English Language Course Description (Menoufia University) PDF

2024-2025 First Semester Vision and Mission Faculty of Specific Education - Menoufia University The Faculty of Specific Education, Menoufia University, seeks excellence and competition among its peers at the national level in various fields (education - scientific research, community participation and environmental development) in a manner that achieves the satisfaction of the beneficiary parties. The Faculty of Specific Education, one of the faculties of Menoufia University, is considered an educational graduate in various qualitative disciplines (home economics - art education - educational technology and computer - educational media “theater - journalism” - music education) and in line with the needs of the labor market and has scientific research skills as it uses its financial capabilities And humanity in the service of scientific research, community participation and environmental development. Course Description 1. Basic Data: Course code: Course name: Level/semester: English language UTC-12025 2nd level / 1st semester in specialization Department: Educational and Information Technology & Computer No. of Teaching Practical Thermotical Hours: 0 2 2. Course Objects 2/1 Familiarity with the concepts of educational technology and related concepts. 2/2 Identify the basic processes associated with the science of educational technology. 2/3 Identify the components of the educational process and its relationship to the communication process and its components. 2/4 Defining the concept of learning resources, their theories, and dimensions. 2/5 Familiarity with the concept of technological innovations in teaching and learning. 2/6 Learning management systems and electronic content. 2/7 Web-based digital teaching and learning resources. 2/10 Social learning systems and applications in teaching and learning 2/11. Blended Learning and its application. 2/12 Assistive Technology and its application. 3. Intended Course Learning out comes: A: 3-A-1 Recognize the concept of educational Information technology and its determinants. and Concepts 3-A-2 Familiarity with educational technology processes and their relationship to teaching and learning. 3-A-3 Classify teaching and learning resources and their sub-components. 3-A-4 Describes the educational communication process, its components, and its relationship to educational technology. 3-A-5 Describes traditional and electronic teaching and learning environments. 3-A-6 Lists the web-based digital teaching and learning resources. 3-A-7 Identifies three learning/digital content management systems. 3-a-8 Familiar with social learning systems and applications in teaching and learning 3-A-9. Describes Assistive Technology. B: Mental 3-B-1 Draws up a plan for the components of the Skills educational technology field. 3-B-2 Design a schematic model for the components of educational technology in teaching and learning. 3-b-3 collects evidence about the theory of teaching and learning resources 3-B-4 explains the relationship between the components of communication and educational technology. 3-B-5 Analyzes learning environments as a source of learning. 3-B-6 Suggests good use of web-based digital learning resources. 3-b-8 Devise a classification of technological innovations. 3-B-9 Design a scheme that shows the applications of social learning in teaching and learning. 3-B-10 Suggests New dispositions for blended teachers 3-B-11 explains Assistive Technology Techniques. C: Course 3-C-1 Obtain models of digital learning objects that Specific represent models of educational aids. Professional 3-C-2 The concept of educational communication is Skills applied to the educational situation. 3-C-3 The concept of learning resources is applied to the educational communication process. 3-C-4 Calibrates the process of selecting teaching and learning resources. 3-C-5 Defines the characteristics of the educational technological innovation. 3-C-6 Perpare a model for designing educational and social interactions in learning. 3-C-7 Diagnoses the basic concepts in learning/content management systems. 3-C-8 3-C-9 Sets the general instructional design steps. 3-C-10 Diagnoses the basic concepts in Assistive Technology. D: General 3-D-1 Employs audio and visual means in educational Skills interactions. 3-D-2 Deals efficiently with electronic learning resources. 3-D-3 Uses Internet networks to transfer knowledge and acquire skills and information. 3-D-4 Use computer applications to display models of innovations. 3- D-5 Communicates with his colleagues in the employment of learning resources by use. 3-D-6 Works within a team in conveying basic concepts related to social media. 3-D-7 Works within a team in writing reports on holograms in teaching and learning. 3-D-8 Employs Assistive Technology in special Needs Students. 4. Course Content: Course Content Number Of Week Hours 1.Education technology and its 6 1-3 fields. 2.Teaching and learning 6 4:6 resources. 3. Educational Technological 6 7:9 Innovations. 4. Web-based learning. 6 10:11 5. Blended Learning. 2 12 6. Assistive Technology. 2 13 Total 28 14 5. Instructional Methodology: ✓ Lectures ✓ Discussion sessions ✓ Class activities Case study ✓ Homework ✓ Research papers 6- Assessment and Evaluation: 6.1. ✓ Attendance and Participation ✓ Periodic Tests Assessment ✓ Mid-semester exam ✓ Final exam Methods: 6.2. Attendance, participation, and periodic tests Scheduling (weekly 15 marks). Mid-semester exam (seventh week 5 marks). Final Theoretical exam (end of term 80 marks). 6.3. Course Scheme Exam Grade Percentage Class Work 15 15% Mid- 5 5% semester exam Last Semester 80 80% Exam Total 100 100% 7. References: A- Notes Digital sources via the Internet and databases. B-Book Educational Technology in English Book, for the Department of Educational Technology and Computer. C- Blackmon, J. (2015). eLearning Standards—What Suggested They Are and Why They Matter. Retrieved from books http://trivantis.com/blog/elearning-standards- matter/ CMS Definition. (2017). Retrieved from https://techterms.com/definition/cms Kohan, B. (2017). What is a Content Management System (CMS)? Retrieved from http://www.comentum.com/what-is-cms-content- management-system.html Head of the department:Pro. Mohmeed Abdel Hamid Zedan Course Professors: Dr.RaniaAhmed Kassab Program Coordinator:Prof. Yosria Abdel Hamid Farag Program Director and Coordinator: Prof. Essam Shawky Shebl Date of approval of the department council: / / 2022 Table of Contents Vision and Mission....................................................................................................................... 1 Course Description....................................................................................................................... 2 Table of Contents........................................................................................................................13 Chapter one................................................................................................................................17 Education Technology and It`s Fields.............................................................................................17 Chapter Objectives:...............................................................................................................17 Educational Technology........................................................................................................18 Concept of Educational Technology:..................................................................................18 The characteristics of educational technology:...................................................................21 Scope of Educational Technology:.....................................................................................24 Educational Communication..................................................................................................29 Concept of Communication:...............................................................................................29 Characteristics of Communication:.....................................................................................30 Components of Comminucation:........................................................................................31 Types of Communication:..................................................................................................38 Verbal communication:.......................................................................................................39 Written communication:......................................................................................................39 Non-Verbal communication:...............................................................................................40 Visual communication:.......................................................................................................41 Levels of Communication:..................................................................................................42 Intrapersonal Communication............................................................................................44 Interperson Communication:..............................................................................................44 Small Group Communication.............................................................................................45 E. Mass Communication:...................................................................................................47 Barriers of Communication:................................................................................................47 Language