Teach Learn Information Computer Sciences -Myassignmenthelp.Com

Question: Discuss About The Teach Learn Information Computer Sciences? Answer: Introducation In any subject, the development of teaching and learning activities is critical for learners because it helps in the understanding of key elements(Laurillard, 2013). The following skeletal format provides a list of learning activities in digital media for learners. The target audience is the undergraduate learner who needs a focus on specific activities. The activities are designed to cover a wide range of activities I the multimedia lessons with a goal of addressing complex areas of study. The learning activities incorporate requirements from the syllabus. Assignments and quizzes facilitate for the grading system while the handouts are essential for lecture outlines. The activities include video tapes and audiovisual aides to support learning. Technology is critical in simplifying complex data in deep learning (Shernoff, et al., 2014). University learning focuses on the individual and a learning experience that leads to professionalism. Undergraduate education calls for high quality influential teaching. An integrated approach incorporates learning styles that observe educational psychology. The effectiveness of learning activities is evident in the response rate and class evaluation. Learning is effective when students score good grades, demonstrate an understanding of course works, use a variety of workbooks and demonstrate an ability to write effectively(Freeman, et al., 2014). Activities that improve learning include group participation, interdisciplinary courses, improvement projects and new assessment methods. This plan identifies four core activities designed for the media industry. Applied Learning for Content Development This learning activity involves group work and individual tasks designed for adult students. Targeting undergraduate learners between 17 to 25 years, the activities engage students on media tools and techniques. It captures the development of professional skills in critical digital media lessons. This is a breakdown of ICT theories through practical examples of real life tools and devices. Content Management Systems Content development is a module that captures themed learning activities designed after a concept map. Digital media lessons need supporting data that enhances ideas through concepts in specific contexts through effective: Critical Thinking Case studies Copyrights ( Use of online resources, creation of original content and information access) Image hosting Image format (PNG, JPEG, GIF etc.) Learners go through Content Management System also referred to as digital asset management helps learners for contemporary system management approaches. This is useful in media streaming and online delivery methods. Learners acquire knowledge and ideas on how to use and access credible video through embedded or progressive downloads. The course has an aim of developing content developers in future. These are professionals in the following fields: Web based technology Software programming Technical work Content strategy Content creation and planning Designing Graphical representation This critical study supports the connection between the texts and media. It shows students on how to analyze causes and effect in research. These learning activities actively engage students in a design process that helps them to acquire practical skills for developing: Professional videos Documentary development Video analytics Educational videos ( demonstrations, interviews, and classroom based) You Tube, TeacherTube, Video editing ( Photo Bucket, We Video, ) Use of iPads, iPhone cameras Mood identification Field work ( creating videos) Streaming Downloading Copyrights issues Applied lessons also cover copyrights issues because of video reuse and usage. Viewing platforms in online systems range from podcasts and software downloads. The lessons tackle common copyrights laws on content elements with case studies for patents and infringement. Creative issues in this case include music content, written, and video information. It covers lessons in the following: Video recordings Audio ( creation and sourcing of audio) E-commerce videos Written content and videos ( from book, online literature and material) Visual communication Presenting digital information in graphics includes the use of enhanced images through visual communication. This learning activity makes use of the following approaches: Concept illustrations Decoding messages from images Image manipulation ( fitting images, compressing, cropping, and resizing) Presentation skills Online data delivery Important elements in this case focuses on different methods of making clear and quality audios with consideration for the following: Audio compatibility (for websites, mobile, multimedia devices etc.) File size File content Personal Research in digital learning Undergraduate students in DMIL are to learn how to find and develop quality information through the following techniques: Image creation Written content ( usage and development) E-books (Epub, Adobe, Hyperlinking etc.) Information processing Photo sharing Sourcing and accessing information Scholarly research in undergraduate level is content development through credibility and peer reviewed information. This learning activity puts action research into practice through: Varied activities including online research Online learning for multiple sources Flexible access links The development of a conceptual framework in the new media involves different learning activities for creative and supportive learning. This activity gathers information from digital learning, instructional material, technology and integrated approaches. Using the technology context the activity looks at the use of a wide range of technology tools and applications including the