Module BAE2433 Media Resources in Teaching Course Manual PDF

COURSE MANUAL MODULE BAE2433 MEDIA RESOURCES IN TEACHING INSTRUCTIONS  Lecturer should discuss more than what is summarized here, especially, in terms of methods of delivery.  All the Topics as per the Syllabus should be touched duri...

COURSE MANUAL MODULE BAE2433 MEDIA RESOURCES IN TEACHING INSTRUCTIONS  Lecturer should discuss more than what is summarized here, especially, in terms of methods of delivery.  All the Topics as per the Syllabus should be touched during the Contact Hours.  This document is only a synopsis. The content in this document is not sufficient for students to write answers at the examination.  Students need to read more on the given Topics. (40% Lectures and 60% Self Learning.)  References – are the sources which had been used in compiling this document. Therefore, Students do not have to refer in their learning. DISCLAIMER This is a free distribution, based on the request of KASP Leaning Campus of Sri Lanka; this compilation is authorized by the university to be referred by undergraduate students of Bachelor of Education – TESL for academic purpose, not for any commercial activity. Reproduction and distribution to Third Party/ies without written permission of the owner is prohibited. This Compilation contains a set of notes to help the Lecturer and the students. The University will take limited and reasonable care to ensure that it does not knowingly infringe the copyright of anyone. If it is suspected that information on this is infringing the copyright of someone, the local office of University in Sri Lanka, should be informed so that appropriate action can be taken. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 1 TOPIC CONTACT BAE 2433 Media Resources in Teaching HRS CONTENT 1 The Evolution of Higher Education – Learning in the new Millennium. 3 Advantages of using ICT in Education. Factors that facilitate ICT Learning. Understanding the Functions of Traditional and Contemporary Media. Characteristics of Media. Media Literacy – Verbal and Visual Learning. Information Literacy. Integration of Media and Information Literacy. 2 The Role of Digital Technologies In Education. 3 New Technologies and New Educational Models. Conceptual Framework for Emerging Technologies. Stages of Developing an Instructional Design. Electronic Smart Board in Education. 3 Digital Media use and Implementation Role of Cooperative Learning. 3 Technology Tools: From Web 2.0 to 3.0 and beyond Internet and WWW As Learning Tools Blogs/RSS Feeds Online Journals Listservs/Electronic Discussion Lists The "filter bubble" Teleconferncing 4 Improving teaching via Social Media. 3 Social Media and Tools for Teaching, Interaction and Combined Learning. Uses of Search Engines. 5 …and Mobile Learning. 3 Application of Mobile Apps and Interconnectivity. 6 … Roles of the Google + Community and Twitter Chats 3 CONTINUOUS ASSESSMENT – M I D 7 Online and Blended Learning. 3 Flipped Classrooms. Massive Learning. Storyboarding. 8 Personalization of Digital Teaching Platforms. 3 Selection of Relevant Media for Classroom. Uses of Educational Portals. Using Open Source Digital Media, Freeware, And Shareware to Enhance Learning. 9 3 Audio and video tools, editing and communication strategies 10 Fostering Learning Communities 3 Google Classroom, WebCT, Blackboard, Moodle, Online Chat in Education, Multi-Media Approaches etc. Using Media for Curriculum Design and Evaluation Future Concerns and Ethical Issues TOTAL 30 BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 2  HOW TO ASSESS YOUR STUDENT NOTE : Please refer to the respective module you are assigned to and ensure the students are assessed accordingly. (Excl: Mid / End Exams). Summative Continuous (End Exams) Written (Mid) 50 Presentaion - Micro Teaching - 100 Assignment - Others - Written (End) - Code Module Marks 100 Marks Marks 100 Marks 100 Marks 100 Marks BAE 2433 Media Resources in Teaching 20% No Presentation 10% - Practical 10% - 60% BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 3 LECTURE 1 The Evolution of Higher Education- Learning in the New Millennium Learning in the new millennium is generally based on ICT. Information and Communication Technology (ICT) is a general term for any communication device or application, including: radio, television, cellular telephones, hardware and software for computers and networks, satellite systems, etc., as well as various related services and applications, such as video conferencing and distance learning. The integration of computers and communication technologies creates excellent opportunities to organize, to achieve the learning goals, update and engage with each other substantially across a wide geographic separation. This growth has the ability to alter the essence and process of the learning system, contributing to another learning society. Intuitiveness, adaptability and comfort have become the demand of the day in the improved ICT world. ICT opens the doors to a new culture of learning as it empowers learners around the world to create, change and exchange thoughts and data. In order to develop critical thinking, innovative thinking and problem solving abilities, it helps to foster learner-centered collaborative learning concepts. This has paved the way for the evolution of higher education. Advantages of using ICT in education  Allows students to learn anywhere and at any time  More successful learning (e.g. contributing to the growth of academic skills).  Provides teaching to the needs of learners.  Provides individual contact with dedicated teaching (student-lecturer).  Education is productive (e.g. request less human resources).  You should literally sit down at the expense of formal schooling.  Promotes students to study individually.  Efficient education  Providing guidance according to the needs of students  Providing education in broad geographical areas E-Learning readiness is an initial part of the growth of e-Learning. The realization of ICT in education is now established by e-learning. As quoted by (HEFCE 2005) "e-learning is any ICT- using learning process". E-Learning refers to the use of ICT in tertiary education to enhance and/or facilitate learning. Students and teachers see e-learning as a medium for more productive education, such as providing opportunities for more personalized instruction in conjunction with students' personal needs and encouraging individual learning. "E-learning is certainly a benefit in the use of ICT in education and is actually cited: "Education plays an increasing role in the lives of learners, learning and training organisations" by (Lewis et al., 2003) and as e-learning by (Knight, 2003) explains "The catalyst that is transforming the entire learning paradigm in this century." BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 4 Factors that facilitate ICT learning Research in the field of the use of technology by teachers in the classroom describes a dynamic pattern of interrelated variables that are considered to be determinants of the effective implementation of ICT in education. Taken together, research narrowly defines factors that promote teachers' use of ICT in schools as either originating from the external environment or teachers' personal characteristics, including the views, values and behaviors that are deemed likely to impact them. Moreover the following factors facilitate ICT learning; 1. Further teaching Materials 2. Enthusiasm for Self 3. Rapidly changing 4. Consuming less time 5. Incentives for the incorporation of ICT teaching tools 6. Quick Network connection 7. Periodical Evaluation 8. Dependability 9. ICT Tools preparation 10. Adequate technical stuff 11. In-place and in-time Hardware and Software availability 12. Some software is simple to understand and use. 13. Superiors' Initiation 14. Positive remarks about ICT software being used. 15. Strong input from students on ICT supported teaching. 16. Easy over chalk and chats It has been shown that a greater sense of computer self-efficacy affects the preference of individuals about computer use and adoption in general. Research has indicated that for teachers, a clear sense of machine self-efficacy among teachers influences both how much and how ICT is used in daily teaching practice (Compeau et al., 1995; Chang & Tung, 2008; Papastergiou, 2010). Understanding the functions of temporary and contemporary media The amount of research on mass media and their power is exceptional, given that the field was only created in 1960. Until then, media research was carried out by the Departments of Psychology and Sociology (Wimmer, Dominick 1997: 37f). Media are considered to be of importance in shaping the public awareness when addressing the powerful role that vacancy plays in the perception of the cityscape, its urbanity, vitality and safety. The media act as cultural message transmitters, allowing the masses to understand what are considered acceptable forms of behavior. However, cultural transmission is evolving. When enough people embrace it and when the media reports on it, what was once taboo can become the norm. Media also serve as educational and entertainment cultural transmitters. People were forced to entertain themselves long before the advent of the mass media. They may have taken part in BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 5 operations or attended live events. The advent of mass communication allowed viewers and listeners from wherever they are to see and hear and learn in real time. Platforms for social media take that entertainment factor even further. In order to deliver your entertainment, we no longer need to rely on radio broadcasters or producers. For hours, any kid with a smartphone can upload a video to YouTube and make us laugh. What and how we learn about politics and our own political opinions is affected by the mass media, most significantly through its news, reporting and analysis. Television is also part of the process by which people learn the values of society and come to understand what society expects from them, along with family, schools, and religious organizations. In this regard, the impact comes mainly from programming for entertainment. Characteristics of Media The slow flow of messages can be seen as an expression of media characteristics. The bundled flow of messages can be considered an expression of a media characteristic. Both features describe a medium's relationship to its messages. In another instance, simultaneous and parallel interfaces between communicators involve both interface symmetry (both communicators have the same interface) and a synchrony requirement (both communicators must use the medium at the same time). Synchrony as well as interface symmetry can both be regarded as media characteristics. Both features describe a medium's relationship with its users. Media can be said to have message features, including the speed of the message, the distance a message can traverse, the persistence of a message, and the bandwidth of the medium. Media, including audience size, interactivity, synchrony, ease of use and interface symmetry, can also be said to have communicator features. Media Literacy- Verbal and Visual Learning  A 21st century approach to education is Media Literacy.  