Barrier:..............................................................................................................48 Emotional Barriers:............................................................................................................49 Physical Barriers:...............................................................................................................49 Systemic Barriers:..............................................................................................................50 Chapter One Activities:.................................................................................................................51 Chapter Two...............................................................................................................................52 Contents 13 Learning Resourses.....................................................................................................................52 Chapter Objectives:...............................................................................................................52 Concept of Learning Resource:.............................................................................................53 Educational Characteristics of the Learning Resource:..........................................................54 Types of Learning Resources:...............................................................................................59 1. Individuals:.....................................................................................................................59 2. Instructional Media:........................................................................................................60 3. Instructional Environment:..............................................................................................61 4. Instructional Techniques:...............................................................................................65 Selection of learning resources:.........................................................................................67 Chapter Two Activities:.................................................................................................................72 Chapter Three.............................................................................................................................73 Educational Technology Innovations.............................................................................................73 Chapter Objectives:...............................................................................................................73 Concept of Educational Technology Innovation:....................................................................74 The Necessity of Technological Innovations and their Employment:......................................75 Characteristics of Technological Innovations:........................................................................81 Interactivity:........................................................................................................................82 Individuality:.......................................................................................................................84 Universalism:.....................................................................................................................93 Integration:.........................................................................................................................94 Accessibility:......................................................................................................................95 Electronic devices:.............................................................................................................97 Comprehensive quality:......................................................................................................98 Requirements For Employing Technological Innovations:....................................................100 Barriers to employing technological innovations in the educational process:.......................106 Skills in dealing with Technological Innovations:..................................................................107 Chapter Three Activities:............................................................................................................109 Chapter four.............................................................................................................................110 Learning and Content Management Systems................................................................................110 Chapter Objectives:.............................................................................................................110 Introduction:........................................................................................................................111 Contents 14 Types of learning management systems:............................................................................112 1.Content Management Systems (CMS):............................................................................115 Examples of Content Management Systems:...................................................................119 2. Learning Management Systems LMS:.............................................................................120 3. Learning content management systems (LCMS):............................................................122 Key Features of LCMS:.......................................................................................................123 Examples of Learning Management Systems:.................................................................128 Chapter Four Activities:..............................................................................................................129 Chapter five..............................................................................................................................130 Web Based Learning..................................................................................................................130 Chapter Objectives:.............................................................................................................130 Defination of Web based learning:.......................................................................................131 Types of web-based learning:..............................................................................................132 web-based learning forms:..................................................................................................134 Electronic resources:.......................................................................................................134 Educational web sources:................................................................................................136 Electronic mail:................................................................................................................137 Mailing lists:.....................................................................................................................138 Internet Chat:...................................................................................................................139 Asynchronous discussion forums:....................................................................................140 Synchronous conferencing:..............................................................................................141 Really Simple Syndication or Rich Site Summary:...........................................................142 Blogs:...............................................................................................................................143 Podcasts:.........................................................................................................................144 Vodcasts:.........................................................................................................................145 Micro-blogging:................................................................................................................146 Blod Vs Micro- blog:.........................................................................................................147 Social Networking:...........................................................................................................148 Social Bookmarking:........................................................................................................149 Webcasting:.....................................................................................................................150 Wiki:.................................................................................................................................152 Social And Personal Learning Based on Web 2.0:...........................................................153 Contents 15 Factors That Make Web 2.0 An Opportunity for Social and Personal Learning:...................156 User generated Content:...........................................................................................157 Facilitate collaborative creation, sharing and commenting on content.......................158 Increase content in an ascending and/or descending manner:..................................159 Emerging groups/communities:.................................................................................159 Different types of users and their roles......................................................................161 Adaptive Teaching and Learning Technologies:..................................................................162 Chapter five