1. Alaa Sadik Ph.D., University of Hull, UK Faculty of Education in Qena South Valley University [email_address] www.freewebs.com/alaasadik e -Learning جامعة جنوب الوادي مركز تنمية قدرات أعضاء هيئة التدريس

2. Basic Concepts in Media,Technology & Learning

3. Types of Media: Multimedia - Text - Image - Audio

4. The Human Ear Text The ear consists of three basic parts - the outer ear , the middle ear , and the inner ear . Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. The outer ear serves to collect and channel sound to the middle ear. The middle ear ...

5. The Human Ear Listen Audio

6. The Human Ear Listen Audio-Visual The ear consists of three basic parts - the outer ear, the middle ear, and the inner ear. Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. The outer ear serves to collect and channel sound to the middle ear. The middle ear ...

7. Media Class Hierarchy - Temporal - Static - Computational - Directive

8. Flying Animation

9. Made in Qena How? With one hand inside and one out to shape as desired. Video

10. Auditory Physiology Lab. This figure shows a summary of the maximum efferent mediated adaptation of the DPOAE for 168 intensity combinations of the primary tones in 0.4 dB steps.

11. Define Values Using Sliders

12. Learning Objects Any digital or non-digital resource that can be reused to support learning.

13. Dale’s Cone of Experience

14. Dale’s Cone of Experience

15. Interaction and Technology: Types - Learner-teacher - Learner-learner - Learner-content - Learner-machine

16. Interaction and Technology: Times - Synchronous Interaction (time-dependent) - Asynchronous Interaction (time-independent)

17. Technology-Mediated Interaction Traditional Media Two-way Media

18. Instructional Design The structure of an environment to provide learners with conditions that support learning . Elements of instructional design process - For whom is the programme being developed? - What do you want the learners to learn? - How is the subject content or skill best learned? - How do you determine the extent to which the learning has been achieved?

19. Instructional Design ID Models

20. Content Design Sequencing design Exploration design Indexed design

21. Media Attributes - Realism - Bandwidth - Interactivity - Branching

22. Level of Media Use - Informational - Supplemental - Communal - Essential - Immersive

23. Flexibility of Media Ease of - Development - Delivery - Access - Use/Control

24. Learning Theories & Technologies Behaviourism Change in overt behaviour due to conditioning Cognitivism Programming of new rule for information processing Constructivism Personal discovery based on insight

25. Constructivism Experiencing The learner must take an active role in his/her learning. The teacher engages the learner in activities which prompt his/her thinking to make learning effective;

26. Constructivism Discussing Viewpoints arising from the experiences need to be discussed with peers in order to be evaluated and validated;

27. Constructivism Generalising Hypotheses and results should be evaluated for viability through their application to other situations;

28. Constructivism Applying Applying learning to contextual situations validate it as viable knowledge and provide the learner with another experience which could be used again.

29. Distance Education W hat does it mean? Advantages and limitations

30. What is e -Learning? The delivery of learner-centered content via electronic media .

31. What is e -Learning? The use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance.

32. Advantages of e -Learning - Self-paced - Flexible (anywhere/anywhere) - Highly interactive - Increased retention rates - Improved consistency & effectiveness - Cost-effective (time and money)

33. e -Learning & Distance Education e -Learning readiness is significant to the success of distance education programmes that utilise ICT resources for academic and administrative purposes.

34. e -Learning Technologies - Satellite broadcasting - CD-ROMs and DVDs - Video-conferencing - The Internet and the WWW

35. e -Learning Technology Digital Satellite

36. e -Learning Technology DVD

37. DVD Copier e -Learning Technology

38. e -Learning Tools - Authoring packages - Delivery and management systems (DMS) - Support tools

39. e -Learning Tools Authoring packages - General packages (FrontPage, MM Flash, etc.) - Instructional packages (ToolBook Instructor, Authorware, etc.)

40. e -Learning Tools Authoring tools FrontPage

41. e -Learning Tools Authoring tools FrontPage

42. e -Learning Tools Authoring tools ToolBook Instructor

43. ToolBook Instructor

46. e -Learning Tools Authoring tools in language education

47. e -Learning Tools Delivery and Management Systems - WebCT - Blackboard - TopClass

48. DMS WebCT - Tutor utilities - Course tools - Interaction tools

49. DMS BlackBoard - Content builder - Communication tools - Assessment tool - Student administration

50. Components of DMS Tutorial component On-line modules, study guide, etc. Interaction component E-mail, discussion boards, etc. Management component C ourse schedule, tracking, etc. Support component O n-line library, help, etc.

51. Student Services for DMS

52. e -Learning Tools Support tools - Word processing (e.g., MS Word) - Photo editing (e.g., PaintShop) - Multimedia authoring tools (e.g., M) - Internet and Web browsers (e.g., IExplorer)

53. Video Editing Pinnacle Studio Contain many tools to edit and produce professional video clips.

54. Photo Editing PaintShop Pro Contains all the tools you need for creating, editing, and retouching your images. It is friendly enough for the casual user and professional.

55. Multimedia Authoring Tools Liquid Media Rich multimedia authoring & presentation software package, capable of stunning effects with fluid motion.

56. Multimedia Authoring Tools ECTI Create presentations, demonstrations, simulations, help, support, learning, taking screenshots, capturing mouse movements, images, Flash animations, etc .

57. e -Learning Readiness Are You Ready?

58. e -Learning Readiness - Human resources - Institutional - Infrastructure - Content - Social/Cultural - Training process - Financial

59. e -Learning Competencies Pedagogic Which learning principles are to be used? Didactics How is the teaching to be organised? ICT genres Which ICT genres are the students going to work with?

60. e -Learning Competencies - Pedagogical competencies - Technical competencies

61. Pedagogical Competencies - Analyse e-learners' needs; - Predict e-learners' problems; - Support different learning styles; - Define the course objectives; - Enhance learners' motivations;

62. Pedagogical Competencies - Design group work assignments; - Use active learning methods; - Make use of rich experience of learners; - Support self-directed learning; - Deal with culturally diverse learners.

63. Technical Competencies - Use e-learning authoring tool; - Design Web pages for e-learning; - Moderate on-line discussions; - Design e-learning resources.

64. The Case of SVU Competencies Overall score 27.8% Technical 16.6 % Pedagogical 88.0 % Experience Overall score 7.3 % Frequency of use 26.6 % Training received 0.8 % Practice 5.8% Attitudes Overall score 93.8 % Anxiety 89.2 % Confidence 80.3 % Liking 39.0 % Importance 86.5 %

65. The Case of Egypt Domains of Evaluation - Government - Education - Industry - Society

66. The Case of Egypt - Connectivity Infrastructure, telephone lines, Internet connection, etc. - Capability Education system, training opportunities, computer literacy, etc. - Content On-line content, national databases, libraries, spoken language, etc. - Culture Attitudes toward non-traditional learning, role of private sector, etc. Categories of Data

67. The 2003 e-Learning Readiness Rankings © 2003 The Economist Intelligence Unit Limited and IBM Corporation. All rights reserved.

68. Topics for Discussion Our training needs Barriers to e-learning The readiness of your students to e-learning