Interactive videoconferencing (IVC) as a crucial factor in distance education /
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| Author / Creator: | Anastasiades, Panagiotes S. |
|---|---|
| Imprint: | New York : Nova Science Publishers, [2010] |
| Description: | 1 online resource. |
| Language: | English |
| Series: | Education in a competitive and globalizing world Education in a competitive and globalizing world series. |
| Subject: | |
| Format: | E-Resource Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/11148217 |
Table of Contents:
- INTERACTIVE VIDEOCONFERENCING (IVC) AS A CRUCIAL FACTOR IN DISTANCE EDUCATION; INTERACTIVE VIDEOCONFERENCING (IVC) AS A CRUCIAL FACTOR IN DISTANCE EDUCATION; CONTENTS; PREFACE; THE NEW LEARNING ENVIRONMENT
- INTRODUCTION; ICT AND DISTANCE LEARNING: A LITERATURE REVIEW; INTERACTIVE VIDEOCONFERENCING (IVC) AS A CRUCIAL FACTOR IN DISTANCE EDUCATION; 3.1. IVC DEFINITION; 3.2. IVC IN LEARNING AND TEACHING BY DISTANCE; 3.3. THE PARTICULAR FEATURES OF THETELECONFERENCE'S EDUCATIONAL USE; TOWARDS AN IVC CONSTRUCTIVISM PEDAGOGICAL MODEL.
- 4.1. WHY DO WE NEED A PEDAGOGICAL MODEL FOR THE EDUCATIONAL FACILITATION OF VIDEOCONFERENCING?2. THE THEORETICAL-PHILOSOPHICAL FRAMEWORK OF THE SUGGESTED PEDAGOGICAL MODEL IVC; 4.3. MAIN CONSTRUCTIVE PRINCIPLES AND PHASES OF DEVELOPMENT OF THE PEDAGOGICAL MODEL IVC; IVC PEDAGOGICAL DESIGN- BASIC CHARACTERISTICS; 1. FRAMEWORK OF DISTANCE LEARNING PRINCIPLES (ADEC, 1999); 2. Cross Curricular Thematic Approach; 3. The Social construction of Knowledge; 4. The Project Method; 5. Communities of Practice?; THE PROPOSED MODEL OF INSTRUCTIONAL DESIGN; PREPARING AND PLANNING AN IVC.
- 7.1. ACTION 1: FINDING A CLASS(DISTANT PARTNERS)7.2. ACTION 2: TEACHERS' TRAINING PROGRAM; 7.3. ACTION 3: INVESTIGATING ASUBJECT
- GENERAL AND SPECIFIC; 7.4. ACTION 4: PLANNING A COMMUNICATION MODEL; 7.5. ACTION 5: THE INSTRUCTIONAL STAGES (THE IVC PYRAMID); Stage A: Introductory VC Activities; Stage B: Virtual Classroom; Stage C: Collaboration- Workgroups; Stage D: Interactive Presentations/ Argumentation; 1. Presentation of Learning Tasks; 2. Collaborative Argumentation; 3. Evaluation; 7.6. ACTION 6: THE CLASSROOM ARCHITECTURE MODEL; 7.7. PREPARING STUDENTS AND PARENTS.
- EVALUATION METHODOLOGY1. EVALUATION TARGET; 2. OBJECT OF THE EVALUATION; 3. SUBJECT OF THE EVALUATION; 4. EVALUATION PERFORMERS; 5. SAFETY VALVES OF THE EVALUATION; 6. EVALUATION CRITERIA; Evaluation of the Students'Technological Statu; Description; Target; Implementation; Evaluation of the Teachers' Technological Status; Description; Target; Implementation; Evaluation of Technological Equipment; Description; Target; Implementation; Description; Target; Method One; Method Two; Description; Target; Method; Implementation; Evaluation of the Social Impact fromthe Students' Standpoint.
- DescriptionTarget; Method One; Method Two; Evaluation of the Social Impact fromthe Teacher's Standpoint; Description; Target; Method; Implementation; "ODYSSEAS 2004" IVC PROJECT: GENERAL DESCRIPTION; 9.1. GENERAL DESCRIPTION; 9.2. DEVELOPMENT OF THE INSTRUCTIONAL METHODOLOGY
- IMPLEMENTATION PROCESS; 9.3. THE COMMUNICATION MODEL METHODOLOGY; 9.4. THE CLASSROOM ARCHITECTURE MODEL (ANASTASIADES, 2003B. 2006); 9.5. ODYSSEAS 2000-2007 IVC ACTIVITIES; Period February- June 2002: IVCs between Elementary Schools in Cyprus.
- Period February- June 2004: IVCs between Elementary Schools in Crete (Rethymnon) and Cyprus
- (Augorou- ).