Publishing learning materials on the internet and intranet

Publishing learning materials on the internet and intranet

What is Internet?
Internet is a Global network of computers which may be server or client that exchanges information.• It can be defined as a "network of networks" which can be linked through copper wires, wireless connections, and other technologies.• This is the world-wide network of computers accessible to anyone who knows their Internet Protocol (IP) address.

 

What is Intranet?• 
The term Intranet is derived from two words: ‘Intra’ which means within and ‘net’ which means group of interconnected computers.• is a private computer network that uses Internet protocols and network connectivity to securely share any part of an organizations information or operational systems with its employees.• In short, an intranet is private network.

Furthermore an intranet is a private network, accessible only to an organization's staff. Generally a wide range of information and services from the organization's internal IT systems are available that would not be available to the public from the Internet.

How it is different from Internet?• 
The technologies used in Intranet and Internet may be same but the main difference between them is that the information shared in intranet can be access only by authorized persons especially members or employees of the organization or company where as in internet the information is shared world wide with any public user to explain in simple terms, intranet is private, within the organization while internet is public available for global access

1. Benefits of intranets• 
2. Workforce productivity: Intranets can help users to locate and view information faster and use app. relevant to their roles and responsibilities. With the help of a web browser interface, users can access data held in any database the organization wants to make available, anytime and - subject to security provisions – from anywhere within the company workstations, increasing employees ability to perform their jobs faster, more accurately, and with confidence that they have the right information. It also helps to improve the services provided to the users.• 
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4. Communication: Intranets can serve as powerful tools for communication within an organization, vertically and horizontally. From a communications standpoint, intranets are useful to communicate strategic initiatives that have a global reach throughout the organization. The type of information that can easily be conveyed is the purpose of the initiative and what the initiative is aiming to achieve, who is driving the initiative, results achieved to date, and who to speak to for more information. By providing this information on the intranet, staff has the opportunity to keep up-to-date with the strategic focus of the organization.• 
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6. Cost-effective: Most organizations have already established TCP/IP networks, and the incremental infrastructure cost of
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8. Low maintenance With information residing in only one place - the Web server - it is relatively easy and affordable to add new information or to update existing information and make it instantly available.

Internet publishing guidelines

Guiding Principles

• Educational Value - Material to be published must not display, access, or link to sites deemed offensive by the DSD Acceptable Use Agreement. All published material must have educational value and/or support the district guidelines, goals and policies.

• Publishing Agreement - 
Only materials authorized by a sponsoring district organization will be published on DSD Internet/Intranet servers. All personnel involved in Internet/Intranet publishing must have on file, at their sponsoring organization, an Acceptable Use Agreement signature page.

• Protect Privacy - 
At no time shall any student's personal information (home address, e-mail address, or phone number) appear on DSD Internet/Intranet published materials. All contact information should identify a Webmaster or Content Sponsor.

• Student Safety -
To assure student safety, student's picture and name shall not appear on the same page. A stranger should never be able to connect a student's name with a face.

• Copyright Laws - Adhere to all copyright laws. Please pay particular attention to the copyright information in the DSD Internet/Intranet

Advantages of publishing learning materials on the internet and intranet

What are the Advantages of e-learning? 

Flexibility, Accessibility, Convenience - Users can proceed through a training program "at their own pace and at their own place." They can also access the training at any time, and only as much as they need - known as "Just in time and just enough." Cross platform - E-learning can be accessed by Web browsing software on any platform: Windows, Mac, UNIX, OS/2, Amiga, etc. 

You can deliver your training program to any machine over the Internet or intranet without having to author a program for each platform. Web browser software and Internet connections are widely available - Most computer users have access to a browser, such as Netscape Navigator and are connected to a company's intranet, and/or have access to the Internet. 

Inexpensive worldwide distribution - No separate distribution mechanism is needed. E learning can be accessed from any computer anywhere in the world, keeping delivery costs low. 

Ease of update - If changes need to be made in the program after the original implementation, they can be made on the server which stores the program and everyone worldwide can instantly access the update. Courses can be designed to access designated current information, such as the latest new product specifications from any other server worldwide for an on-the-fly update whenever the program is run.

Travel cost and time savings - There are no travel costs for bringing remote employees to a centralized workshop because the Web is available from the desktop. And according to the report "Return on Investment and Multimedia Training" the actual time required for training by computer averages about 50% that of instructor-led training, lowering costs further. 

