy.

400

What are the components of Blended Learning Design Cycle? (name 5)

• Planning, Designing, Implementing, Reviewing, Improving

500

What are the five steps to Blended Learning Design?

• Know your students; What will students learn?; What is the current student experience?; The design process; Decide on a framework.

Flipped Learning/Media Literacy

100

What is Flipped Learning?

• Students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem solving, discussion, or debates.

200

What are the challenges of Flipped Learning?

Planning, filming, and editing a quality video presentation is a time-consuming endeavor, especially for those not familiar with filming and editing technology. Striking the right tone and pace for a video presentation may take some experimentation.

The most promising videos are no more than 15 minutes long, depending on the age and attention-capacity of students, and often include some interaction between teachers (one teacher teaches, another asks questions) or interaction with a presentation format, such as Prezi or PowerPoint. Spending time creating videos, teachers must also re-conceptualize how they will utilize classroom time to accommodate more active learning.

Students must develop self-management skills that allow them to engage with the videos and then be active learners in class. For teachers and students alike, the transition to a flipped model takes time, effort, and commitment.

300

What is Media Literacy?

It provides a framework to access, analyze, evaluate, create and participate using messages in a variety of forms—from print to video to the internet. It builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy.

400

What are three stages of creating the video in Flipped Learning?

• Recording, editing, and publishing

500

What are the benefits of Media Literacy?

• Meets the needs of students to be wise consumers of media, managers of information, responsible producers of their ideas using the powerful multimedia tools to actively participate in a global media culture.
• Engages students…bringing the world of media into the classroom connects learning with “real life” and validates their media culture as a rich environment for learning.
• Gives students and teachers alike a common approach to critical thinking that, when internalized, becomes second nature for life.
• Provides an opportunity for integrating all subject areas and creating a common vocabulary that applies across all disciplines.
• Helps meet state standards while, at the same time using fresh contemporary media content which students love.
• Increases the ability and proficiency of students to communicate (express), disseminate and share their thoughts and ideas in a wide (and growing) range of print and electronic media forms, internationally.

Inclusive Education

100

What is Inclusive Education?

• It takes into account the individual teaching and learning needs of all marginalized and vulnerable children and young people.
• It is the central means for achieving the goals of ‘Education for All 4’, promoting a child-centred approach to teaching and learning throughout the life course.

200

It refers to any organised educational activity outside the established formal system—i.e. environment-based (where the child is living) and community related (supported by the community rather than the school) in Inclusive Education.

• Non-formal education

300

It refers to a system supported financially by the government and usually education is provided for free in Inclusive Education.

• Public

400

What is Special education system in Inclusive Education?

• This means children with disabilities receiving an education in a segregated learning environment such as a special school or centre that is often isolated from the community, from other children, or from the mainstream education schools.

500

What are the principles of Inclusive Education?

• Children with disabilities have the right to access a quality, inclusive education.
• Learning environments must respond to the physical, social, intellectual and emotional needs and personal aspirations of individual children and young people.
• Education policy and practice must reflect and respect the diversity of learners, especially children with disabilities.