Activities:...............................................................................................................168 Chapter six...............................................................................................................................169 Blended Learning......................................................................................................................169 Chapter Objectives:.............................................................................................................169 3. Describe What Does Blended Learning Look Like........................................................169 What is Blended Learning?..............................................................................................170 What Does Blended Learning Look Like?............................................................................179 What Competencies are Needed?.......................................................................................182 1.Foundational Dispositions.............................................................................................183 2. Basic Technology Skills:..............................................................................................187 Chapter six Activities:.......................................................................................................191 References...............................................................................................................................192 Contents 16 Chapter one Education Technology and It`s Fields Chapter Objectives: After going through this unit, you should be able to: ⚫ Discuss the Concept of Educational Technology. ⚫ Discuss the scope and importance of educational technology in the teaching-learning process. ⚫ Classify different educational technologies. ⚫ Discuss the Concept of Educational Communication. ⚫ Discuss the compontent of Educational Communication. Contents 17 Educational Technology Concept of Educational Technology: There have seen several definitions of educational technology which have been provided by researchers and scholars over the years. Let us go through them to get a better understanding of the term “educational technology”. Educational technology offers the means to reach large numbers in remote and inaccessible areas, remove disparity in educational facilities available to the disadvantaged, and provide individualized instruction to learners conveniently suited to their needs and pace of learning (NPE, 1986). Educational technology is a communication process resulting from the application of scientific methods to the behavioural science of teaching and learning. This communication may or may not require the use of media such as television Contents 18 broadcasts, radio, cassettes etc. (UNESCO, 2001). Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Januszewski & Molenda, 2008). Technology means the systematic application of scientific knowledge to practical tasks. Therefore, educational technology is based on theoretical knowledge drawn from different disciplines (communication, education, psychology, sociology, philosophy, artificial intelligence, computer science, etc.) plus experiential knowledge drawn from educational practice. Educational technology aims to improve education. Technology should facilitate learning processes and increase performance of the educational system(s) as it regards to effectiveness and/or efficiency. Educational technology is the use of technology to improve education. It is a systematic, iterative process for designing instruction or training used to Contents 19 improve performance. Educational technology is sometimes also known as instructional technology or learning technology (wikipedia, 2012). In the light of the concept of ET discussed above, we may conclude that educational technology is the systematic application of science and technology in the field of education. Science is search for profound knowledge. Scientists investigate the world around us. They observe how things work and based on this, develop ideas about ways to make them work better. Sometimes they try to test an idea as to find out how things work or do not work. The knowledge thus discovered is useful for many things that we do in our day-to- day life. It can help to build new machines, develop new medicines, or cure diseases. Technology is the use of scientific knowledge to create new things. ET is based on the systems approach to education: the input, output, and the process. It directs both the teachers and learners to formulate learning objectives, and to develop appropriate strategies of teaching and learning evaluation Contents 20 techniques. It helps in providing efficiency to the task of teaching and learning and facilitates effective communication between teachers and students. By now you would appreciate that educational technology is not merelyconfined to the use of audio-visual aids, software, and hardware, nor is it limited to the use of the psychological principles and instructional theories, for bringing change in the teaching-learning process. The characteristics of educational technology: The characteristics of educational technology are closely linked with its concept of educational technology. Let us discuss its important characteristics given below: 1. It is based on scientific and technological advancements. 2. It is more a practical discipline and less a theoretical one. 3. It is a fast-growing modern discipline. Contents 21 4. It makes use of the research findings of psychology, sociology, engineering, sciences, and social psychology etc., and applies the same to the field of education. 5. It brings pupils, teachers, and technical means together in an effective way. 6. It is the science of techniques and methods. It locates the problems in the field of education, remedies them and ultimately aims at improving the education system. 7. It is bound to improve the teacher, the learner and the teaching learning process. Characteristics of Educational Technology are as follows: 8. It is based on scientific and technological advancements. 9. It is more a practical discipline and less a theoretical one. 10. It is a fast-growing modern discipline. Contents 22 11. It makes use of the research findings of psychology, sociology, engineering, sciences, and social psychology etc., and applies the same to the field of education. 12. It brings pupils, teachers and technical means together in an effective way. 13. It is the science of techniques and methods. It locates the problems in the field of education, remedies them and ultimately aims at improving the education system. 14. It is bound to improve the teacher, the learner, and the teaching learning process. Some teachers feel that educational technology will replace the teacher. 15. It is simply a myth. Educational technologycannot replace the teacher. Largely because of three aspects of educational technology; input, process, and output. The teacher has a crucial role to play to achieve the desired learning outcomes with the support of educational technology. Contents 23 Scope of Educational Technology: Educational technology is a process- oriented technique. Educational technology is not limited to teaching and learning process and theories still teaching-learning process is influenced much more by educational technology. Theories have been shifted from learning to teaching only due to educational technology. If the educational technology is limited to audio-visual aids, mechanical and electronic gadgets the scope of educational technology becomes limited, but educational technology is not limited to all these things rather, it pervades all over. Educational technology should go into: 1. At home. 2. Managed by external assistance. 3. Rigorous task analysis. 4. Specification of direct behaviour. Contents 24 5. Determination of pre-requisites and the gradual direct behaviour. 6. Clear specification of the problem. 7. Hindrance in solving problems. 8. Management and organization of man, material, resources. 9. Availability of a few media as for example films, television, radio etc. 10. Developing software technology. You can throgh this link to read more about Scope of Educational Technology http://www.preservearticles.com/2011122018631/what-is-the- scope-of- educational-technology.html Educational Technology is as wide as Education itself. Educational Technology implies the use of all educational resources – Men, Materials, Methods, and Techniques, Means and Media in an integrated and systematic manner for optimized learning. Click here to watch this video Contents 25 The below mentioned technologies are included in it. o Behavioural Technology: Behavioural technology is the important component of Educational Technology. It puts emphasis on the use of psychological principles in learning and teaching so that the behaviour of the teacher and pupils may be modified in accordance of the teaching objectives. o Instructional Technology: Instructional Technology means a network of techniques or devices employed to accomplish certain defined set of learning objectives. Instructional technology implies the application of psychological, sociological, and scientific principles and knowledge to instruction for achieving the specific objectives of learning. o Teaching Technology: Teaching is the social and professional activity. It is a process of development teaching is system of actions which induce learning through interpersonal relationship. Teaching technology is the application of Contents 26 philosophical, sociological, and scientific knowledge to teaching. o Instructional Design: To bring desired changes in the pupils’ behaviour, the teaching