Instructional technology In education, instructional technology is "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning," according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee.[1] Instructional technology is often referred to as a part of educational technology but the use of these terms has changed over the years.[2] Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources."[3] While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. History[edit] The first use of instructional technology cannot be attributed to a specific person or time. Current status[edit] Areas[edit] See also[edit] HowTo.tv References[edit]
Dynamic and Static IP Address Differences Subscribe to our newsletter and boost your IT I.Q. withIP news, hot tips, updates and more. Get yours today! We'll never share your address. You can opt out any time.This is a free publication. Static IP addressing is for one customer on one IP address and Dynamic IP addressing assigns a different IP address each time the ISP customer logs on to their computer, but this is dependent upon the Internet Service Provider (ISP) because some ISP's only change the IP address as they deem it necessary. If you have Dynamic IP Addressing through your Website Host it means that you are sharing an IP Address with several other customers. If you are a beginner on the internet, an avid internet user, are entertaining the thought of starting your own website business, are a gamer, use VOIP or VPN there are several things you should know about IP Addressing. Static IP Addressing If you feel the need to always know what your IP address is then you need a Static IP address, because it is constant.
Educational technology Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering theoretical perspectives for their effective application.[1][2] Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.[6] Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. Definition[edit] Scope[edit] Related terms[edit] History[edit] Cassandra B. Theory[edit]
RSS RSS (Rich Site Summary); originally RDF Site Summary; often dubbed Really Simple Syndication, uses a family of standard web feed formats[2] to publish frequently updated information: blog entries, news headlines, audio, video. An RSS document (called "feed", "web feed",[3] or "channel") includes full or summarized text, and metadata, like publishing date and author's name. RSS feeds enable publishers to syndicate data automatically. A standard XML file format ensures compatibility with many different machines/programs. RSS feeds also benefit users who want to receive timely updates from favourite websites or to aggregate data from many sites. Subscribing to a website RSS removes the need for the user to manually check the web site for new content. Software termed "RSS reader", "aggregator", or "feed reader", which can be web-based, desktop-based, or mobile-device-based, present RSS feed data to users. History[edit] In September 2004, Stephen Horlander created the now ubiquitous RSS icon (
Serious game A serious game or applied game is a game designed for a primary purpose other than pure entertainment. The "serious" adjective is generally prepended to refer to products used by industries like defense, education, scientific exploration, health care, emergency management, city planning, engineering, and politics.[citation needed] Definition and scope[edit] Serious games are simulations of real-world events or processes designed for the purpose of solving a problem. Although serious games can be entertaining, their main purpose is to train or educate users, though it may have other purposes, such as marketing or advertisement. Overview[edit] The term "serious game" has been used long before the introduction of computer and electronic devices into entertainment. Reduced to its formal essence, a game is an activity among two or more independent decision-makers seeking to achieve their objectives in some limiting context. Other authors, though, (as Jeffery R. History[edit] Development[edit]
Web search engine A web search engine is a software system that is designed to search for information on the World Wide Web. The search results are generally presented in a line of results often referred to as search engine results pages (SERPs). The information may be a specialist in web pages, images, information and other types of files. Some search engines also mine data available in databases or open directories. History[edit] During early development of the web, there was a list of webservers edited by Tim Berners-Lee and hosted on the CERN webserver. The very first tool used for searching on the Internet was Archie.[3] The name stands for "archive" without the "v". In the summer of 1993, no search engine existed for the web, though numerous specialized catalogues were maintained by hand. In June 1993, Matthew Gray, then at MIT, produced what was probably the first web robot, the Perl-based World Wide Web Wanderer, and used it to generate an index called 'Wandex'. By 2000, Yahoo! Market share[edit]
Microlearning Microlearning deals with relatively small learning units and short-term learning activities. Generally, the term "microlearning" refers to micro-perspectives in the context of learning, education and training. More frequently, the term is used in the domain of e-learning and related fields in the sense of a new paradigmatic perspective on learning processes in mediated environments. Introduction[edit] In a wide sense, microlearning can be understood as a metaphor which refers to micro aspects of a variety of learning models, concepts and processes. Depending on frames and domains of reference, micro, meso and macro aspects vary. As an instructional technology, microlearning focuses on the design of microlearning activities through micro steps in digital media environments, which already is a daily reality for today's knowledge workers. Characterization of microlearning[edit] Microlearning can be characterized as follows: Dimensions of microlearning[edit] (Hug 2005, used with permission)
