Instructional scaffolding

Yun Li Audio Narration Use in the Online Courses Training in Oil and Gas Industry Abstract The implementation of audio in the online courses is universal in Oil and Gas industry. However, the effectiveness of the audio in the training is controversial. This study investigates the value of audio narration embedded with on-screen text in the online courses. Participants were provided an online new hire orientation training course and administered a survey at the end of the training course. The result

The process for designing an educational environment online is a unique experiment and must be done in a methodical manner. The equipment, multimedia, and software and hardware all has to be incorporated into a virtual space that can be access by multiple user simultaneously as well as on the individual’s time and location. Providing this type of service requires a standardized preparation and planning for the virtual experience to be beneficial to its users. Simply logging on to the web and reading

1. Jim Teicher is Cofounder and CEO of CyberSmart! Education, a digital learning company and international leader in fostering digital literacy skills. In 2007 Jim founded CyberSmart! Africa—partnering with The Millennium Villages Project, a joint initiative of the Earth Institute at Columbia University, Millennium Promise and the United Nations Development Program. The program is going to provide a sustainable, scalable solution to 21st century learning. 2. Bill Gates is the most influential person

Higher education has become an important commodity in today’s society. We are told as children that college is the only way to obtain a good job and secure our future. Once a student has decided to pursue. The traditional learning experience is sold as we tour campuses. This is the way higher education has been completed since its inception. Society has evolved and so has the ways to obtain higher learning. Students now have the option to complete their learning online, as well as, the traditional

Technology today has made daily tasks significantly easier, it allows people to review any subject in a matter of seconds and things will only get better from here on out. When comparing technology from a decade ago, it does not compare with how it is currently advancing and it’s current state of simplicity. It has made everyone's lives unequivocal regardless of what the subject may be when referring to the use of technology and at this point it will be terribly arduous if people attempt to live

literacy (Bleed, 2005). Share with the class in detail how you intend to make changes in your instructional designs and teaching methodologies to include the use of “teaching visuals” and technology in the future. Please be specific. What will you do to make your learners “visually literate?” Please refer to the list from the enGauge report on 21st-century skills. I intend to make changes in instructional design related to the video presentations students make to demonstrate their knowledge and application

mandated by their employers, optimize spare time etc. However, learners face the challenge of remaining motivated if they do not feel the training is relevant or practical. To develop effective training when preparing a training plan/instructional material, trainers/instructional designers must be conscious of not only performance and learning context, but also features of the target population. Not all learners are alike and differ in the way they learn. “The process of identifying these specific characteristics

Technology in an Early Childhood Classroom Marsha Kinsel ENG122: English Composition II Instructor Susan Luck June 1, 2017 Technology in An Early Childhood Classroom Even though some experts feel children’s physical health is at risk once they are introduced to technology, it is a must, that early childhood educators do just that. In a world where technology is ever changing it is imperative that children are exposed as early as two years old so that they are not left at a disadvantage

based on the instructional design aspects, educational technology aspects, design layout and the accessibility of the training course. The instruction design aspect is broken up into 4 parts, the instructional

private school in Cyprus, divided into 3 experimental groups and 2 control groups, 41 students received the experiment and 41 students did not. The experiment was measured using a pre-test and a post-test for all classes, both those who did use instructional technology and those who used “traditional” methods. All the