situations, working tools and new approaches were considered important in addition to the learning principles. The composite form of all these is instructional design. o Training Psychology: Training psychology is an important method of teaching and learning. Its development resulted out of the research work carried out on the complicated training problems and situations. Training psychology emphasizes that the whole training task should be divided into three parts. These are: - Preparing outline of the task. Task analysis Putting the task in sequence. The main role of training psychology is in Teacher Contents 27 Education. Cybernetic Psychology: It’s a part of training psychology. Cybernetic psychology accepts human beings as machine. Cybernetic psychology emphasizes the fact that all the methods of feedback bring the desired changes by controlling the behaviour of the pupil. - System Analysis: System Analysis is a problem solving process in which the needs of the management are diagnosed and by using an appropriate method for solving the problem, evaluation is carried out. - If you consider the working areas of Educational Technology includes the following: Curriculum Construction, Teaching- Learning Strategies, Audio-Visual materials, Determining Educational Objectives, Training the teachers, Feedback, Hardware and Software etc. In short, the scope of Educational Technology extends to all resources (human and non-human) for the augmentation and development of education. Contents 28 Educational Communication Concept of Communication: Communication is an integral part of human existence. It is communication that decides the very identity of human beings. Modern society is turning into an information society and communication is the exchange of information. It is the process & transfering information from a sender to a receiver with the use of a medium in which the communication information is understood by both sender and receiver. Contents 29 Characteristics of Communication: 1. It is a purposeful process which involves sender,messages, channels and recievers. 2. It involves interaction. It is interchange of thoughts,opinions or information by speech writing and signs. 3. It is continous. It occurs everywhere intentionally or unintentionally. 4. It has a content and relational aspects. Nature of relationship depends upon the punctuation of the dialouge between the participants. Contents 30 Components of Comminucation: Components of Comminucation 1. Sender: The sender or the communicator is the person who initiates the conversation and has conceptualized the idea that he intends to convey it to others. The sender in communicaton process Contents 31 2. Receiver: The receiver is the person for whom the message is intended or targeted. He tries to comprehend it in the best possible manner such that the communication objective is attained. The degree to which the receiver decodes the message depends on his knowledge of the subject matter, experience, trust and relationship with the sender. The receiver in communication process is affected by the message Contents 32 3. Message: Once the encoding is finished, the sender gets the message that he intends to convey. The message can be written, oral, symbolic or non-verbal such as body gestures, silence, sighs, sounds, etc. or any other signal that triggers the response of a receiver. the message from the sender to the receiver Contents 33 4. Communication Channel: The Sender chooses the medium through which he wants to convey his message to the recipient. It must be selected carefully in order to make the message effective and correctly interpreted by the recipient. The choice of medium depends on the interpersonal relationships between the sender and the receiver and also on the urgency of the message being sent. Oral, virtual, written, sound, gesture, etc. are some of the commonly used communication mediums. Communication Channel Contents 34 5. Feedback: The Feedback is the final step of the process that ensures the receiver has received the message and interpreted it correctly as it was intended by the sender. It increases the effectiveness of the communication as it permits the sender to know the efficacy of his message. The response of the receiver can be verbal or non-verbal. Forms of feedback and methods of knowing it You can throgh this link to know about Conditions to be met in the feedback http://conceptofteaching.blogspot.com/p/blog-page_04.html Contents 35 6. Encoding: The sender begins with the encoding process wherein he uses certain words or non-verbal methods such as symbols, signs, body gestures, etc. to translate the information into a message. The sender’s knowledge, skills, perception, background, competencies, etc. has a great impact on the success of the message. 7. Decoding: Here, the receiver interprets the sender’s message and tries to understand it in the best possible manner. An effective communication occurs only if the receiver understands the message in exactly the same way as it was intended by the sender. 8. Noise: The Noise shows the barriers in communications. There are chances when the message sent by the sender is not received by the recipient. It may occur at any stage of communication, and it may be either mechanically in the communication devices and channels, or semantic when the message is not completely clear Contents 36 to the receiver, or when the significance of the message symbols is different for the receiver than for the sender. Types of Noise in communication You can throgh this link to read more about Communiction Process: https://businessjargons.com/communication-process.html Contents 37 Types of Communication: Types of communication https://www.indeed.com/career-advice/career-development/types-of-communication There are four types of communication. It is categorised into verbal, non-verbal, written and visual communication: Contents 38 Verbal communication: Verbal communication is one of the modes where people communicate or transfer information through words. It is one of the common and usual types and frequently used during one on one presentations, video calls or conferences, meetings, phone calls etc. There Are Certain Measures Which Enhance This More Effectively you can read via this link: https://www.vedantu.com/commerce/communication Written communication: It is the form of communication that involves writing, typing and printing symbols, letters, etc. It is used in Emails, chats, etc. which are the common techniques of using it in the workplace. Whereas it also furnishes a record of all docs in one place and keeps a systematic account of it. Contents 39 Here Are Certain Categories Where Written Communication You can read via this link: https://www.vedantu.com/commerce/communication Verbal and written communication skills https://www.careercliff.com/verbal-and-written-communication-skills/ Non-Verbal communication: Non-verbal communication is the use of body language. It includes body gestures, facial expression, and shaking hands, etc.. For example: How you sit during an interview automatically reflects Contents 40 your body language. If they are indicating closed body language like closed arms, bent shoulders, shaking legs, etc., they might be nervous, low in confidence, surrounded with anxiety, etc. Non- verbal communication is the most powerful communication to understand others’ thoughts and emotions. Here are Certain Categories Where Non-Verbal Communication,You can read via this link: https://www.vedantu.com/commerce/communication Visual communication: Visualizing is a form of communication where one can use photographs, drawing charts and graphs to convey information through it. It helps in furnishing the right information through graphics and visuals during office presentation (along with verbal and written). Here are Certain Steps Which Help in Visual Communication Skills You can read via this link: https://www.vedantu.com/commerce/communication Contents 41 Non-Verbal Visual communication forms Levels of Communication: There are various levels in communication like Intrapersonal communication, Interpersonal communication, Group communication and Mass communication; See this link: https://milnepublishing.geneseo.edu/interpersonalcommunication/chap ter/1/ Contents 42 Levels of Communication Five major levels of communication: A. Intrapersonal Communication B. Interperson Communication C. Small Group Communication D. Public Communication E. Mass Communication Contents 43 Intrapersonal Communication Intrapersonal communication is a communication which happens yourself. Here both Source (sender) and receiver is only one. so, the feedback works without any interruption. Example: A person can communicate himself through pain, thinking, feelings and emotion etc. Interperson Communication: In Interperson communication, two persons are involved in this communication process. Here the Source becomes a receiver and receiver become Source Contents 44 because of dynamic communication process were the feedback’s are shared between Source and the receiver. Small Group Communication More than two members involved in communication process will become a group communication. If least number of persons is involved in the group communication is called as small group communication. In this communication process, everyone becomes a Source as well as receiver through sharing information and gives feedback to another. Contents 45 Public Communication: In public communication, Source or messages from a single person will reach or received by huge number of audience. But in this communication there is no mutual feedbacks between source and Contents 46 receiver like small group