What are the Disadvantages of e-learning? 

Bandwidth limitations - Limited bandwidth means slower performance for sound, video, and intensive graphics, causing long waits for download that can affect the ease of the learning process. The problem is greater over the public Internet where more traffic jams occur, and less on a company's intranet which usually has greater bandwidth. Future technologies will no doubt help to solve this problem. Are computers replacing human contact? - 

There's a general concern that as we move towards more computer usage, a glowing terminal replaces a friendly face. Decreasing instructor-led training makes some trainees uneasy. If this is a concern, consider a gradual introduction of the technology. 

Today's e-learning programs are too static - As with any emerging technology, the level of interactivity in e-learning is too-often limited. This is gradually improving, and as it does the impact of the training on performance improves also. Takes more time and more money to develop than expected - Like any first-time challenge, learning about and implementing new technology takes more resources (and more aspirin) than expected. You can make it easier by starting with a simple program and building on success. Also, remember that the greater portion of costs associated with e-learning are start-up costs. Programs can be delivered and re-used with fewer costs than with traditional methods. Not all courses are delivered well by computer — Some training topics are not best served by computer-based training and require a more personal touch. Team building activities and dealing with emotional issues such as downsizing come to mind. E-learning and other technologies for training are mainly for assisting the learning process and are not for replacing methods that already work well. 

Reference

http://www.slideshare.net/dyerah/internet-intranet-and-extranet

http://www.vdh.state.va.us/distancelearning/FAQ/Documents/pdf/FAQs%20about%20eLearning.pdf

Video conferencing

What is video conferencing?A videoconference is a live connection between people in separate locations for the purpose of communication, usually involving audio and often text as well as video.

videoconference is a live connection between people in separate locations for the purpose of communication, usually involving audio and often text as well as video. At its simplest, videoconferencing provides transmission of static images and text between two locations. At its most sophisticated, it provides transmission of full-motion video images and high-quality audio between multiple locations.

Videoconferencing software is quickly becoming standard computer equipment. For example, Microsoft's NetMeeting is included in Windows 2000 and is also available for free download from the NetMeeting homepage. For personal use, free or inexpensive videoconference software and adigital camera afford the user easy - and cheap - live connections to distant friends and family. Although the audio and video quality of such a minimal setup is not high, the combined benefits of a video link and long-distance savings may be quite persuasive.

The tangible benefits for businesses using videoconferencing include lower travel costs and profits gained from offering videoconferencing as an aspect of customer service. The intangible benefits include the facilitation of group work among geographically distant teammates and a stronger sense of community among business contacts, both within and between companies. In terms of group work, users can chat, transfer files, share programs, send and receive graphic data, and operate computers from remote locations. On a more personal level, the face-to-face connection adds non-verbal communication to the exchange and allows participants to develop a stronger sense of familiarity with individuals they may never actually meet in the same place.

A videoconference can be thought of as a phone call with pictures - Microsoft refers to that aspect of its NetMeeting package as a "web phone" - and indications suggest that videoconferencing will some day become the primary mode of distance communication.

Reference: 

http://searchmobilecomputing.techtarget.com/definition/videoconference

Continue Reading About videoconference (video conferencing)

• Videoconference.com is a one-stop resource for information about video conference technology.

• The NetMeeting home page provides a comprehensive look at the product and includes downloads and support.

• iVisit.com offers free multi-party video chat software .

• One of the first person-to-person videoconferencing products, CUseeMe , remains among the most popular.

• Visit SearchNetworking.com for more information on videoconferencing.

Collaborative learning on internet

hehe concept of collaborative learning, the grouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful.

Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking.There is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than learners who work quietly as individuals. The shared learning gives leanres an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers. 