It offers a framework for accessing, analyzing, evaluating and creating messages in a range of forms, from print to video to the Internet.  Media literacy builds an understanding of the role of media in society as well as of the essential skills of inquiry and self-expression necessary for democratic citizens. What is important to understand is that it is not about "protecting children from unwanted messages through media literacy. Although some groups are urging families to just turn off the TV, the reality is that the media is so embedded in our cultural environment that we can still escape the media culture of today even if you turn off the set. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 6 Media literacy, therefore is about helping students in all media forms to become competent, critical and literate so that they control the interpretation of what they see or hear rather than allowing them to be controlled by the interpretation. It is possible to measure verbal and visual learning styles, that the visual learning style is quite distinct from the construct of "vividity of dreams" that dominated the previous instrument, and that the style scales show a predictable correlation pattern with their hypothesized underlying abilities. The most appropriate source of learning styles is content skills (verbal and spatial). For example, it may be that the essence of the "visual style is not the visual modality, but rather the type of processing that such input tends to promote. The visual style can rely on simultaneous processing and the verbal style on successive processing under the terms used by Das, Kirby, and Jarman (1979) (Kirby, 1984). With visual learning strategies, a visual learner may approach a standard learning task (see Holley & Dansereau, 1984), while a verbal learner may use more verbal techniques. In the simplest case, in a memory task, a visual learner may employ imagery strategies spontaneously, while a verbal learner may tend toward more verbal associative or elaborative strategies. The lack of connection between the style of visual learning and the test of spatial relationships, however should be remembered: the effect of learning styles may be confined to relatively complex learning tasks or learning strategies. Information Literacy "Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'" Information literacy (IL) has for many decades been building a strong foundation in higher education, and collaborations continue to proliferate between librarians and educational disciplines. This opening chapter on IL in education provides some context, including international standards and efforts, covering the importance of IL in general and as applied to lifelong learning and educational accreditation. It briefly discusses IL's history and how important it has become globally as society continues to travel through the digital revolution and touches on metal-alphabetism and transdisciplinary research movements. Integration of Media and Information Literacy into Teaching Approaches to Teaching Media Literacy 1. Media Arts Education Approach 2. Media Literacy Movement Approach 3. Critical Media Literacy Approach BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 7 By creating art and media, students are taught to value the aesthetic qualities of the media and the arts while using their creativity for self-expression. It is vital that all individuals develop the understanding and ability to express their ideas creatively through multiple forms, including multimedia, in the 21st century. In addition to the advantages of media composition and creative expression, the abilities developed by students through media production are marketable and increasingly integrated into courses focusing on professional development or research experiences in applied disciplines. [the media literacy movement] approach attempts to expand the notion of literacy to include popular culture and multiple forms of media (music, video, Internet, advertising, etc.) while still working within a print literacy tradition A more general level of media literacy concepts and outcomes characterizes the approach of the media literacy movement. Although some are critical of this strategy, this level of media literacy in many courses is appropriate. Fundamental skills in media literacy are an important foundation for becoming a critical media consumer. [Critical media literacy] focuses on the critique of ideology and the analysis of the politics of representation of crucial gender, race, class, and sexuality dimensions; the incorporation of alternative media production; and the extension of textual analysis to include issues of social context, control, resistance, and pleasure. Media in all forms conveys intentionally constructed information from a particular perspective (bias) that stems from individual experience and context. Although certain disciplines have developed understandings and methods of media examination through a critical lens of media literacy, many are not, but are nevertheless greatly influenced and impacted by specific representations from both mass media and discipline. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 1/ Page 8 LECTURE 2 The Role of Digital Technologies in Education Digital technology can be utilized with planning and creativity to create meaningful learning experiences that will serve both students and instructors well. As a powerful teaching tool, technology has a role to play. In our lives, the role of digital technology has become more apparent, but it has become important for students in our educational system. This is seen by the increasing amount of technology, from smartphones to tablets and laptops that students use. There have been great advances in the classroom, from smartboards to computer labs and online curriculum, in addition to the technology students’ use. While some technologies may have drawbacks, such as cyberbullying and plagiarism, they are vastly outweighed by the benefits of educational technology. In education, digital technology is used for many things, including building the curriculum for teachers, increasing student productivity, and even finding a common ground between school and home life. In addition, digital technology's influence on education has pushed for further integration, affecting schools all over the world. New Technologies and New Educational Models Most countries around the world are trying to implement new teaching and learning techniques using information communication technology in their learning process. To support and improve learning, many different kinds of technology can be used. Everything has been used in classrooms, from video content and digital filmmaking to laptop computing and handheld technologies (Marshall, 2002), and new technology applications such as podcasting are constantly emerging. In the classroom, various technologies deliver various types of content and serve different purposes. For instance, word processing and e-mail promote communication skills; organizational skills are promoted by database and spreadsheet programs; and software modelling promotes the understanding of science and math concepts. It is important to consider how these electronic technologies vary and what characteristics make them important as vehicles for education. Technologies currently available in classrooms range from simple tool-based applications (such as word processors) to online scientific data repositories and primary historical documents to handheld computers, closed-circuit television channels and two-way dividers. You can even use the cell phones that many students now carry with them to learn. Computers and the Internet are the most important communication tools and instruments for learning and teaching using new technologies. The Internet is a complicated repository that contains a huge labyrinth of data from a variety of sources. For many people worldwide, it has become a prominent source of information. In order to ensure that students use the Internet effectively as a learning tool for various genuine learning activities, such as conducting research on a given subject or finding relevant information for an assignment, schools and universities need to consider how technology-based educational programs are installed. In the educational field, the Internet can provide the following three basic types of tools: research tools, communication tools, and construction tools. BACHELOR OF EDUCATION_TESL Lecture 2/Page 1 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Many countries use new learning and teaching technologies in their national education programs, such as the ADDIE model - the five phases-analysis, design, development, implementation and evaluation; Conceptual Framework for Emerging Technologies Emerging technologies present challenges and threats to existing competitive advantages for organizations, as well as opportunities for