communication and it’s only focused on Speaker. E. Mass Communication: In mass communication, basically have a large number of audience and they are all can’t grouped together in one place so we need certain tool or technology for communication process. But in mass communication, there is no direct access with receiver. So, for that they need media like newspaper, radio, television and internet. Here the audience feedback is very less or delayed. Barriers of Communication: The major effect of communication barriers is that they lead to information becoming distorted. The message will not be received exactly as it was intended. Barriers are many and can occur anywhere in the communication process. Contents 47 The key barriers are as shown below: Barriers of Communication Language Barrier: The language used by the sender may not be understood by the receiver. Also, the two-people communicating may speak the same language but the jargon used to pass the information may breakdown communication if the receiver doesn’t fully understand it. For example, if an expert uses industry terminology while communicating to an intern he/she will not be understood because they are yet to learn the terminology. Contents 48 Emotional Barriers: The state of mind of the communicators can hinder the delivery of information. If the receiver is having issues they are likely to be less attentive, which could lead to poor communication. The mental state of the sender and receiver influences how the message is received perceived and sent. Physical Barriers: ⚫ Noise ⚫ Geographical distance: If you are to send a message to a person in Antarctica this may prove difficult as mobile communication is unavailable or poor. Face to face communication is best as both are in the same place. ⚫ Furniture/ Seating Arrangement. ⚫ Physical Health. ⚫ Vantilation. Contents 49 Systemic Barriers: In an organization, communication may be barred because they are some rigidity to communicate amongst themselves. It is not flexibile; various levels exist between the reciever and sender. For example, a junior employee may not be able to access the company CEO because no measures have been put in place to allow for that. Systemic barriers exist in organizations with inefficient communication channels. Click here to watch this video Conclusion: To ensure the impact of barriers are not felt active listening, reflection on message and seeking clarification must be practiced. Also, be aware of the barriers to effective communication and how to avoid them will help. Contents 50 Chapter One Activities: Training1: between the main components that must be available in the elements of the educational communication process. Training 2: Carry out action research to discover obstacles to educational communication from the point of view of each of your colleagues. Scan this QR code to test your knowledge in this chapter. Contents 51 Chapter Two Learning Resourses Chapter Objectives: 1. Define the concept of learning resources. 2. Multiple sources of access to teaching and learning resources. 3. Remember the characteristics of the educational learning resource. 4. Multiple types of teaching and learning resources. 5. Multiple educational types and their classification. Contents 52 Concept of Learning Resource: Learning resources are all individuals, educational means, methods, and environments that can affect the learner when he uses them and interacts with them in the educational situation, whether alone or united with each other, to facilitate the process of teaching and the occurrence of learning, and accordingly, the learning resources are numerous, including all What affects the learner, but it can be classified into four main types: individuals, teaching aids, educational places and environments, and educational methods. Contents 53 Educational Characteristics of the Learning Resource: Source In language it is what comes out of the thing. The source of learning is an individual, a means, an environment, a method, or anything else that carries an organized, purposeful, controlled, and codified educational message, and it can transfer it to the learners in an appropriate manner, when they interact with it, inside or outside the educational institution, and they obtain the intended learning from it, efficiently and effectively. Contents 54 Educational Characteristics of the learning resource However, this does not mean that anything is suitable to be an educational resource, but rather the educational resource must meet the following educational standards: Purpose: It means that the resource is purposeful and aims to achieve specific educational goals that are directly related to the objectives of the course or syllabus. Contents 55 Content: It means that the content of the educational message contained in the source is appropriate to achieve the specified goals. Organizing and sequencing: It means that the source presents the educational message in an orderly and sound sequence, which helps to understand its content and achieve the goals. Updated: It means that the information and data are up-to- date and fit the content of the course. Suitability for the learner: It means that the educational message conveyed by the source to the learners is appropriate to their characteristics, level, abilities, and previous experiences. Capacity and possibility: It mean that the source is able to carry the required educational message in full, and in its correct form. Contents 56 Scientific honesty: meaning that the information and data of the educational message carried by the source are scientifically correct and truthful, and the source is honest in transmitting them. Technological suitability: in which technological and technical standards are achieved, in terms of designing the educational message, and observing the principles of: simplicity, clarity, contrast, balance, and consistency. Interactive: It means that the resource provides appropriate opportunities for interaction, so that the learners can have active positive interaction with it, when using it. Capacity and effectiveness: It means that the resource is effective and able to transfer learning and achieve specific educational goals. Efficiency: It means that the source is able to achieve the required goals with the least possible effort, time and costs. Contents 57 Usability: It means that learners are able to use the resource easily and conveniently, in order to achieve their comfort, satisfaction and desired benefit. Flexibility: meaning that the resource is flexible in use, and adapts to the needs of learners with different abilities and preparations. Attractiveness: in the sense that the resource is attractive, attracts the attention of the learners towards the educational message and the presented stimuli, raises their learning motives. ‫حفظ التر‬ Contents 58 Types of Learning Resources: Learning resources are classified into four main types: individuals, educational aids, educational environments, and educational methods. Under each type, other sub-types fall, as follows: 1. Individuals: They are all people who can participate in the educational process, learners interact with them, and transfer to them the specific educational content, and these are the human element in the learning resources. These human resources can be classified into: a) teachers. b) Managers of schools c) Teacher assistants (laboratories, libraries and learning resource centers) Contents 59 d) Mentors (supervisors) educators. e) Visiting experts from the local community, in certain fields, such as medicine, police, army, politics, tourism, agriculture...etc. f) Learners. 2. Instructional Media: Instructional Media is a complete educational system that can transfer learning to learners, alone or in combination with other means and resources, and it consists of an educational material, a presentation tool (transmission system), and a presentation method. Contents 60 Types of Instructional Media 3. Instructional Environment: They are the places where the learner receives his learning, and they include a set of sources, equipment and conditions that give the educational situation its personality and uniqueness. Research has proven that the environment affects the learner as much as it provides it with honesty and realism, and that the most Contents 61 appropriate learning environment is the one that approaches the natural learning environment that he prefers. Learners, and the natural learning environment is the real environment in which learning should take place, such as factories, farms, hospitals, laboratories, etc. But it may be difficult to provide these environments in all cases, either because of their difficulty, scarcity, distance, dangeror complexity, and here we resort to alternative artificial environments, which may be better than realistic sometimes, and classrooms in schools and universities are natural environments in the case of theoretical and philosophical learning , but they are artificial environments in the case of learning concepts and processes related to events and phenomena that occur in reality, as an alternative environment for a factory, farm or hospital, for example, and accordingly, educational environments can be classified into:- Contents 62 a) The school building and its components: It includes classrooms, scientific laboratories and laboratories, language laboratories, art education and home economics halls, libraries and learning resource centers, and study facilities. b) Community environments: It includes museums and public galleries, hospitals, railways, post, firefighting, ambulance...etc. Contents 63 c) E-learning environments: It includes electronic labs, electronic