Advantages of  Collaborative learning on internet

1. Develops higher level thinking skills                                        
   
2. Promotes student-faculty interaction and familiarity
3. Increases student retention
4. Builds self esteem in students
5. Enhances student satisfaction with the learning experience
6. Promotes a positive attitude toward the subject matter
7. Develops oral communication skills
8. Develops social interaction skills
9. Promotes positive race relations
10. Creates an environment of active, involved, exploratory learning
11. Uses a team approach to problem solving while maintaining individual accountability
12. Encourages diversity understanding
13. Encourages student responsibility for learning
14. Involves students in developing curriculum and class procedures
15. Students explore alternate problem solutions in a safe environment
16. Stimulates critical thinking and helps students clarify ideas through discussion and debate
17. Enhances self management skills
18. Fits in well with the constructivist approach
19. Establishs an atmosphere of cooperation and helping schoolwide
20. Students develop responsibility for each other
21. Builds more positive heterogeneous relationships
22. Encourages alternate student assessment techniques
23. Fosters and develops interpersonal relationships
24. Modelling problem solving techniques by students' peers
25. Students are taught how to criticize ideas, not people
26. Sets high expectations for students and teachers
27. Promotes higher achievement and class attendance .
28. Students stay on task more and are less disruptive
29. Greater ability of students to view situations from others' perspectives (development of empathy)
30. Creates a stronger social support system
31. Creates a more positive attitude toward teachers, principals and other school personnel by students and creates a more positive attitude by teachers toward their students
32. Addresses learning style differences among students
33. Promotes innovation in teaching and classroom techniques
34. Classroom anxiety is significantly reduced
35. Test anxiety is significantly reduced
36. Classroom resembles real life social and employment situations
37. Students practice modeling societal and work related roles
38. CL is synergystic with writing across the curriculum
39. CL activities can be used to personalize large lecture classes
40. Skill building and practice can be enhanced and made less tedious through CL activities in and out of class.
41. CL activities promote social and academic relationships well beyond the classroom and individual course
42. CL processes create environments where students can practice building leadership skills.
43. CL increases leadership skills of female students
44. In colleges where students commute to school and do not remain on campus to participate in campus life activities, CL creates a community environment within the classroom. 

Reference : https://www.google.lk/?gws_rd=cr,ssl&ei=ZolhVeLTEtCbuQTk1IG4Bg#q=Advantages+of+collaborative+learning
Disadvantages of  Collaborative learning on internet

• People need to go at different speeds                 
• Someone may try to take over the group
• Quiet people may not feel comfortable
• Sometimes people just don't get along 
• People may not pull their weight 
• It is not fair!
• A concept may not be understood as well if a person doesn't have to figure it out 
• The time spent talking about irrelevant topics is unbelievable 

Reference : http://www.wcer.wisc.edu/archive/cl1/CL/story/middlecc/TSCMD.htm

Challenges of Collaborative Learning:

There are challenges with the implementation of collaborative learning approaches:

For instructors:

• Extensive revision of syllabus to account for increase in group work
• Revision of time allocation for assignments
• Adaptation to changing role that includes increased student responsibility for own learning

For students:

• Adjustment to group work format
• Time management issues involved with working around group members’ schedules
• Increased responsibility for own learning
• Classrooms set-up for teacher-centered/lectures
• Conversion from competitive to cooperative nature

 Reference : http://www2.hawaii.edu/~dressler/CLbenefits.html


Solutions for the challenges of  Collaborative Learning:

• All the time student should have connection with the instructor to clarify the problems.

• Instructor should provide opportunities to do challenging work 

Principles of Multimedia Learning

The Ten Principles of multimedia learning

1. Multimedia Principle:
People learn better from word and pictures than from words alone.

2. Contiguity Principle:
People learn better when when corresponding words and pictures are presented near rather than far from each other in time or on the screen.

3. Coherence Principle:
People learn better when extraneous words, pictures, and sounds are excluded rather than included.

4. Modality Principle:
People learn better from words and pictures when words are spoken rather than printed.

5. Redundancy Principle:
People learn better from animation and narration than from animation, narration and on screen text.

6. Personalization Principle:
People learn better when words are presented in a conversational style, rather than formal style.

7. Voice Principle:
People learn better when words are spoken in a non-accented human voice than in a machine voice or accented voice.

8. Signaling Principle:
People learn better when the voice signals important words rather than when there are no signals.

9. Interactivity Principle:
People learn better when they can control the pace of presentation than when they receive continuous presentation.

10. Pretraining principle:
People learn better when they receive pretraining on each component rather than no pretraining.

Find out more about Professor Mayer's research at:
http://www.psych.ucsb.edu/people/faculty/mayer/index.php

Cognitive theory of Multimedia Learning (CTML)

Principles of the information processing approach

• The mental system has limited capacities, i.e. bottlenecks in the flow and processing of information, occur at very specific points
• A control mechanism is required to oversee the encoding, transformation, processing, storage, retrieval and utilization of information. This control mechanism requires itself processing power and that varies in function of the difficulty of the task.
• There is a two-way flow of information. Sensory input is combined with information stored in memory in order to construct meaning.
• The human organism has been genetically prepared to process and organize information in specific ways.

