How can I use electronic resources to enhance student learning? teaching is the selection of instructional materials that meet the needs of students and listening to lectures), making textbooks a very effective resource (McKeachie, ). In order to support learners and meet their needs, you must have some or revisit learning sessions, materials and resources at a time that they choose. allow tutors to create visually rich and stimulating learning resources. Inclusive learning and teaching recognises students' entitlement to a in own area of specialism in relation to meeting individual learner needs. . During my sessions, I try to create and inclusive teaching and learning environment for my learners in Explain why it is important to select teaching and learning approaches.
Selecting Teaching and Learning Resources
Many college bookstores and copy centers will work with faculty members to collect chapters, readings, and supplements. They obtain the required copyrights, and bind and sell custom-designed materials tailored for a particular course.
For some, the value of the Internet is that it allows users at remote locations to sign-on to computers where they have accounts, often using connection software called telnet. For others, rapid electronic communication and document sharing replaces phone conversations and meetings and facilitates collaboration. Another major use of the Internet has been to provide free public access to documents in electronic form. Many individuals and organizations "post" documents on their own computers so that others can obtain electronic copies without need for special accounts and passwords.
File transfers can be made by FTP file transfer protocol software, and for many who have posted documents to their Web pages see belowfile transfers can be initiated by as little as the click of a button on the title of the document. Page 52 Share Cite Suggested Citation: To use the Web you need a computer with special software that is called a browser, such as Lynx, Mosaic, Cello, or Netscape, or equivalent services available through commercial Internet providers.
Selecting Teaching and Learning Resources
Highly detailed text, graphics, and videos are available on a wide array of topics. The Internet and the ease of information viewing and retrieval that are possible through the Web mean that students are no longer limited to information provided by textbooks and printed materials in libraries.
Students may "search" on the World Wide Web for preprints and reprints of articles, for discussion bulletin boards on specialized topics, for conference abstracts and proceedings, or for topical compilations of materials for research or teaching.
Most Web navigational software systems include search engines that allow the user to locate information or sites by topic area. With more than a thousand new Web sites added every day, browsing for information on the Web needs to be done even more carefully than a literature search for library references. Bear in mind that while the Web holds enormous potential in providing access to information, much of the information available has not been reviewed for quality or reliability.
Examples of Faculty and Student Use of Web Resources Course Web pages give students easy access to assigned readings and reference material. Student presentations to their class mates through creation of Web pages.
Student access to resource information for papers or research projects. Access to discussion groups and the latest information on particular topics.
A number of electronic resources are available to those seeking information about education. Many professional societies have created Web pages with information about their educational initiatives and with links to other resources. Also, consider looking at the information posted by those who fund educational initiatives, including the National Science Foundation, the Howard Hughes Medical Institute, and the Department of Education.
Electronic Communication Electronic mail "e-mail" enables students and faculty to communicate with each other and with people all over the world. Many groups have adopted or created systems under which messages sent to a single address are delivered to mail accounts of all members of the group.
This kind of electronic bulletin board is called a "listserv. Another form of group electronic communication is through a bulletin board on which messages are posted, called a newsgroup. Interested readers must sign on to a particular electronic address to find and read messages or posted documents.
Bulletin boards of this type permit readers to leave their reactions to and comments on the postings of others. Many instructors use electronic communication to facilitate interactions among students, and between students and themselves. Sample uses of e-mail or Web pages for communication include: Students send questions electronically to the instructor, which gives them an opportunity to express a doubt or misconception that they might have been afraid to voice in class.
The instructor can transmit the question and the answer simultaneously to all students, without identifying the individual who asked the question. Students send or post questions about course material and are encouraged to answer each other's questions. Faculty members can monitor these exchanges to gauge student understanding and progress. Faculty hold "electronic office hours" in addition to traditional ones, so that students can ask a question and receive an answer almost immediately.
This approach is becoming more common at institutions with a large commuter population, where students cannot always attend the faculty member's office hours. Faculty require drafts of student papers to be submitted electronically; not only does this make it easier for some faculty to review the draft, it forces the student to become familiar with technology used in the workplace.
Faculty members distribute or post homework assignments, homework solutions, exam solutions, and other supplemental information electronically. Faculty create electronic "suggestion boxes" where students can post their comments about the course; consult the administrator of your campus e-mail system for ways to make the postings anonymous. Choosing and Using Electronic Technologies Before reviewing particular software, it is important to know which course goal it will help you to achieve.
The next step is to talk to publishers, colleagues, and personnel from your campus's academic computing department. Lists such as those published by Boettcher and Kozma Advantages of Interactive Computer Software Increased motivation because software packages offer feedback and respond to the questions and uncertainties of the student.
Increased enjoyment of learning because students shift from the passive role of receiving knowledge to the more active role of becoming seekers of knowledge. Reduced learning time due to personalized instruction which accommodates different learning styles. Self-paced instruction encourages the student to invest the time in weak areas rather than in areas they have already mastered.
Increased retention from the enhanced engagement and participation of the learner. Mastery can be more nearly ensured because programs can be designed so that new material will not be covered until the current material is mastered by the student.
Privacy because students interact on a one-on-one level and are free to ask questions without feeling intimidated or embarrassed. Opportunity to conduct simulated laboratory procedures and experiments which are too dangerous or expensive to be performed by students, or which require expensive laboratory equipment.
Page 54 Share Cite Suggested Citation: Many software vendors offer demonstration disks that illustrate many of their products' features. In addition to working with the demonstration disks yourself, invite students to give you feedback on the product. After purchasing software for student use, you should invest the time necessary to maximize its benefit to students.
Some class time or special sessions in a computer lab may be needed to teach the students how to use the software effectively.
How to select resources to meet learners needs
If students will use the product outside of class, introduce the software to the staff at the campus computer labs, so that they will be prepared to answer students' questions. Faculty usually need to develop "courseware" to help guide the students through the software.
In some cases, the learner does not gain much from mass instruction. As such, when the teacher provides individually prescribed instruction IPI it significantly helps many learners to understand and grasp educational concepts. This applies more to subjects such as mathematics and art.
If a student feels supported by their tutor, they develop rather than lose interest in learning.
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Planning Classroom Activities Once the teacher is familiar with the personal needs of their learners, they can easily plan their day-to-day classroom activities, so they cater to all of them. For instance, the teacher will know how to plan the timetable for counselling, individual tutoring, group interactions and general supervision. Organising the Classroom The best way for a teacher to organise the classroom is by first identifying the characteristics of each learner.
The learners that need more personalised instruction can sit closer to the teacher. If a student has visual difficulties, the teacher can sit him or her closer to the blackboard.
They can also sit near a door or window where there is an abundance of light. In a nutshell, the needs of the learners should determine the availability of supplementary material, accessibility of equipment and supplies, as well as the seating arrangements. Evidently, it is paramount that the teachers identify and meet individual learner needs when teaching. This is because it allows them to devote their energies beyond regular teaching into effective education that is supportive and considerate for each learner.
In this way, the students are motivated, supported, empowered, and developed because optimum learning conditions are created.