classes, electronic schools and universities. Contents 64 4. Instructional Techniques: They are the methods, procedures, and arrangements that the teacher follows in the teaching process, to transfer learning and employ its sources, and direct his activities towards achieving the required educational goals, and they include: a) Direct experiences b) Oral and written reports of learners. c) Field Trips d) Drama & Role Playing e) Simulation f) Games g) Demonstration h) Audiovisual Media Presentations i) Laboratory Techniques Contents 65 j) Discussion k) The traditional lecture l) Computer Aided Learning CAI m) Individual Tutorials n) Programmed Instructions o) Distance Learning Methods p) Online lectures Click here to watch this video Contents 66 Selection of learning resources: Media Selection The process of selecting a learning source is complex due to the large number and diversity of learning resources, and there are no conclusive guidelines for selecting and defining these sources, and the lack of agreed principles for selecting appropriate learning resources makes the decision depend on commercial, administrative, or political reasons, and the result is new technologies or resources. Contents 67 Many researchers confirm that the task of choosing the appropriate method is a difficult process, and many studies and research related to this topic point to several reasons for this: ✓ Multiple educational resources that can be used to achieve the same goal and to clarify the idea or content itself ✓ Diversity of the features and characteristics of educational resources and the degree of impact of each on learners and their ability to absorb the educational content. ✓ The impossibility of developing a comprehensive rule that can be easily and quickly applied in any educational situation. ✓ There is no single learning resource with its characteristics that can serve all purposes. ✓ The lack of success of previous research in finding a specific model way to choose the most appropriate and Contents 68 comprehensive source for all the elements that studies have proven to be important. Factors affecting Media Selection There are some questions that are considered criteria for selection, and these questions are: ❑ Does one of your other educational goals require a specific learning resource? Contents 69 ❑ What learning resources will be physically available to students? ❑ Which learning resources will be most suitable for students in terms of use? ❑ Are there certain sources that can be of practical use to motivate and encourage learners? ❑ Are there certain pressures imposed by the institution to use or not use certain educational resources? ❑ Which learning resources provide the teacher with comfort in dealing with them? ❑ Which learning resources do the learners have the necessary skills to use? ❑ Which learning resources can the educational institution bear the costs of? Contents 70 ❑ What learning resources can learners afford? You can read more about Media Selection in this link: https://nap.nationalacademies.org/read/9607/chapter/5#41 Click here to watch this video Contents 71 Chapter Two Activities: ‫الترجمة طويلة جد ًا وال يمكن حفظها‬. Exercise 1: In the light of your study of teaching and learning resources, list the criteria for selecting them in the educational situation. Exercise 2: Among the main ingredients for the success of using the learning resource. Exercise 3: Create with three of your colleagues a checklist for evaluating digital learning objects using. Scan this QR code to test your knowledge in this chapter. Contents 72 Chapter Three Educational Technology Innovations Chapter Objectives: Students after studying this chapter, should be able to: 1. Define the concept of technological innovation. 2. Multiple characteristics of the technological innovation. 3. Determine the requirements for employing technological innovations. 4. Determine the skills of dealing with the technological innovation. 5. Discuss the characteristics of some technological innovations. Contents 73 Concept of Educational Technology Innovation: Technological innovations are innovative solutions to the problems of education to raise its efficiency and increase its effectiveness in a manner commensurate with the nature of the current era. These solutions may be physical solutions produced by the communications and computer revolution, such as devices, tools and educational materials, or an idea produced by the knowledge revolution and development in the field of educational, behavioral and communication sciences represented in the different theories and strategies in The field of education, designed and adapted to suit the educational process, making it characterized by interaction, individuality, diversity, universality and integration. Contents 74 The Necessity of Technological Innovations and their Employment: One of the most important reasons for the emergence and employment of technological innovations in the educational process is the communications revolution, which led to the emergence of the material side of technological innovations represented in devices and tools or what some call the Hardware Revolution and that revolution made us live in an era of rapid massive development in various aspects of life, which in turn affects the Our various life activities, the most important of which is the educational process, so it has become imperative for us to catch our children in this era, whether inside or outside the school walls, and the need to rely on the devices and tools produced by Contents 75 the communications revolution from satellites, the Internet and other modern means of communication. Muhammad Attia Khamis presents "the reasons for modernization and the employment of technological innovations in the educational process, and he sees them as many, but complex and intertwined. Some of them stem from the society in which the education system moves, including culture, politics and economy, and some stem from the education system itself: ❖ The change in the social structure, and in the society's view of the function of education. ❖ The change in the composition of the student community, the rate of turnout for education, and the environmental and social characteristics of students, which require a change in objectives, curricula, teaching methods and means to suit these students, their abilities, preparations, desires and aspirations. Contents 76 ❖ The development of our educational and psychological information and knowledge, the shift in teaching and learning theories, and the emergence of modern theories, methods and means of education. ❖ The development of research in the field of education in general, and educational technology. Contents 77 ❖ There are many problems in education, such as the increase in the number of students, the lack of qualified teachers, and the financial capabilities. ❖ Changes in the labor market and its job requirements. ❖ Individuals need continuous education, as they are born in one era, learn in another, and work in a third era in which everything may change and their education in their previous era will not benefit them. Contents 78 ❖ Usability and employment: meaning that the innovation is usable and employable in the educational system, without difficulties or obstacles that prevent it from being utilized in the required manner. ❖ The ability to withstand and compete meaning that the innovation is capable of being used and employed in the educational system, without difficulties or obstacles that prevent it from being used in the required manner. Contents 79 ❖ Flexibility and the ability to adjust and self-develop: the good innovation should be flexible and subject to modification and development considering the results of experimentation and use, in order to fit the conditions of the existing educational system on the one hand, and to modernize itself in the future in light of emerging conditions on the other hand. You should refer to the following link for more information about the features of the update. Click here to watch this video Contents 80 Characteristics of Technological Innovations: Each number of researchers deals with the characteristics of technological innovations, namely: The dimensions of Rogers' theory and its relationship to the characteristics of the innovation Click here to watch this video Contents 81 Interactivity: Interactivity describes the mode of communication in a learning situation and technological innovations provide at least a two-way communication environment So, interactive means that the learner actively participates in the learning process in the form of responses towards the source of education, which leads to the continuation of education. Contents 82 Examples of technological innovations that allow a great deal of interactivity are multimedia, interactive video, interactive museums, and video conferencing. https://www.youtube.com/watch?v=i1pgZv0H_jY Contents 83 Individuality: Most of the technological innovations allow the individualization of the educational requirements to suit the variables in the learners' personalities, abilities, aptitudes, and previous experience. Most of these innovations are designed to depend on the learner's self-stepping, and thus allow the time allotted for education to vary in length and shortness between one learner and another depending on his ability and preparations. Individual technological innovations allow within the framework of a group of educational attitudes, and this means that what is provided by the latest innovations and educational facts in an integrated system group leads to achieving the desired educational goals, and this is confirmed