organizations to take the lead in entirely new areas long before competition takes root. The need to track the technological horizon is crucial. Emerging technology is a series of potential investments that can have a serious business impact. Assessing the technology landscape, making intelligent choices and advocating for the right technology will help safeguard the future of the organization. Not all emerging technologies however are relevant, and not everyone lives up to their promises. Professionals must evaluate new technologies for their impact, relevance and likelihood of success in order to choose the right technology for your company. The wrong choice can be expensive, whether you choose to adopt or ignore a new piece of technology. Organizations of all sizes measure analyze and plan where they invest in technology every year, but there is still no commonly accepted framework for analyzing and assessing emerging technology. Stages of Developing an Instructional Design For the development of online training courses, every organization has its own process. A linear process is followed by some organizations, while others prefer an iterative one. Some organizations prefer to work on the entire training at once while others prefer to identify and simultaneously develop small segments within the training through collaboration. There are several factors influencing the decision of an organization to follow a certain process: training requirements, customer expectations, instruments, time for development, flexibility, complexity, budget, etc. Step 1: Analyze Requirements Needs for business & training Profile of Learners Contents Technology Branding BACHELOR OF EDUCATION_TESL Lecture 2/Page 2 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING  Step 2: Identifying learning goals Step 3: Create design Step 4: Build a Storyboard Step 5: Create a Prototype Step 6: Create training Step 7: Supply training Step 8: Assess the Impact Electronic Smart Board in Education A large interactive display in the form of a whiteboard is an interactive whiteboard (IWB), also known as an interactive board or smart board. It can either be a standalone touchscreen computer used to perform tasks and operations independently, or a connectable device used to control computers from a projector as a touchpad. They are used in a variety of environments, including schools at all educational levels, in corporate board rooms and work groups, in professional sports coaching training rooms, in broadcasting studios, and others. For the office use, the first interactive whiteboards were designed and produced around 1990, they were developed by PARC. In small group meetings and round-tables, this board was used. A standalone computer or a large, functioning touchpad for computers to use can be an interactive whiteboard (IWB) device. On the attached computer, a device driver is usually installed so that the interactive whiteboard can act like a mouse as a Human Input Device (HID). The video output of the computer is connected to a digital projector so that images on the interactive whiteboard surface can be projected. The user then calibrates the whiteboard image by using a pointer as necessary to match the position of the projected image in reference to the whiteboard. After this the pointer or other device can be used, just as one would usually do with a mouse, to activate programs, buttons and menus from the whiteboard itself. If text input is required, the user can invoke an on-screen keyboard or use handwriting recognition. BACHELOR OF EDUCATION_TESL Lecture 2/Page 3 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING LECTURE 3 Digital Media Use and Implementation Role of Cooperative Learning Digital media refers to any media encrypted in machine-readable formats. Digital media on digital electronic devices can be created, viewed, distributed, modified and preserved. Digital media refers to any data that is transmitted through a screen to us. This includes text for viewing on the internet, audio, video, and graphics that are transmitted over the internet. Impact  The digital revolution  Disturbance in industry  Individual as content creators  Web-only news  Copyright challenges Nevertheless, with the constant changes in technology, one cannot deny the power that digital media has over our way of life. On a daily basis, it changes the way we educate, entertain, publish and interact with each other. And digital media is pushing the business world out of the industrial age and into the information age as a result of this influence. In order to fit a digital strategy, business plans are being adapted. We're not writing stuff on paper with pens anymore, but communicating through digital devices instead. How useful is Digital Media?  Digital Media Enables Social Interaction  Social Media and Recognition of Brands  Digital Media Levels the small business playing field  Digital media aligns with how Consumers Shop Cooperative learning is an effective and evidence-based teaching method for inclusive classrooms. “Cooperative learning is a teaching strategy that emphasizes learning that is facilitated by students rather than the teacher” (Hinson, 2015) It represents a shift from traditional classrooms in lecture style to more brain-friendly environments that benefit all students. The question of whether schools have the necessary resources and teachers have the necessary professional skills for the implementation of inclusive education is often overlooked. The implementation of the convention brings new challenges to the classroom. Inclusive classrooms require inclusive teaching, which means that it is necessary to implement a paradigm shift from a teacher-centered education to a student-centered education. An inclusive classroom does not do justice to the traditional role distribution between teachers and students. A more auto-didactic approach replaces the conventional transmission of knowledge and skills. As a result, the educational requirements for students and educators are changing. There are countless studies on cooperative learning, but only limited research highlights the new role that a teacher has to play in implementing cooperative learning in inclusive classrooms. BACHELOR OF EDUCATION_TESL MODULE BAE 243_ MEDIA RESOURCES IN TEACHING Lecture 3/Page 1 1. Technology Tools : From web 2.0 to 3.0 and beyond The evolution of electronic commerce has broadly affected a recent major shift: Web 2.0. This shift in paradigm represents the shift of the Internet from a goods and services market to a marketplace that is socially centered and user-driven. Web 2.0 is not created by business or by the economy, but by millions of users. Web 2.0 is a medium that is participatory. We may understand Web 2.0 loosely as the second or the new Internet. The new era of Web 2.0 is that anyone can explore, join, build or leave any web community and can create and post content on the Internet. Web 2.0 is a broad range of websites that promote interaction and collaborative work in a nutshell. Not only do users consume content, but they also create, produce, edit, and remix content. The idea of remixing is really an essential part of Web 2.0: not only users can create their own content, but they can mix this content with other content, thus adding value and creating something new, but they release their original work to be remixed by others. YouTube and the family photo album Flickr are obvious examples of this line of thinking. Within a few short months, YouTube has enjoyed uploads of several million videos and has indeed become the tube of the chip culture functionally. In the long run, when everyone can create their own video program, this may become a threat to traditional television. 1.1. Internet and WWW as Learning Tools For most people, the Internet has universal appeal. For our daily routines, we have become dependent upon it. Using the Internet, we shop, send mail, read the news, look up movie reviews, etc. We rely on this service, because it made our lives easier. We advocate the use of similar technologies in the classroom because we are convinced that the best way to educate our children is to use computers and to have access to the Internet so that they can have an equal opportunity to reach their potential and achieve their objectives. It is true that a great source of information is the Internet. Its value is immeasurable as a resource. The Internet can be a great information resource. For the benefit of both students and educators, research can be easily planned and implemented. The Internet is a great tool for research. The Internet is a public forum and as such, all kinds of people have access to it. 1.2. Blogs/ RSS Feeds A blog is a discussion or information website published on the World Wide Web consisting of discrete, often informal text entries in the diary style (posts). Posts are typically shown in reverse chronological order, so that at the top of the web page, the most recent post appears. For personal use, there are many reasons to start a blog. Blogging has a very straightforward purpose for business, projects, or anything else that might bring you money. As a company, we depend on customers to keep purchasing our products and services. As a new company to capture their attention, we rely on blogging. Website would remain invisible without blogging, whereas running a blog makes us searchable and competitive. BACHELOR OF EDUCATION_TESL MODULE BAE 243_ MEDIA RESOURCES IN TEACHING Lecture 3/Page 2 So a blog's primary purpose is to connect to the relevant audience. Another is to increase your traffic and send your website with quality leads. The appearance of blogs has shifted over time, and blogs include a wide range of items and widgets these days. However some standard features and structures are still included in most blogs. Here are common characteristics to include in a typical blog: Header with navigation bar or menu. Area of primary content with highlighted or recent blog posts. Social-profile sidebar, favorite content, or call-to-action. A footer with appropriate links, such as a disclaimer, privacy policy, contact page, etc. 1.3. Online Journals An electronic journal is a periodic publication that is published on the Internet, usually in electronic format. There are several advantages to electronic journals over traditional printed journals: 1. To find articles on a certain subject, we can browse the content pages and/or the full text of journals. 