Learning object A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective".[1] The term is credited to Wayne Hodgins when he created a working group in 1994 bearing the name[2] though the concept was first described by Gerard in 1967.[3] Learning objects go by many names, including content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning. Learning objects offer a new conceptualization of the learning process: rather than the traditional "several hour chunk", they provide smaller, self-contained, re-usable units of learning.[4] Definitions[edit] The following definitions focus on the relation between learning object and digital media. [edit]
Instructional design History[edit] Origins[edit] During World War II, a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner’s abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system, and developed various analysis, design, and evaluation procedures.[5] 1946 – Edgar Dale’s Cone of Experience[edit] In 1946, Dale outlined a hierarchy of instructional methods and their effectiveness.[6] Mid-1950s through mid-1960s - The Programmed Instruction Movement[edit] Early 1960s - The Criterion-Referenced Testing Movement[edit] Robert Glaser first used the term “criterion-referenced measures” in 1962. 1965 - Domains of Learning, Events of Instruction, and Hierarchical Analysis[edit] 1967 - Formative Evaluation[edit] The 1970s - Growing of Interest in the Systems Approach[edit] 2010 and forward[edit]
Learning and the Environment In Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning, Clark Aldrich writes that It is not the normal how-to textbook, but rather a true story about building a leadership simulation. It is quite interesting and highly recommended. In the book, Aldrich discusses three types of contents: linear, cyclical, and open-ended. He recently refined and elaborated on this concept with a paper titled Six Criteria of an Educational Simulation. In the paper, Aldrich writes that there are six criteria, divided into two groups, that compose a learning environment: Content Types: Linear Cyclical System Delivery Elements: Pedagogy Game Simulation Content Types Content types describe directional flow of the content. For example, when learning to drive: Linear: Starting the car by fastening seat belt, inserting and turning the key, putting it in drive, etc.Cyclical: Starting and stopping. Delivery Elements Going back to the driving example:
Neurodevelopmental framework for learning Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. This framework consists of 8 constructs, sometimes referred to as systems (Levine, 1998):[1] Constructs[edit] In addition to the 8 constructs, this framework includes several "cross-construct" phenomena: rate alignment (working at optimal speed), strategy use (working and thinking tactically), chunk size capacity- the amount of material that can be processed, stored or generated, and metacognition (degree of knowledge about learning and insight into one's own neurodevelopmental strengths and weaknesses). Implications for Educational Practice[edit] In Schools[edit] In Classrooms[edit] [edit]
Blended learning Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path or pace.[1] While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with computer-mediated activities.[2] Proponents of blending learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach.[3] Schools with blended learning models may also choose to reallocate resources to boost student achievement outcomes.[4] Terminology[edit] History of the term[edit] The concept of blended learning has been around for a long time, but its terminology was not firmly established until around the beginning of the 21st century. Word usage and context[edit] Blended Learning History[edit] Advantages/disadvantages[edit] Advantages[edit] Disadvantages[edit] Community[edit] See also[edit]
Focus stacking Un article de Wikipédia, l'encyclopédie libre. Série d'images d'une mouche tachinaire montrant l'intérêt du bracketing de la mise au point. Les deux premières images montrent les problèmes de profondeur de champ rencontrés, la troisième a été obtenue en combinant six clichés réalisés avec six mises au point différentes. Focus stacking en microscopie à fond clair. Le focus stacking (ou hyperfocus[1]) (peut se traduire en français par Empilement de mises au point) est un procédé de traitement d'image numérique consistant à combiner plusieurs images prises à différentes distances de mises au point pour donner une image avec une plus grande profondeur de champ qu'avec des images individuelles[2],[3]. Le focus stacking propose de la flexibilité, étant donné que ce procédé de post-production peut servir aussi bien pour sa valeur artistique que pour la clarté apportée aux publications scientifiques. Procédé[modifier | modifier le code] Utilisation[modifier | modifier le code]
Pédagogie de projet Un article de Wikipédia, l'encyclopédie libre. La pédagogie de projet est une pratique de pédagogie active qui permet de générer des apprentissages à travers la réalisation d'une production concrète. Le projet peut être individuel (comme un exposé ou une maquette) ou collectif (l'organisation d'une fête, d'un voyage, d'un spectacle). Il est semblable à une « entreprise qui permet à un collectif d'élèves de réaliser une production concrète socialisable, en intégrant des savoirs nouveaux[1]. » En effet, lors de la démarche de projet, l’élève est placé en situation de résolution de problèmes, participant de fait au processus d’apprentissage. Historique[modifier | modifier le code] Historiquement, la pédagogie de projet remonte au philosophe John Dewey. Les étapes de la pédagogie de projet[modifier | modifier le code] Choisir[modifier | modifier le code] Le projet doit être défini dans ses buts et objectifs. Produire[modifier | modifier le code] Faire le bilan[modifier | modifier le code]