by theories on the educational self on the need to individualize educational attitudes to overcome individual differences among learners, And to reach all of them in the various educational situations to the same level Contents 84 of agreement according to the capabilities and aptitudes of each of them. Contents 85 Examples of Innovations: Modules Click this linkto read more about Audio Tutorial System https://www.researchgate.net/figure/Main-components-of-an- educational-module_fig1_25779786 Contents 86 Audio Tutorial System Click this linkto read more about Audio Tutorial System https://opentextbc.ca/teachinginadigitalage/chapter/9-5-2-audio/ Contents 87 Video tutorial System Click this linkto read more about Video Tutorial System https://www.techsmith.com/tutorial-camtasia-how-to-make-a- video-tutorial.html Contents 88 Computer Tutorial Systems Click this link to read more about Computer Tutorial Systems https://slidetodoc.com/software-documentation-dr-nouh- alhindawi-the-forms-of/ Contents 89 Personalized system of Instruction Click this link to read more about Personal system of Instruction https://www.slideshare.net/Vijirayar/multimedia-laboratory-psi-lci Contents 90 Variety: Technological innovations provide a diverse learning environment in which each learner finds what suits him, and this is achieved procedurally by providing a set of alternatives and educational options for the learner. Variety, especially interactivity on the one hand, and individuality on the other hand. Technological innovations differ in the amount of freedom they give the learner to choose alternatives, and they also differ in the amount of available options and their variety. The variety feature provides another advantage for the technological innovations used in the field of education, which is that it focuses on stimulating the learner’s mental abilities through a variety of stimuli that address the different senses, so the learner can watch moving pictures or still images, and he can also deal with written and audio texts, music, sound effects, and graphics. And linear formations in all its forms. Contents 91 Virtual reality technology has also been employed in many technological innovations, especially in interactive multimedia programs provided by the computer - where the learner can go through a semi-real experience that allows him to sense moving fixed objects as if they were in their real world in terms of their embodiment, touch and interaction. Visit this link to read more: https://irusu.co.in/virtual-reality-vr-in-education-2020-7-important-benefits/ Contents 92 Universalism: Universalism in technological innovations means the abolition of restrictions related to time and place, openness to various sources of information and communication with them, spreading knowledge in distant places in the world and transferring it from evidence to another. around the world to obtain the information it needs in all fields of science, through the various services provided by the Internet. https://in.pinterest.com/pin/732820170593202669/ Contents 93 Integration: The components of technological innovations are numerous and varied, and the designers and developers of these innovations consider the principle of integration between the components of each innovation, so that the components of each innovation constitute an integrated system. Small educational units (Modules), its components form an integrated system: Where consistency is considered between the objectives of the small educational unit and its content, activities, and methods of evaluation, and in individual education strategies, the small educational units are used only through a comprehensive system in which these units are integrated with the rest of the components of the system to achieve the desired goals. Contents 94 Accessibility: There is no doubt that the user of technological innovations must have access to various educational options and alternatives at a time that suits him. Also, these alternatives and options must provide him with the content, activities, and evaluation methods he needs in easy and accessible ways, and the feature of availability using multimedia. in educational purposes. As it enriches the educational environment with various stimuli and many alternatives and makes control of the presentation style and its rate in the hands of the learner, it also diversifies the patterns of reinforcement for the learner and uses some technologies associated with super-means and super-texts sometimes within its presentations to give the user more information about the access he is studying. Contents 95 Visit the linl to read more: https://bohatala.com/advantages-and-disadvantages-of-online- classes/ Contents 96 Electronic devices: Many technological innovations require the availability of advanced electronic devices that operate in a digital manner, such as computers, digital cameras, information network systems, computer peripherals, and means that are characterized by mechanism, speed, and accuracy in processing and presenting information that has been taken into consideration in order to reduce processing and retrieval time. Contents 97 Comprehensive quality: The effectiveness of technological innovations appears considering an administrative system that provides its requirements and prepares the necessary environment for its use. The design of technological innovations in any of its physical aspects represented in hardware and tools, and its intellectual aspects represented in educational materials and software is linked to the overall quality, as quality control systems are present in all stages of designing innovations. It is natural for the effectiveness of technological innovations to appear only in the presence of a control system in an environment that allows providing its requirements. Contents 98 Quality in web-based course design Visit this link to read more: https://wiki.ubc.ca/Quality_assurance_designing_quality_onlin e_course Contents 99 Requirements For Employing Technological Innovations: Variables that determine the adoption of the innovation Visit this link to read more: https://www.slideshare.net/naveenkumargattupalli/rate-of- adotion-of-an-innovation Contents 100 Requirements that must be met for the success of the deployment, employment and installation of innovations are: 1- Awareness of innovations and their study: The first requirement is to be aware of developments and recent trends in educational technology itself and its tools. Studying the novelty itself is necessary in order for us to be able to define its characteristics, capabilities, benefits and benefits, the goals and aspirations that it can achieve, the problems it contributes to solving, its limits and obstacles, and the procedures for publishing and implementing it..etc. All of this is clearly defined, so that we can describe this novelty. To solve certain problems that the system suffers from, and it is the most appropriate and effective solution. Contents 101 2- Feasibility study: This is to ensure the economic and educational return of the innovation, compared to traditional methods, or even other similar innovations, and this is done before starting planning to save time, effort and money, if the study proves to be useless. 3- Proper planning for update: Planning must be accurate, careful and comprehensive of all factors affecting the new project. It also includes drawing up a plan for applying the innovation in gradual stages and includes the involvement of teachers or faculty members in all its steps. Proper planning of innovations requires the application of the educational technology entrance, according to systematic and studied steps, that study the entire reality, identify its problems, then determine the appropriate innovations, and the availability of conditions and material and human capabilities for the innovation, Contents 102 so that it can be installed in the body of the existing system, without a defect in the system or the innovation. Stages of the process of spreading the technological innovation Visit this link to read more: https://www.researchgate.net/figure/Rogers-five-stage-model-of-the-adoption- process-adapted-from-100-p170_fig1_325899176 Contents 103 4- Providing an atmosphere of modernization: Providing the appropriate environment for development and renewal is a major requirement, meaning preparing the structure of the existing educational system, and changing what is necessary to accept this innovation. A complete change, that is, unless the system itself changes, and nothing else works. 5- Funding: It is the major obstacle in front of many new projects. How many projects have been stopped because of the famous phrase “there is no budget”, and therefore funding sources must be identified, and ensured that it is available and fully secured before starting the project. 