2. On our desktop, we can read journal articles. We don't have to be in the library. 3. We can send articles by e-mail or download them for printing. 4. The article will be available always even when the library is closed. 5. Within individual journals or articles, hypertext links allow to move to different sections and can link to related Internet resources. 6. More images and audio-visual materials can be included in journals. 7. Journals can be interactive - with our comments, we can e-mail the author or editor. 1.4. Listservs / Electronic Discussion Lists A mailing list of individuals sharing a common interest is a listserv. When someone posts a message to a listserv, the message will be received via e-mail by all the people subscribed to that list. Subscribers can either react to the person or to the list as a whole. The traffic for each listserv varies, but unsubscribing is just as easy as subscribing if you feel the amount of messages is overwhelming. Electronic discussion lists are a way for professionals, scholars, and enthusiasts who are geographically separated to gather and communicate on a subject of interest. BACHELOR OF EDUCATION_TESL MODULE BAE 243_ MEDIA RESOURCES IN TEACHING Lecture 3/Page 3 A listserv allows a person to send an email to the list, which then sends that message transparently to the email addresses of all the list's subscribers. The technical term for the "back office" that manages almost every electronic newsletter, newsletter, deal alert, school newsletter, customer loyalty program, and many others is listservs. But they can be so much more than just news tools and alerts. They can be powerful professional tools for keeping up with your colleagues in your field and sharing data. Electronic discussion lists: The most common type of electronic discussion lists is the unmoderated list, which means that every message addressed to the mail list is sent again by a fully automated computer service, no matter how relevant (or irrelevant). No intelligent agent filters the discussion or moderates. Unmoderated lists have a high noise to signal ratio, which means that unmoderated electronic discussion lists distribute a lot of trivial messages. 1.5. The “Filter Bubble” A filter bubble is a state of intellectual isolation that can allegedly result from personalized searches when a website algorithm selectively guesses what data a user wants to see based on user information, such as location, past click-behavior and search history. 1.6. Teleconferencing The live exchange and mass articulation of information between several individuals and machines remote linked by a telecommunication system is a teleconference or teleseminar. To refer to teleconferencing, terms such as audio conferencing, telephone conferencing and phone conferencing are also sometimes used. A telecommunications system may support a teleconference by providing, one or more means, one or more of the following: audio, video and/or data services such as telephone, computer, telegraph, teletypewriter, radio and television. Internet teleconferencing includes conferencing with internet telephones, video telephony, web conferencing, and conferencing with augmented reality. Internet telephony involves conducting an Internet or a Wide Area Network teleconference. Voice via Internet Protocol is a key technology in this area (VOIP). The potential to reduce the cost of group meetings is one of the major benefits of teleconferencing. Savings come mainly from lower travel expenses. BACHELOR OF EDUCATION_TESL MODULE BAE 243_ MEDIA RESOURCES IN TEACHING Lecture 3/Page 4 LECTURE 4 Improving Teaching via Social Media The influence of social media on contemporary society, based on technology, is undeniable. It is a phenomenon that changes people's communication habits, creates business opportunities, provides advertising for different organizations and individuals, encourages information sharing, and affects life in other ways. In the late 1970s, an idea was born, along with the advent of the Internet, that connected computers turned the network into a great forum to discuss common topics of interest. This idea was developed later on, and as a result, Web 2.0 technology was created. As a result of Web, social media emerged. Social media can be used as an educational tool: private learning environment, open distance learning, enhancement of teaching and learning experience. Social media therefore has an undeniable impact on education and is a tool to improve the experience of teaching and learning. Social Media and Tools for Teaching, Interaction and Combined Learning Social media is a fairly widespread subject that includes social networking (e.g. LinkedIn, Twitter), production of content (e.g. Wikipedia), video and photo sharing services (e.g. YouTube), virtual worlds (e.g. Second Life) and websites (blogs). Therefore, social media has various services that can be used in different ways to improve the experience of teaching and learning. Different social activities have different functional traits: identity, conversations, sharing, presence, relationships, reputation and groups. Specific social media sites may have various characteristics (e.g. YouTube is mainly about sharing, but as important are the conversations and presence). It can be shown, according to these characteristics, how social media and its respective characteristics can be used to improve teaching and learning experiences. First, social media allows students and teachers to establish a clear, much more convenient and interactive relationship. Subject identities, teachers and students are created, discussions are conducted, all kinds of content are shared, there are no time or place constraints. Because social media is accessible to most people, teachers and students receive information quickly and easily at any time, which enhances transparency. The teacher or student can explain their choices to everyone, conduct surveys, provide additional information that may have been reduced or omitted entirely due to lecture time constraints. Social media can help manage schedules and make announcements, send out reminders, upcoming events and schedule changes, which will be seen by students at the appropriate times for them. There are various other features that can enhance the teaching and learning experience, such as hashtags (#) that can be used by teachers and students to identify subjects. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 4/Page 1 How can they use other Social Media Services? 1. Social networking, a platform for two-way communication, can provide tools to build communities. For instance, teachers constantly communicate with students through Facebook while teaching advertising management. Students themselves express the desire not to communicate through the university system or e-mail, because in their daily life they use Facebook and would see my messages earlier. This allows us to create a study group on Facebook, where we discuss news, share ideas, ask questions and interact. 2. As social software for sharing knowledge, team work, collaborative writing or making small projects, content production services such as Wikis can be used. 3. Video and photo sharing services (slide sharing or audio sharing can also be included in this category)-teacher can provide various types of content on the subject, and information would be visually interesting in this way. It can be more attractive for students to use different formats and can better represent a specific situation. 4. Virtual worlds: online real-world simulation: In the learning process, this service can be used to conduct research or as a platform for communication. 5. Diary-type websites (blogs) can easily be used as an instrument for teaching or learning. The teacher and the student can both create blogs about the topic. Blogs of professionals from specific fields, projects and other useful teaching and learning blogs can also be followed. In teaching and learning, there are two main processes used in Social Media: 1. Creation and Sharing of Content; 2. Involvement; Both processes involve teachers and students, so a two-way interaction is started and better relationships are established. Students can better understand the subject because of social media, any time, any place gives questions, discusses, works in groups over a distance and enhances learning experience in other ways. Because of social media, teachers can use different formats to present the subject, get feedback on students' understanding of the subject, share information with all students regardless of their own or student location, explain their choices and also present additional topics or otherwise enhance the teaching experience. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 4/Page 2 Uses of Search Engines and Mobile Learning Search engines are programs that use keywords to search for information on the World Wide Web and FTP servers. In the beginning, the search engine term refers to the hardware used for text search, but at the moment, search engines refer to the use of software systems for retrieving information from large databases by means of a set of queries. Along with the development of website technology, search engine technology has evolved. Every day the number of search engine users is also rising rapidly. The Present use of Mobile Learning in the Classroom Students are confident that they will not be stranded with their mobile devices and will be able to find anything that they want to find, right at the moment they need it. The mobile device helps students achieve it faster, whether it is general information on the internet or it is information related to their course. Mobile learning efficiency deals with achieving something with the least possible resources, at the least possible time, and technology has certainly helped us to achieve this over the years. In particular, mobile technology gives us the privilege of sending emails instead of typing and posting letters, even responding to emails on the road rather than having to wait until you get to the office, receiving feedback from executives via a company chat service rather than having to wait to return to work before receiving it. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Lecture 4/Page 3 LECTURE 5 Application of Mobile Apps and Interconnectivity A mobile application is a type of application software, most commonly referred to as an app, designed to run on a mobile device, such as a smartphone or tablet computer. Mobile applications often serve to provide users with services that are similar to those accessed on PCs. Apple Inc. and its App Store, which offers thousands of apps for the iPhone, iPad and iPod Touch originally popularized this use of app software. An app, web app, online app, iPhone app or smartphone app can also be known as a mobile application. Mobile apps are a step away from the integrated software systems that are usually found on PCs. Alternatively, each app offers restricted and isolated features such as a game, calculator or mobile web browsing. While apps may have avoided multitasking because of the early mobile devices' limited hardware resources, their specificity is now part of their desirability because they allow customers to hand-pick what their devices can do. PC-based applications are taken from the simplest mobile apps and port them to a mobile device. This technique is somewhat lacking as mobile applications become more robust. For the mobile environment, a more sophisticated approach involves developing specifically, taking advantage of both its limitations and benefits. Apps that use location-based features for example, are inherently built with an eye to mobile from the ground up, since the user is not linked to a location, as on a PC. Apps are split into two broad categories: native applications and web applications. Native apps, generally iOS or Android, are built for a particular mobile operating system. Native apps enjoy better performance and a more finely tuned user interface (UI), and before they are released, they typically need to pass a much stricter development and quality assurance process. In HTML5 or CSS, web apps are used and require minimal device memory since they are run through a browser. The user is redirected to a specific web page and all information is stored in a database that is based on a server. To be used, web apps require a stable connection. Several kinds of apps are currently available.  Gaming apps: They are among the most popular kinds of apps, the equivalent of computer video games. One-third of all app downloads and three-fourths of all consumer spending account for them  Productivity apps: Through easing different tasks such as sending emails, tracking work progress, booking hotels, and much more, they focus on improving business efficiency.  Lifestyle and entertainment applications: These include many aspects of personal lifestyle and socialization, such as dating, social media communication, as well as sharing (and BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ Media Resources In Teaching Lecture 5 /Page 1  viewing) videos, which are increasingly popular. This category includes some of the most commonly known apps, such as Netflix, Facebook or TikTok. Other types of apps include mobile commerce (M-commerce) apps that are used to buy online products such as Amazon or eBay, travel apps that assist a traveler in many ways (booking tours and tickets, finding their way through maps and geolocation, travel diaries, etc) and utility apps such as health apps and barcode scanners. In the forthcoming era of digitalisation, interconnectivity and ubiquitous computing are key components. Software is continuously moving from comprehensive desktop apps to smaller services that interconnect with other services and exploit user data to provide added-value experiences to support this and to flexibly keep up with newly emerging requirements. For service users and service developers, this shift raises concerns. Interconnection is the exchange of private data between companies and is an essential ingredient in emerging technologies such as AI, VR/AR and IoT. That's because it has several features that companies can't do without in these areas. First, private interconnection allows direct and secure connectivity, and when information flies between regions or continents, that's critical. The quickest, most reliable and the most secure connections available are direct connections. Interconnection also allows multi-to-many software programmable connectivity for greater flexibility and agility It's straightforward. All exchanging data at the edge are devices, clouds, business and digital ecosystems, all of which need interconnection that is close enough to each other and their users to fuel all these technologies and scale up digital business. Companies are stuck backhauling all their data between their users, partners and centralized corporate data centers without interconnections. In other words, the future that these technologies promised when they debuted those decades ago would still be distant without interconnection, instead of right here right now. BACHELOR OF EDUCATION_TESL MODULE BAE 2433_ Media Resources In Teaching Lecture 5 /Page 2 LECTURE 6 Roles of the Google + Community and Twitter Chats Role of the Google + Community Think of Google+ Communities as forums or groups where a common subject of interest can be discussed by people. New posts within the group can be read and written by anyone who is a member of the community. There are three user levels in communities: Owners, Moderators and Members. Owners and moderators manage the content and membership of the community and maintain the atmosphere of the Community by deleting spam, curating content, and ensuring that members of the Community remain on the topic. Google + Communities also allows you to segment your +1 sharing more easily, so they will only be seen by people interested in the same things you are sharing. However with +Communities, individuals join a community around a subject they're interested in and share with the members of that community content and stories related to that subject. The community collective intelligence can be facilitated by G+ Communities in an online, easy to access and use service. Google+ Communities is built on the platform Google+. A distinctive feature of G+ communities is that each has a leader who specifies if the community is public or private (such as a module lecturer). Public communities are visible to everyone while private community content is shown to members only. Apart from posting comments, pictures, and links. Chat, recorded or unrecorded multiple participant video-conferencing (Hangouts) and a drive where documents can be co-edited are additional functions. Google+ Communities are a natural vehicle for practice communities where in addition to topical interest, a common goal is shared. In combination with the fact that many universities are turning to Google to provide their services, these factors make Google+ communities an attractive option compared to other platforms. More interaction and collaboration mechanisms than blogs are provided by Google+ Communities. As blogs have been shown to provide additional benefits compared to learning journals for reflective engagement, it is argued that there is even more to Google+ Communities. For the purposes of social networking, the G+ Communities facilitate the grouping of users into public or private online groups, sharing content, discussion and commenting on a specific topic. Students will be encouraged to engage with the content more frequently as a result of the social media aspect of G+ Communities, and should find the overall process more interactive compared to the alternatives. BACHELOR OF EDUCATION_TESL Lecture 6/ Page 1 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Role of Twitter Chats Chats on Twitter (also called "tweet chats") can be useful. Typically, these scheduled, moderated online conversations between multiple Twitter account holders are based on a particular subject or subject matter, such as fitness, personal finance, or technology, and are promoted to people interested in that subject. They're easy to join, and great for creating a network on Twitter. Twitter chats generally take place at a designated time and are focused on a particular topic. Twitter chat hosts generally provide information on the subject of the chat to interested parties so that participants understand what the chat will be about. They provide a hashtag for chat, too. The hashtag (#) is how participants can follow the conversation and participate in other conversations. The All Start Ups chat for web start-ups, for example uses the hashtag #AllStartUps, and a weekly chat about science fiction and fantasy uses the hashtag #scifichat. Discussing and learning about a specific subject is one of the most obvious reasons for joining a Twitter Chat. Chats on Twitter give you free, personal access to experts with whom you might not be able to connect in other ways. Not only are moderators typically experts in the field that they moderate, it is common for moderators to look for other professionals (and sometimes celebrities) to help shed light on specific topics. The great thing about Twitter chats is that while experts and moderators are involved who are willing to contribute their understanding to the forum, anyone can also chime in with their tips. So while a blog post you find on a topic provides you with a single contributor's resources, a Twitter chat can provide you with many contributors' resources at once. You can also share your knowledge, because anyone can join in and share their knowledge. Chats on Twitter make it possible to stay on the cutting edge of an industry and broaden