internet resources. Online Collaborative Learning This module covers critical areas in online communication for formal and informal activities. It looks at the emergence of global learning activities and technology use in innovation. Team work Independent learning Distance learning Web delivery Online learning portals are effective in todays busy world. Students in college spend time learning through online portals for effective personal study and student resource links. Teachers give assignments through online links to save time and for individual connections with the student. However web learning sites are effective if the student has an effective delivery process that engages the student through a 24/7 site. This delivery system allows the student to access information, share and give feedback effectively. Classroom activities using digital technologies incorporate: Web based mode of delivery Resource sharing links Staff and student portals 24/7 delivery process Students social media links ( for collaborative learning) These activities are effective for undergraduate students because they are independent and use different learning methods for active learning, inquiry and knowledge instructions. The learner adopts knowledge through a sharing process that captures activities in class and outside. These are individual based and group based activities with various benefits and risk as discussed in the next segment The Commentary The four teaching methods enlisted in the portfolio have pros and cons. These support the core principles of and theories of learning. In focus is the Six Frames Information Literacy that supports the connection between theory and practice(Mihailidis Cohen, 2013). In this plan, the learning activities supports a curriculum design that is coherent with variation of literacy education. This plan encourages implicit and explicit techniques of learning. Another theory used in this application features the model of literacy, which denotes that literacy in media is a combination of autonomy, and ideology in this case it affects the cognitive and social learning processes. This model encourages learning through group work and interaction. The practice based learning addresses limitation in learners by using creative and original processes. These are activities applied in context. Concept illustration through visual aids is important because it breaks down concepts for easier understanding. This is appropriate in representing concepts for learners to understand. Content Development Credibility in research is important in all subject areas. Learning activities in the portfolio target undergraduate learning but are useful for different stakeholders. These include lecturers, educators, colleagues and administrators in education curriculum. Producing content is critical because it blends classroom activities and interactive tasks for successful delivery of learning models. Learning subject based terminology calls for deep research and analysis of historical data and records. The internet has multimedia platforms with books, journals, articles and newspapers. These are essential for educational purposes and provide a multimedia digital channel for resources in assessments and live presentations. Literacy development involves the teacher and learner hence the learning material caters for each context differently. The Six Frames for information Literacy Education The adoption of learning in media depends on the experience gained. Learners look up to the teachers for varying techniques in the classroom and out of class experiences. The six Frames model supports the engagement of students in the content framework, personal relevance, learning to learn, social impact, development of competencies and relational frame. The implementation process focuses on the assessment of learning for each model and information techniques that support relevancy, knowledge of information, curriculum focus and learning techniques(Mandy, et al., 2006). E-books are a reflection of traditional printed material and contemporary digital platforms. These are accessible online in different platforms. Through web pages, multiple reader links and mobile software, learners receive training on how to access e-books, view, manage, retrieve, and edit sizes. It looks at the multimedia attributes such as the cover page, illustration, audio, language and video contexts. Students in media find basic principles for the production of e-books on digital reader links like Amazon and Kindle. Expected Outcome This course is to develop content creators in different sectors of the media. Such professionals require skills in digital media, and end user or audience specific contexts. The subject covers language, science and business aspects. The creative work looks at the management of web based technology with graphics, updated content and end user experience. Skilled professionals have the ability to create original content with ideas for advertising, business websites, and programming. This covers technical work, writing skills multitasking, multimedia, and web specific content. Images Image creation is essential in digital media. Enhanced by the development of digital cameras this module goes beyond the basic camera found on smartphones. It handles contemporary software technology to expose the learner to different structures for optimization of images through techniques such as Photoshop. Image manipulation through professional techniques such as resizing and cropping have advantages and disadvantages. Compressed images transmit images that fit within the stated framework. Quality consideration for different formats includes images for learning. Model of literacy Learning through the model of literacy in the digital media perspective points out that learning discovers the meaning of information. This means that the learner engages in a process