 Cognitive theory of Multimedia Learning (CTML)

 C T M L consists of the following main ideas (Mayer, 2001):

1. dual coding - in which the representation and processing of information concerning verbal and nonverbal materials are handled cognitively by separate subsystems
2. dual processing - in which working memory includes independent auditory and visual working memories 
3. limited capacity - in which the processing capacities of learners are severely limited 
4. active learning - in which meaningful learning occurs when learners select, organize, and build coherent connections of new information with prior knowledge 

One of the most widespread theories of multimedia learning is described by Mayer . The model is based on well known cognitive sciences theories: The limited capacity of short term memory, described with the three stages of human memory . 
Sensory memory, short-term memory and  long-term memory being the three stages information passes through in order to be remembered. 
Later, Baddeley & Hitch defined their multi-component model of working memory. In particular, they showed that phonological and visuo-spatial information are stored in short-term memory by different processes with different resources. The dual coding theory formulated by Pavio also supports the separated processing of verbal and non-verbal (or visual) information. Hence, a word encoded in a verbal way will be better recalled if also encoded in a visual form. Mayer also describes a principle of active information processing , stating that learning is more efficient if reinforced by a real cognitive investment and work. A conscious activity from the learner, such as voluntary attention shifts to important elements or mental organization. In the end, Mayer's theory of multimedia learning is close from Attkinson & Shiffrin model, with three phases of information processing: selection, organisation and integration to a prior mental model. Mayer insists on the fact that these phases are not a fixed order, but more an iterative process.


Schnotz and Bannert's provided an elaborated model of how verbal-symbolic and depictive information are conjointly and interactively processed in order to form a mental model, which eventually may affect conceptual organization. They define the final organisation of knowledge in two parts. On one hand, a propositional representation gathers together semantic elements, in a symbolic structure. On the other hand, a mental model is formed from perceptive and visual organisation of the different elements in an analogical form, but also from semantic elements. Both representations are strongly related and have similar structures.
The selection of pertinent information uses top-down processing. Previous knowledge guides the gathering of information. In the absence of a pertinent mental model to guide visual exploration, other selection processes will be used. Lowe showed that novices learners were mostly relying on perceptive salience to extract information form a meteorological map.
Knowledge organisation is both based on bottom-up and top-down processing. Perceptive organisation of the elements as well as anterior knowledge are used in order to build a mental model linked with a propositional representation. Of course, these selective and organisational functions stand on working memory.


Reference:http://edutechwiki.unige.ch/en/Human_information_processing

ICT Applications available in Learning Teaching process of schools

General benefits
·         Greater efficiency throughout the school.
·         Communication channels are increased through email, discussion groups and chat rooms
·         Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students’ learning.
Benefits for teachers
·         ICT facilitates sharing of resources, expertise and advice
·         Greater flexibility in when and where tasks are carried out
·         Gains in ICT literacy skills, confidence and enthusiasm.
·         Easier planning and preparation of lessons and designing materials
·         Access to up-to-date pupil and school data, any time and anywhere.
·         Enhancement of professional image projected to colleagues.
·         Students are generally more ‘on task’ and express more positive feelings when they use computers than when they are given other tasks to do.
·         Computer use during lessons motivated students to continue using learning outside school hours.
Benefits for students
·         Higher quality lessons through greater collaboration between teachers in planning and preparing resources .
·         More focused teaching, tailored to students’ strengths and weaknesses, through better analysis of attainment data
·         Improved pastoral care and behaviour management through better tracking of students
·         Gains in understanding and analytical skills, including improvements in reading
·         Comprehension.
·         Development of writing skills (including spelling, grammar, punctuation, editing and re-drafting), also fluency, originality and elaboration.
·         Encouragement of independent and active learning, and self-responsibility for learning.
·         Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)
·         Development of higher level learning styles.
·         Students who used educational technology in school felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem
·         Students found learning in a technology-enhanced setting more stimulating and student-centred than in a traditional classroom
·         Broadband technology supports the reliable and uninterrupted downloading of web-hosted educational multimedia resources
·         Opportunities to address their work to an external audience
·         Opportunities to collaborate on assignments with people outside or inside school