your horizons as so many people get involved in chats from so many walks of life. This means that someone who has found a little-heard-of online tool in another country could share that tool during the chat, providing a new way to address a particular challenge for those who are participating. BACHELOR OF EDUCATION_TESL Lecture 6/ Page 2 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING LECTURE 7 Online and Blended Learning Online courses are those in which online delivery of at least 80 percent of course content is provided. With some face-to-face interaction, blended (sometimes called hybrid) instruction has between 30 and 80 percent of the course content delivered online. Not only do blended and online courses alter how content is delivered, they also redefine traditional educational roles and provide various learning opportunities. Here are some of the potential advantages of education online:  An effective online teacher is someone who is open to giving up control of the learning process by making students active participants in their learning process. Learner- Centered Education. A learner-centered approach recognizes what students bring, their background, needs and interests to the online classroom, and what they take away as relevant and meaningful results. Students are given more control and responsibility over how they learn, including the opportunity to teach each other through collaboration and personal interactions, with the instructor serving as facilitator  Collaborative & Interactive Learning: Research has found that when students collaborate, online instruction is more efficient than working independently. For students, there are a range of ways to collaborate online, including synchronous and asynchronous discussions and small group tasks. Furthermore for quieter students or those from typically marginalized groups, the relative anonymity of online discussions helps to create a level playing field.  Metacognitive awareness: Since online learners have more autonomy and responsibility to carry out the learning process, it is essential for learners to understand which behaviors assist them to proactively learn and apply those strategies. This knowledge and understanding of one's personal learning process includes enhanced metacognition, a key practice for student success.  Increased flexibility: More flexibility is provided by online learning because students can control when and where they learn. Students are able to spend more time on unfamiliar or difficult content by self-monitoring their time and pacing.  Immediate Feedback: Online learners usually have greater access via email to instructors and are able to have questions answered on discussion boards in a timely manner by their peers. In addition, it is possible to build online tests and quizzes with automatic grading capability that provides timely feedback. Immediate and continuous feedback throughout the learning process is useful for understanding difficult concepts, as well as triggering mechanisms for recovery and correcting misconceptions. BACHELOR OF EDUCATION_TESL Lecture 7/Page 1 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING   Multimodal content: The Internet offers an abundance of interactive and multimodal materials that can be used to increase diverse learners' engagement and appeal. The use of technology is often involved in blended and/or online learning. In their teaching, many teachers want to use technology but don't know where to start. You already have a sound understanding of educational principles as a teacher and an appreciation of the context in which teaching is going to take place. You are therefore well placed to recognize which specific technology will best achieve the objectives of learning and teaching. You will find it much easier if you make an informed choice, learn how to use the software and manage its use in class. Online learning allows students from a remote location to access their courses. They are able to complete online learning activities and assessments equivalent to an on-campus course. A specific pedagogical approach or framework is not prescribed by blended or online learning, but has the potential to support student-centered approaches to learning. Benefits of Online or Blended Learning Online learning completely frees both teachers and students from the requirements of face-to- face meetings. However to be effective, it does require considerable learning design and facilitation skills. Blended learning:  Permits flexibility in the design and delivery of courses  Allows for flexibility in access to learning materials, activities and evaluations  Supports the merging of different learning times and places.  It can assist students to develop independent learning abilities.  Opportunities for systematic course evaluation may be offered, and  The efficiencies and conveniences of fully online courses and all the benefits of face-to- face contact are provided. A blended learning approach is above all, student-focused, with the ability to provide a more robust educational experience than can be achieved by either traditional or fully online learning. Challenges with online or blended learning  Managing the workload of teachers and students  Gaining competence in the use of technology  The need to substantially revise course design if the use of technology is to be successful. BACHELOR OF EDUCATION_TESL Lecture 7/Page 2 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Flipped Classrooms A flipped classroom is a form of blended learning in which students are introduced at home to content and practice working at school through it. This is the opposite of the more popular practice of introducing new school content, then assigning homework and projects to be completed independently at home by the students. Face-to-face interaction is mixed with independent study in this blended learning approach, usually via technology. Students could watch pre-recorded videos at home in a common Flipped Classroom scenario, then come to school to do the homework armed with questions and at least some background knowledge. The concept behind the flipped classroom is to rethink when learners have access to the most needed resources. Massive Learning An online course aimed at unlimited participation and open access via the web is a massive open online course (MOOC). In addition to traditional course materials, such as filmed lectures, readings, and problem sets, many MOOCs provide user forums or social media discussions with interactive courses to promote community interactions between students, professors, and teaching assistants. In distance education, MOOCs are a widely researched development. A very large number of students, much larger than a face-to-face class, or a traditional online course, should be allowed access. In addition, the course should be prepared to accept changes in the number of students in several orders of magnitude, such as between 1,000 and 100,000 students, without a significant operational problem. Storyboarding A storyboard is a graphic representation of how, shot by shot, your video will unfold. It consists of a number of squares representing each shot with illustrations or images, with notes about what's going on in the scene and what's being said during that shot in the script. Think of it as a sort of version of your script in a comic book. When you produce a video, the storyboard is your roadmap. Your storyboard visually guides you throughout the production process, just like a script. You know which shots you need to create and how to create them when filming begins, by planning your video. Early on, you can get feedback from others and make simple adjustments to your storyboard, instead of making significant changes while filming. BACHELOR OF EDUCATION_TESL Lecture 7/Page 3 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING You don't need to be a visual artist to create a nice storyboard (though you can be). From comic book-like rough sketches to stick figures to computer-generated drawings, a storyboard can be anything including:  The basic components of each storyboard  A breakdown of two popular methods for storyboarding You will be configured to visually plan your own video by understanding different ways of storyboarding. You will be able to create a clear map, regardless of your budget or design experience, which guides you seamlessly through production. BACHELOR OF EDUCATION_TESL Lecture 7/Page 4 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING LECTURE 8 Personalization of Digital Teaching Platforms The majority of primary school teachers understand that effective education needs to be tailored to individual children and at the same time, linked to the larger socio-cultural community in which children grow up. When educational researchers study this complex process of successful pedagogy, the intersection between individualized approaches and community-oriented learning approaches must be analyzed. Technologies have always been an integral part of classrooms, but their forms have changed significantly while their purpose of use has changed little over the years. The aim of using a ballpoint pen or an iPad pen stylus, for instance, is the same: to capture a verbal or mental thought. The final product and the process leading to its development, however are largely digital in the 21st century. Therefore the distinction between old and new technologies or digital and non-digital technologies is made by many educational researchers Selection of Relevant Media for Classroom In terms of selecting media, at the beginning of the process (hypotheses or your gut feeling), you probably start with a number of possible technologies in mind. You then begin to build more proof to support or reject the use of a specific medium or technology. You have a 'probabilistic' view of what media combinations will work best for you at the end of the process and why. This is not an exercise that you will always have to do. The choice of medium or technology in each 'new situation will be faster and easier once you have done it just a few times, because the brain stores all the previous information and you have a framework to organize new information as it arrives and to integrate it with your previous knowledge. To select and use suitable media/technologies, there are five critical questions that need to be asked about teaching and learning:  Who are the pupils?  