of decoding information and reflection. Images sharing is based on identity and learners share information on social media communities. This activity supports wholesome practices through changing modes. Production of data includes the use of images for commercial and commercial usage. The course breaks down the complex digital learning through different management systems. Virtual Management Virtual management deals with the storage of information, the configuration of data, and capacity management. It deals with the hardware and software elements that enhance speedy delivery of information and web performance issues. Storage is critical in the development of a capacity resource center. Storage of resource material poses challenges because of the potential risks involved. Learning about effective management provides solutions to system failure and custom models for the e-commerce business environment. Graduates preparing themselves for the professional world require an understanding of the challenges in hardware and software applications. Virtual machines support IT management with consideration for safety, storage and performance. Expected Outcome Management systems in digital media operate by a relational framework, which supports complex systems. Learning activities designed using a model of literacy approach places an emphasis on the structure, competencies model and task processing for professional skill development. Learners obtain critical skills for use in effective management systems and audio visual aids that encourages a blend of theoretical models with a balanced approach to strategic access to information. Management systems includes policies, processes and procedures for computer based support systems, decisions support, transaction based, office based and management systems. Active learning activities in this case include case studies, designing, practical, integrated and collaborative learning. Students leaving college are equipped with the necessary skills for e-commerce, organizational and professional service. The literacy model empowers the learner for work-based learning that is reliable. Using audio Visual technology Practice based learning involves the use of multimedia platforms for artistic and audiovisual representations. Online videos are resourceful and provide knowledge application for personalised tasks. It allows learners to develop their own classwork and it supports collaboration through teamwork. Active learning enhances a deeper understanding of the subject matter. It supports presentation through different formats and flipped material (Mihailidis Cohen, 2013). The use of information update facilitates for software content assessment, web based training and interactive learning. The adoption of information through web content, social networking and messaging requires effective management in order to bridge the gap in the digital divide. Practice based learning approaches Lecturers in undergraduate studies support learning through digital media by creating awareness on modern technologies. Software technology, task redesign, and written reports are put into practice in order to enhance the learners skills. Putting in place practice improves efficiency in learning, supports technological exploration and enhances the learners creativity. The development of knowledge through practice gathers information, explores ideas and exercises it (Johansen Land, 2012). The learning activities incorporate task based learning that allows the student to manage different tasks, identify issues and solve them. Participating in detailed content development or management involves texts, images, audio and visual elements. Discussions about learner support links highlight the use of vibrant images for emphasis on ideas. Collaborative learning Collaborative learning between the student and teacher or colleagues is important. These learning activities have a flexible approach that allows the students to participate as individuals and in groups. Participants in audio and visual communication depend on recorded sessions and discussions for contribution. Educational processes in the digital learning activities focus on the functionality of the activity. Digital tools such as e-books target the academic audience and has features to support learning at different levels. The use of multiple media links such as web, image and audio is essential in presentations and discussions. Students in university use these for essays, argument support, individual and group support. Video conferencing allows lecturers to deliver talks without travelling. These are useful in research projects, and assignment briefings. Web based learning is the use of technology for training students in practice, theory and its implementation. When using videos in learning the quality of moving images is essential for learning and assessment processes. In order to disseminate information effectively, video designs targeting the improvement of learning through a network-based environment design academic lessons from theory and practice. . Streaming live videos and downloading helps learners to embrace and solve key concepts. In professional development, learning videos support the adoption of scientific knowledge through practice. Digital recordings require standard audio recordings with quality voice recording devices and techniques. Activities for live recordings platforms for public access facilitates for distance learning and cloud-sharing software facilitates for this process. The use of audio in learning enhances learning activities in specific contexts. Knowledge acquisition through listening skills includes recorded lectures and discussions. Presenting ideas and concepts through audios supports speaking skills when there is a feedback process. Graphical Representation The development of sequence methods is effective through diagrams