Benefits for parents
·         Easier communication with teachers
·         Higher quality student reports – more legible, more detailed, better presented
·         Greater access to more accurate attendance and attainment information
·         Increased involvement in education for parents and, in some cases, improved self-esteem
·         Increased knowledge of children’s learning and capabilities, owing to increase in learning activity being situated in the home
·         Parents are more likely to be engaged in the school community
·         You will see that ICT can have a positive impact across a very wide range of aspects of school life.
Disadvantages of ICT                One of the major barriers for the cause of ICT not reaching its full potential in the foundation stage is teacher’s attitude. In theory some people may have the opinion that the teachers who had not experienced ICT throughout their learning tend to have a negative attitude towards it, as they may lack the training in that area of the curriculum.

              Another important drawback to using ICT in schools is the fact that computers are expensive. According to the IT learning exchange (2001), in most schools ICT will be the single largest curriculum budget cost. This may be seen as a good thing but on the other hand there will be little money left over for other significant costs.

ICT education in the classroom

. What is ICT in Education "ICT"is the Information and Communication Technologies. "ICT in Education" means "Teaching and Learning with ICT". 　Educational ICT tools can be divided into 3 categories: Input source, Output source and Others. 　See the following graph： Worldwide research has shown that ICT can lead to improved student learning and better teaching methods. A report made by the National Institute of Multimedia Education in Japan, proved that an  increase in student exposure to educational ICT through curriculum integration has a significant and positive impact on student achievement, especially in terms of "Knowledge・Comprehension" · "Practical skill"  and "Presentation skill" in subject areas such as mathematics, science, and social study. However, you can see that there are many education technology solutions provided in the world which may cause confusion among educators about how to choose the right ICT solution. Let's have a look at the advantages and disadvantages of ICT tools for education and discover what kind of education ICT solution is suitable for your school needs. 3 Main advantages of ICT tools for education 1‧ Through ICT, images can easily be used in teaching and improving the retentive memory of students. 2‧ Through ICT, teachers can easily explain complex instructions and ensure students' comprehension. 3‧ Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration. 3 Main disadvantages of ICT tools for education 1‧ Setting up the devices can be very troublesome. 2‧ Too expensive to afford 3‧ Hard for teachers to use with a lack of experience using ICT tools After considering the above points, it is easy to see that the visualiser/so-called:document camera can be the most effective and efficient ICT tool for education. The reasons are： 1‧ The Visualiser's/Document Camera's 3 basic characters: Cost-effective, easy-to-use, time-saving tool - a solution to the 3 main problems of using educational ICT tools. 2‧ The visualiser/document camera decreases a teachers' preparation time, increases interactivity with students, and increases student concentration and comprehension of complex instructions. Now, let's check out the survey which was collected from feedback of the Elmo UK national-wide seeding project and see what happened in the schools in UK. 1. Has the visualiser/document camera increased or decreased interactivity with children? All the teachers felt that the visualiser/document camera aided in increasing interactivity with children 2. Has the visualiser/document camera improved children's concentration? Over 90% of teachers felt that concentration in the classroom increased due to use of the visualiser/document camera. 3. Has the visualiser/document camera contributed to narrowing the gap between children in academic achievements? Over 78% of teachers felt that the visualiser/document camera aided in bringing children closer together in academic achievements. 4. Have you had more fun with the visualiser/document camera in the classroom? Over 90% of children had more fun in the classroom due to the visualiser/document camera. 5. Has the visualiser/document camera reduced or increased your preparation time? Over 55%of teachers have recognized that the visualiser/document camera decreased lesson preparation time. None of teachers felt that preparation time increased for lessons. Integrating ICT into education seems to be a necessary issue for educators / education administrators in the world. However, if teachers cannot make good use of the ICT tools, the money and time spent on the ICT is going to be a waste. Also, if the educational budget is limited, looking for a cost-effective and high-performance ICT tool can be the first priority. So how about getting started on using ICT in education with the visualiser/document camera? You don’t need to waste time learning how to use a Visualiser because it is so easy to operate. And, you could even use it without a PC, which is very budget friendly. Please remember this point : Simple is best! Educational ICT tools are not for making educators master ICT skills themselves, but for making educators create a more effective learning environment via ICT.