What are the desired teaching results for learning?  Which instructional strategies will be used to facilitate the results of learning?  What are the specific educational characteristics of each medium/technology, and how well do they match the requirements of learning and teaching?  What resources are available? Use of Educational Portals They are websites that support different sectors of education by providing each group served with access to relevant information and tools. To develop their teaching, instructors can find valuable educational resources, and by using these portals, they enhance student-centered BACHELOR OF EDUCATION_TESL Lecture 8/Page 1 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING learning. As the following examples will illustrate, the nature of the organization being supported determines the set-up for each portal. BIBLIOTECAS VIRTUALES. This is part of the Network Portals of CIVILA. It is free and offers a reading room, a selection of full-text novels, short stories, drama, biographies, essays, articles, fables, legends of poetry and literary texts from Iberian America in particular. It also has a room for interaction where writers and readers' virtual communities can meet. EDUC.AR. The Argentine educational portal. Five desks are organized: institutional, educational resources, innovative teaching, electronic literacy and services. The educational resources are structured by area and level of content and include links for instructors and students to electronic resources. Information services disseminate opportunities for subscribers, individuals who need to navigate the site, newsletter subscribers or RSS feeds in distinct domains. It also includes email, chat and blog tools. Innovation spaces host interest group forums to discuss relevant subjects for educators and are facilitated by topic facilitators. EDUTEKA. This is a free educational portal which provides elementary and middle school educators with hundreds of personal resources and numerous links to other valuable sites. In order to facilitate the search for specific content, Eduteka offers four mechanisms in addition to the graphical design; 1. A directory with more than 13 thematic categories and 150 subcategories. 2. A Google-enabled internal search engine that is included directly under the heading of Eduteka on all pages. 3. A classified historical archive. 4. A Tour of Eduteka. MERLOT Multimedia Educational Resource for Learning and Online Teaching is an American portal where educators can find online teaching and learning materials that have been evaluated by colleagues. It comprises art, business, education, humanities, mathematics, statistics, science, technology and social sciences teaching collections. PCA. Portal Colombia Aprende The Colombian Ministry of National Education created this website to support guidelines, instructors, students, families and a community of individuals from different sectors of education. Where relevant resources are organized, each user group has its own electronic posting platform. BACHELOR OF EDUCATION_TESL Lecture 8/Page 2 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Communication tools (email, forums, chat) and private virtual space (electronic hard drive) that store digital resources can also be used by subscribers. PEC. Portal Educar Chile This is the Chilean System of Education website. It is organized by writers (instructor, manager, student, family, researcher) according to the type of user; it relies on a variety of resources organized by desks, categories or search engines. Access to the hard disk and free personal email is available to individuals who register to use the portal. They can create websites and participate in forums and chats that will be hosted by the portal. Navigation assistance is provided by the majority of portals listed. You can generally return to the starting page by clicking on the portal icon or the start button. A web site map explains its structure and navigates to separate locations. Internal search engines make it possible for you to find exactly what you are looking for. Using Open Source Digital Media, Freeware and Shareware to Enhance Learning In making decisions on the use of ICTs in education, one of the main issues that policymakers have to deal with is the cost. By decreasing the cost of software, Free and open-source software (FOSS) can reduce the obstacles to accessing ICTs. FOSS's initial acquisition cost is negligible. It is indeed, usually possible to download FOSS at no cost. In addition, as with the acquisition of proprietary software, there is no licensing fee for each user or computer and it can be freely distributed once a copy is downloaded or made available on a CD-ROM. FOSS upgrades can usually be obtained in a similar manner, making the cost of the upgrade negligible as well. In contrast, even though the upgrade costs may be lower than the initial cost, proprietary software upgrades usually have to be paid for and migration must also be considered. It is considered that FOSS has better reliability, performance and safety. FOSS's development methodology tends to ensure the software is of high quality. FOSS can play an important role in education, especially in developing countries. 1. Lower Costs In making decisions on the use of ICTs in education, one of the main issues that policymakers have to deal with is the cost. Not only for developing countries, but also for underprivileged sectors in developed countries, the cost of providing communication infrastructure, computing and networking hardware, and the necessary software can be daunting. BACHELOR OF EDUCATION_TESL Lecture 8/Page 3 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING 2. Reliability, Performance and Security Lower costs are not the only reason why it is prevalent to use FOSS for servers. It is considered that FOSS has better reliability, performance and safety. These should be taken into account by the administrators of educational institutions when making decisions on their institutions' ICT infrastructure. In larger institutions, this is especially important. 3. Build Long-term Capacity There are clear indications that the use of FOSS is growing in government, industry and other institutions and that graduates familiar with FOSS will be needed. Therefore, concerted efforts should be made to ensure, wherever possible, the use of FOSS in the IT curriculum. Not only the students exposed to the predominant proprietary software, but also it is important that they also have the opportunity to use a wider range of software, including FOSS. 4. Open Philosophy FOSS's open philosophy is in line with the freedom of academia. By openly sharing ideas, theories, studies and research, advances in all the arts and sciences, indeed the sum total of human knowledge, are the result. 5. Encourage Innovations 6. Alternative to Illegal Copying 7. Possibility of Localization 8. Learning from Source Code BACHELOR OF EDUCATION_TESL Lecture 8/Page 4 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING LECTURE 9 Audio and Video Tools, Editing and Communications Strategies Historically, business communications have come through email or even hardcopy printed memos—but now digitalization and an increasingly influential millennial workforce are increasing the demand for audio and video communications that do not need to be read. You can use supporting media such as audio and videos if you are rolling out a new piece of software and need to provide end user training. Or if there is a change in system design that needs to occur, one that will affect a number of programs that are already written, this data could be communicated via audio or video, and what to do. 1. Training Aids With a few screenshots or video streams of screen events, a simple explanation can show users how to navigate a new system or how to drill down on vital information they need for their jobs. While this does not replace comprehensive training for new systems, it can complement training used for new staff or serve as a refresher of system usage. 2. IT Orientations A basic introduction to the IT department can be recorded on audio and video and kept in an online library for new and current IT staff to access the technology units it comprises, the location of people and resources, steps to request system access, etc. A formal department orientation will still be needed by new employees, but these online resources can provide additional information as needed. 