6- Providing human competencies: Creation requires competencies and human resources, which are necessary for project implementation and management, and include managers, experts, consultants, technicians, and employees. All required competencies must be identified and provided, before starting the project. Contents 104 7- Providing material requirements: necessary to implement the innovation efficiently and effectively, including the establishment of the infrastructure for the project, and the provision of all necessary devices and equipment in educational institutions. Technology Acceptance Factors Contents 105 Barriers to employing technological innovations in the educational process: "Rountree, Drake" believes that working to accept educational technological innovation is not an easy task, especially if you are in a hurry, and also because of the intense pressure on teachers that pushes them to return to traditional methods, and it does not stem only from the effort and pressure of innovation, but It also stems from the loss of security that the teacher finds in the traditional work known to him, and it is difficult for a few teachers, because they fear that they are described as incompetent teachers, in light of the standards used in the traditional methods, and in any case, the acceptance of any newcomer is not enough Because failure would be doomed if it were not "inherent". Dirk Rountree pointed out five obstacles that stand in the way of benefiting from technological innovation, which are: The lack of clarity of innovation in the think of Teachers. Teachers not having the kinds of skills and knowledge they need. Unavailability of required educational materials. Contents 106 Existing organizational arrangements conflict with the technological innovation Loss of motivation among teachers Skills in dealing with Technological Innovations: One of the basics of social and economic development in any country is the construction and development of the infrastructure of information and communication technology and the development of the needs of individuals in the information age to acquire new skills to deal with technological innovations to improve the values of the knowledge society, where the human element is the main pillar of human development for growth and development and cannot play this role If there is no development of his abilities and skills, examples of these skills are: Skills for dealing with educational materials: which are represented in: the skill of management and planning, the skill of circulation and use, the skill of preservation and maintenance, and the skill of indexing and borrowing. Contents 107 Self-Learning Skills, which include many skills such as: opinion sharing, verbal and non-verbal communication, self-evaluation, appreciation for cooperation, willingness to learn, benefit from the facilities available in the local environment, research and exploration, and Office skills. Internet skills, such as: E-mail, mailing lists, conversation, chatting, file exchange, news groupings, Telnet, Finger Service, Web service, and Video Net service. Self-management control skills: which includes many skills, including: the skill of setting goals and priorities, dealing efficiently with priorities at work, the skill of self-awareness and self- dialogue, the skill of dealing with others, the development of collaborative and team work skills, the skill of time management, The skill of dealing with stress, the skill of discovering and wishing for potential energies, the skill of using dialogue, problem analysis and decision-making, the skill of self-awareness, the skill of self- esteem and confidence-building, the skill of appraisal and self- monitoring. Informatics Skills, which include sustainable professional development skills, vocational education and training skills, and e- learning skills. Contents 108 Chapter Three Activities: Exercise 1: In the light of your study of innovations in educational technology, list the characteristics of the innovation that qualifies for adoption by the target group. Exercise 2: between the main ingredients and requirements for employing the technological innovation. Scan this QR code to test your knowledge in this chapter. Contents 109 Chapter four Learning and Content Management Systems Chapter Objectives: Dear student, after studying this chapter, you should be able to: 1. Define the concept of e-learning management systems. 2. CompareTypes of learning management system 3. Defines the concept of usable learning objects 4. Comparing the computer as a system (management, teaching and learning) and a content management system. 5. Defines the concept of Content Management Systems 6. Lists Key Features of LCMS Contents 110 Introduction: Education is considered one of the fields that have been affected by technological innovations, which have always benefited from various forms of development. When the railway lines appeared, the concept of distance learning appeared to solve the difficulties that some people face in attending universities and providing them with the opportunity to learn by correspondence. Today, the Internet is the mediator between learners and educational institutions, as rapid developments have led to the emergence of new forms that were not previously known. Contents 111 Innovations are happening so constantly and rapidly in the digital world that universities are struggling to meet the demands of today's learners, who have access to vast amounts of information. Types of learning management systems: There are three forms of these systems, they share some characteristics and features, and some of them have distinctive characteristics that may make them more suitable for the needs of users than the other two types, and one of those important features is the ability to deal with Reusable Learning Objects, which are referred to as RLO. Before discussing the three forms, it will be useful to review this concept quickly to help us better understand the following ideas. Click here to watch this video Contents 112 Contents 113 Reusable Learning Objects: ‫الترجمة طويلة جد ًا وال يمكن‬ This concept is one of the modern concepts related to Instructional Design. It appeared in the late twentieth century and refers to the parts that can be transferred and reused from any lessons that are presented digitally, so that they can be used again as part of any educational process that is prepared for later, which eliminates the creation of new objects each time and facilitates the creation of lessons and reduces cosvt and increase its efficiency. https://blog.citl.mun.ca/instructionalresources/what-are-learning- objects/ Contents 114 A lesson that is presented digitally can divide its contents into chunks, which may be images, video files, or the like, and in this case, they are called Objects that are stored in a digital repository so that the user can search for them while designing any new content and reuse them directly to achieve Target new content without having to design new objects. There are Three Types of Learning Management System as following: 1.Content Management Systems (CMS): CMS It is an abbreviation for the term Content Management System, which is a Web Application that gives the ability to one or more users (with controllable powers) to manage the content of a website on the Internet without necessarily having experience in programming the site. Management means Contents 115 creating, modifying, publishing, archiving, the contents of a website Online. To clarify more, the reason for using content management systems is the ability of a group of users to manage different parts of one site on the Internet, with the ability to control the access of each user to the part allocated to him. Content management systems contain repositories in which objects are stored for reuse again, as they support the creation of objects for reuse more than once to facilitate content management on the Internet, and it is worth noting that content management systems in their traditional form in their infancy were related to publishers, electronic portals, and news agencies These systems take care of creating, arranging, and organizing content. Jones believes (Jones, 2011) that content management systems are not suitable for educational purposes, because they Contents 116 are mainly designed to transfer, manage, store and retrieve information again. on the content. Sometimes the concepts of Content Management System and Course Management System are confused. Thus, he clarifies the difference between the two terms, and indicates that course management systems are more advanced than content management systems because they include content delivery, monitoring of learners' activities, collaborative work between learners, feedback, tests, and achievement files, while content management systems focus on creating content in a way that Store information in the form of reusable objects. Contents 117 Benfits of CMS You can read more via this Link: https://www.caseyprinting.com/blog/2011/general-info/understanding-content- management-systems Other times, content-authoring tools are referred to under this type, and they are tools that are software programs used to produce multimedia to be published over the web or in the form of computer files, such as Flash and PowerPoint. Contents 118 Examples of Content Management Systems: Most content management systems are free, but some ask for a small fee in exchange for more features. Below is a some of examples of content management systems. Examples of Content Management System Contents 119 2. Learning Management Systems LMS: LMS It is an abbreviation for the term Learning Management System, and it is a digital system specially designed to manage electronic courses and allow collaborative work between the teacher and the learner, as this system manages all these aspects through automation of learning management processes. The educational process, a list of students' names, managing the process of entering students' grades, printing certificates, and displaying test results. It is a system that helps manage the educational process. Contents 120 Learning management systems deliver content to learners without having authoring tools. In this way, the learning management system is not only a system specialized in creating and developing content. Contents 121 3. Learning content management systems (LCMS): It is an abbrivation for Learning and Content Management

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