that provide clarity in sound, color and enriched texts. Concept maps come in hand in different subjects including business and ICT. Sharing information through audiovisual activities is useful in the development of different tones and moods. The process of creating quality audio for music use comes from creativity and utilization of multimedia properties. Students learn about short and lengthy recordings for presentations, dialogue, discussions, film and digital media. Different distribution and delivery platforms define the audio quality. Learning about sharing audio is essential for private and public groups. The module covers audio for digital platforms such as websites, blogs, and mobile devices. It captures the recording or audio development, editing and download process. Legal considerations include third party licensing and risk management approaches. Learning about the authorization process guides on effective streaming and the reuse. Content Sharing Audio size influences the use of devices and digital platforms. The file content is also important because it determines the number of downloads and varying internet speeds. Media students requires this skill for effective management of online structures and content management. Learning about online resources provides information on both online and offline listening. The learning activities focus on diversities in technology platforms for an understanding of internal systems in a media platform. Audio is part of video and recorded content. Expected outcome Practice based learning in digital media enhances theoretical lessons. Students learning to develop a movie have to go through several features of the subject including recording, management of the audience, video presentation and audiovisual techniques. Learning to make presentations in PowerPoint supports the use of multimedia applications such as videos and images to emphasize the point. This is crucial in advanced level learning such as Masters and postgraduate level. Media enhanced assessments are as effective as the instructions, which reinforces essay tasks, multiple choice, practical work and short answer frameworks. Effective use of online portfolios depends on the learners ability to incorporate multimedia technology in assessment processes. Challenges of learning Activities Applied learning, designing, research and collaborative learning discussed have challenges. Learning activities are subject to the e-learning process and the course design, which often has a checklist. These may hinder the use of a personalised design. The implementation of applied learning is costly and may take time. Digital tools and resources may not be accessible. E learning also comes with security risks and lack of credibility for social media sites like You Tube. Designing e-learning practices may be common but have challenges such as difficulties in assessment(Kalal, et al., 2012). Sometimes learners are unable to keep up with the demanding need for password changes. Learner differences also support the use of individual designs of learning activities for each learner. An integrated approach may not capture learning activities for individual needs and computer supported learning activities. Legal challenges limit the use and access of learning material for research. Learning s styles such as collaborative learning encourages exploitation of team members at the expense of others. This calls for capability and professionalism in educational learning activities especially in the innovative and technical aspects. Conclusion In conclusion, learning activities support pedagogical methods across all subjects. In digital learning, these practices enhance learning through contemporary approaches to learning. The interaction between humans and technology tools or devices has benefits and challenges. An integrated approach to learning is more effective because it supports individualized knowledge acquisition and collaborative learning. Digital technology is effective in learning applications because it supports creativity, saves time and resources spent in the learning activities. For example, research based learning in digital media is beneficial because it supports knowledge sharing. However, this faces credibility challenges especially with online portals, which pose great risks for information sharing. The development of literacy through these creative platforms helps learners to connect theory to practice. Multimedia platforms enhance learning through videos, images, e-learning and audio recordings. Altho ugh these are important for leaning an effective design, process is necessary because it clears the gap between theory and practice. Digital learning is reliable in the study of complex concepts References Freeman, S. et al., 2014. Active learning increases student perfomance in science, engineering and mathematics. s.l., National Academy of Sciences, pp. 8410-8415. Johansen, D. Land, S., 2012. Theoretical foundations of learning environments. s.l.:Routledge. Kalal, Z., Mikolajczyk, K. Matas, J., 2012. Tracking-learning-detection. IEEE transactions on pattern analysis and machine intelligence, 34(7), pp. 1409-1422. Laurillard, D., 2013. Rethinking university teaching: A conversational framework for the effective use of learning technologies. s.l.:Routledge . Mandy, L., Sylvia, E. Christine, B., 2006. Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. Innovations in Teaching and Learning Information and Computer Sciences. Mihailidis, P. Cohen, J., 2013. Exploring curation as a core competency in digital and media literacy education. Journal of Intreactive Media in Education , Volume 1. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B. Shernoff, E. S., 2014. Connectivism, a learning theory for the digital age. In: Applications of Flow in Human Development and Education. s.l.:Springer Netherlands, pp. 475-494.