3. Messages from the CIO to Staff The ability to see a CIO podcast or video broadcast discussing the IT strategic plan and current goals and progress in large IT departments with hundreds or even thousands of IT staff spread over multiple facilities is a convenient way to stay in step with management—and for staff to understand the relevance of the work they do. 4. Videos for Vendors You can video it or participate in a shared webcast through a product like TeamViewer instead of describing a system screen execution issue to your vendor. The vendor can then observe what is going on directly, and you get a quicker time to solve the problem. BACHELOR OF EDUCATION_TESL Lecture 9/Page 1 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING  5. General knowledge sharing Podcasts and videos can be used in an online IT knowledge center as educational assistance guides. A strategic communications plan is essential, like a building blueprint, if you want to build a program that meets your goals, uses tactics that are affordable and appropriate for your audience, and contains the kind of metrics that provide meaningful results. The Communication Strategy is a plan for achieving the objectives of communication. For internal communications, marketing communications and public relations, this may apply. There are four main components to a communication strategy: communication objectives, target audience, communication plan and channels. BACHELOR OF EDUCATION_TESL Lecture 9/Page 2 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING LECTURE 10 Fostering and Learning Communities Google Classroom Google Classroom is a free web service for schools developed by Google to simplify the creation, distribution, and grading of tasks. Google Classroom's primary purpose is to streamline the process of file sharing between teachers and students. Google Classroom is used by an estimated 40 to 100 million users. In order to manage student and teacher communication, Google Classroom incorporates Docs, Sheets, Slides, Gmail, and Calendar into a cohesive platform. Students can be invited, or automatically imported from a school domain, to join a class via a private code. Inside the Google ecosystem, teachers can create, distribute and mark assignments. In the corresponding user's drive, each class creates a separate folder, where the student can submit work to be graded by a teacher. In Google calendar, assignments and due dates are added and each assignment can belong to a category (or topic). Teachers can track each student's progress by reviewing a document's revision history, and teachers can return work along with comments after being graded. Web CT Currently owned by Blackboard, WebCT (Course Tools) or Blackboard Learning Syste is an online proprietary virtual learning environment system licensed to colleges and other institutions and used for e-learning on many campuses. Instructors can add tools such as discussion boards, mail systems, and live chat, together with content including documents and web pages, to their WebCT courses. Now the most recent versions of this software are called Webcourses. WebCT is important because it was the first highly successful course management system for higher education in the world. Blackboard Blackboard Inc. is an American educational technology company headquartered in Washington, D.C. It is known for the learning management system Blackboard Learn. The company provides software and related services to customers, including education providers, corporations and government organizations, for education, mobile, communication, and commerce. The software consists of seven platforms offered as bundled software called Learn, Transact, Engage, Connect, Mobile, Collaborate and Analytics. BACHELOR OF EDUCATION_TESL Lecture 10/Page 1 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING Moodle Online Chat in Education Moodle is a PHP-written free and open-source learning management system (LMS) distributed under the GNU General Public License. Developed on pedagogical principles, Moodle is used in schools, universities, workplaces and other sectors for blended learning, distance learning, flipped classroom and other e-learning projects. It is used to create private websites with online courses for educators and trainers with customizable management features to achieve learning goals. Moodle allows the use of community-sourced plugins to extend and tailor learning environments. Multimedia Approaches Digital text, graphics, animation, audio, still images, motion video integration. Nature of the approach to Multimedia Methods or techniques  In the teaching learning process, a multimedia approach uses a number of media, devices and techniques.  Multimedia can convey vast data and provide many sources from which students can access the data.  The multimedia approach will enhance the learning process for teaching.  The approach to multimedia is not limited to a single type of learning style. It can provide support for a broad range of operations.  The multimedia approach aims to provide a mix of media with meaningful learning experiences in order to achieve predetermined goals.  The multimedia approach offers the chance to master skills and abilities.  The selection of the media must be done carefully so that one does not hinder or decrease the impact of the other. That is, each newspaper must complement the other.  The multimedia approach will allow the learner in a dynamic environment to access information. Using Media for Curriculum Design and Evaluation Why is media education supposed to be integrated within the curriculum? For other subjects, integrated media education has several advantages. A cross-curricular approach to media education can integrate knowledge of the classroom with children's contemporary lives. It can also promote cross-disciplinary education, as many media education activities require students to have literacy and numeracy skills, technical and problem-solving skills, and research skills. This curriculum-driven strategy can save time and resources as well. Many countries such as the United Kingdom and Canada, adopt conceptual learning to integrate media education into the curriculum, and most media study curricula are defined in terms of four key concepts: media language, representation, institution, and audience. This conceptual learning can link the existing knowledge of students to new media knowledge. Students can learn about different media within a theoretical framework through studying such concepts. This type of learning, however has a BACHELOR OF EDUCATION_TESL Lecture 10/Page 2 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING disadvantage, because it causes ambiguity in what students actually learn. Research shows that some students use conceptual terminology to express themselves in order to show that they are learning concepts, but with respect to the meanings of those concepts, they may not achieve depth. Furthermore, what they say in school often does not represent their true thinking. Future Concerns and Ethical Issues Without directives on how to use social media, educators feel exposed. Participants suggested that if problems occurred, having a code of conduct would enable them to show adherence to guidelines. Because of the potential for individuals to be permanently tagged with a digital trace, social media has been seen as a specific source of education problems. Once self-censorship is used in social media, it can be more difficult than simply not taking part at all in online interaction. This may be one reason why some individuals completely resist the use of social media. As a consequence, imposing the use of social media on students may be unfair, as it opens up the possibility of being tagged and threatened in this way. The possibility was also raised that society would become more accepting of a range of different behaviours as a response to repeated exposure to social media, which was seen as optimistic by many of those present. An opposing viewpoint was expressed that this will isolate us from opposing points of view (a "filter bubble") as technology becomes better at tailoring our social networks and our internet searches, and anything that does not adhere to the conduct of our peer groups will be considered even more inappropriate. This would increase the potential for more cultural conflicts of this kind if links to others are imposed on our students through the use of social media in teaching and learning. A solution could be to lock down all communication to interactions that are purely work-focused, but research suggests that doing so seriously undermines the ability of groups to interact online. Online Harassment It also discussed the problem of online harassment and the balance between censorship and freedom of speech. It was suggested that cyberbullying, especially when people are anonymous, could be due to the 'cyber-disinhibition' that comes with being online. Delegates expressed bewilderment at the motivation of individuals who online harass others and suggested that there is a need to understand more about the reasons why individuals engage in such behavior to help tackle the problem. Previous cyberbullying experiences may be a reason why some learners are reluctant to engage in social media, as this may expose them to renewed harassment or cyber stalking. By removing anonymity, these issues can be restricted, but then this runs counter to the need for pseudonymity noted above. Intellectual Property (IP) In social media, the third ethical issue discussed was that of content IP. There is a lack of awareness of who owns social media materials and how to protect the IP of students using them. In online interactions and lessons to be learned from creative commons, there is the precedence BACHELOR OF EDUCATION_TESL Lecture 10/Page 3 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING of shareware, and perhaps IP is not as important as it used to be because we accept more of the concept that ideas are free. There was some opposition to free sharing, but the general opinion expressed by delegates was that it is those who are more reluctant to share ideas that tend to be the weaker ones. Perhaps the fewer ideas you have, the more jealously you protect them. Accrediting social media ideas is also difficult, and as posts and messages are compiled and shared, accreditation can be separated from content. However, it was noted that people are more forgiving of accidental misuse and inadvertent plagiarism in social media than in academic journals and books. Guidance is needed Overall, the discussion highlighted a growing awareness and trust of ethical issues in the use of social media. There is a good understanding among educators of what the problems and challenges are, but there is a lack of progress towards solutions. For the use of social media in education to grow, employees and students need guidance, codes of conduct, protection (and some leniency), understanding will increase with engagement. A code of conduct should respect the individual's right to present themselves in a way that they see fit, to express their personal points of view while being sensitive to the open nature of such communication and to behave in a lawful and respectful way towards others. BACHELOR OF EDUCATION_TESL Lecture 10/Page 4 MODULE BAE 2433_ MEDIA RESOURCES IN TEACHING