Assignment 6 : Excel
Helo people.. So here is my Excel Assignment.. Hehe.. through this i had the experience of being a teacher.. It was fun an awesome to be a teacher !! wohooo !!
| excel_assignment.xlsx |
Assignment 5 : BROCHURE FOR OSS AND ICT..
Helo lovelies...
So here is an attachment on my groups brochure on OPEN SOURCE SOFTWARE AND ICT..
I really hope you guys will enjoy it..
So here is an attachment on my groups brochure on OPEN SOURCE SOFTWARE AND ICT..
I really hope you guys will enjoy it..
| open_source_software_brochure.pub |
Assignment 4 : Google Form
Alright people.. Helo :)
So here i attach an online survey regarding our assignments. I hope you guys could spare some time answering this survey as it would really help my group a lot.. Thank you lovelies...
https://docs.google.com/forms/d/1TtefmCiHIdHAATtERf3ancEIXdaY5Y38exficWHck80/viewform?usp=send_form
So here i attach an online survey regarding our assignments. I hope you guys could spare some time answering this survey as it would really help my group a lot.. Thank you lovelies...
https://docs.google.com/forms/d/1TtefmCiHIdHAATtERf3ancEIXdaY5Y38exficWHck80/viewform?usp=send_form
Assignment 3 : OPEN SOURCE SOFTWARE AND ICT LEARNING...
Helo everyone.. So this is my goup's assignment on a short presentation regarding open source software and ict . Well basically , the whole presentation was design based on C.A.S.P.E.R concept.. :)
So i hope you guys enjoy this presentation and at the same time gain some knowledge on open source software and ict..
So i hope you guys enjoy this presentation and at the same time gain some knowledge on open source software and ict..
Assignment 2 : LMS & CMS...
Learning Management System (LMS) and Course Management System (CMS)
Learning Management System (LMS) is a software application for the administration, documentation,
tracking, reporting and delivery of e -learning education courses or training programs. Learning
Management Systems (LMS) are the backbone of distance education offerings,but they can also be very useful in organizing and teaching face‐to‐face classes.
Some of the basic function on LMS includes Assignment drop box ,Online quizzes, Online surveys,
Conducting follow up discussions, Managing skills and alot more.LMS provide support for distance
learning. Not only that, LMS is also an easy and secure way to exchange learning data. LMS also allows
us to fully manage and track on our own learning where we can keep track on our gathered information
and know our progress.
For Course Management System (CMS), it is software that creates and distributes course content,
manages student enrollment and tracks student performance. It allows students to modify and do editingon their work where it would help them improve. Basically CMS is used to manage the Web site where
there is a system which enables us to manage the content of the website.
CMS can facilitate sharing of content across multiple Web sites and make it more interesting and easier
for non-technical staff to update content.
Both LMS and CMS has its own benefits. For example regarding the example of LMS, The National
University of Malaysia is one of the best example because has its own student web system which is
iFolio, and SMP WEB; where students can have latest updates on their assignments and classes and
everything about UKM. LMS also benefits to students where they can have group discussion among
themselves. Ifolio is also an example for CMS because it enables students to upload assignments and
answer quiz given by their lecturers.
Hence both LMS and CMS have their own ways of benefits to the students in improving their learning
process.
Thank you very much .
Learning Management System (LMS) is a software application for the administration, documentation,
tracking, reporting and delivery of e -learning education courses or training programs. Learning
Management Systems (LMS) are the backbone of distance education offerings,but they can also be very useful in organizing and teaching face‐to‐face classes.
Some of the basic function on LMS includes Assignment drop box ,Online quizzes, Online surveys,
Conducting follow up discussions, Managing skills and alot more.LMS provide support for distance
learning. Not only that, LMS is also an easy and secure way to exchange learning data. LMS also allows
us to fully manage and track on our own learning where we can keep track on our gathered information
and know our progress.
For Course Management System (CMS), it is software that creates and distributes course content,
manages student enrollment and tracks student performance. It allows students to modify and do editingon their work where it would help them improve. Basically CMS is used to manage the Web site where
there is a system which enables us to manage the content of the website.
CMS can facilitate sharing of content across multiple Web sites and make it more interesting and easier
for non-technical staff to update content.
Both LMS and CMS has its own benefits. For example regarding the example of LMS, The National
University of Malaysia is one of the best example because has its own student web system which is
iFolio, and SMP WEB; where students can have latest updates on their assignments and classes and
everything about UKM. LMS also benefits to students where they can have group discussion among
themselves. Ifolio is also an example for CMS because it enables students to upload assignments and
answer quiz given by their lecturers.
Hence both LMS and CMS have their own ways of benefits to the students in improving their learning
process.
Thank you very much .
1st Assignment.
Computer as a 'TOOL', 'TUTOR' AND 'TUTEE'
1.0 Introduction
The framework suggested for understanding the application of computing in education depends upon
seeing all computer use in such application as in one of three modes. In the first, the computer functions as a tutor. In the second, the computer functions as a tool. In the third, the computer functions as
paychecks a tutee or student.
2.0 Computer as a Tutor
To function as a tutor in some subject, the computer must be programmed by "experts" in programming
and in that subject. The student is then tutored by the computer executing the program(s). The computer presents some subject material, the student responds, the computer evaluates the response, and, from
the results of the evaluation, determines what to present next. At its best, the computer tutor keeps
complete records on each student being tutored; it has at its disposal a wide range of subject detail it can present; and it has an extensive and flexible way to test and then lead the student through the material.
With appropriately well-designed software, the computer tutor can easily and swiftly tailor its presentation to accommodate a wide range of student differences.
Tutor mode typically requires many hours of expert work to produce one hour of good tutoring, for any
or all of several reasons. (a) As intuitive beings, humans are much more flexible than any machine, even a computer. (b) Creating a lesson to be delivered by a human tutor requires less time because it omits much of the detail, relying upon the spontaneous improvisation and performance of the instructor to fill in both strategy and substance at the time of delivery. (c) Computers are still relatively crude devices and the only means we have of programming them are awkward and time- consuming. (d) Human instruction rarely
aims to accommodate individual differences because the normal classroom situation prohibits such
accommodation; hence lesson preparation and design are simpler and swifter. Because such
accommodation is possible with the computer as tutor, the substantive and strategic details needed to
individualize the lesson tend to get included, thus often greatly lengthening lesson design and preparation time.
3.0 Computer as a Tool
To function as a tool, the classroom computer need only have some useful capability programmed into it
such as statistical analysis, super calculation, or word processing. Students can then use it to help them in a variety of subjects. For example, they might use it as a calculator in math and various science
assignments, as a map-making tool in geography, as a facile, tireless performer in music, or as a
text editor and copyist in English.
Because of their immediate and practical utility, many such tools have been developed for business,
science, industry, government, and other application areas, such as higher education. Their use can pay
off handsomely in saving time and preserving intellectual energy by transferring necessary but routine
clerical tasks of a tedious, mechanical kind to the computer. For example, the burdensome process of
producing hundreds or even thousands of employee paychecks can be largely transferred to the
computer through the use of accounting software; the tedious recopying of edited manuscripts of texts or even music can be relegated to the computer through word or musical notation processing software; the laborious drawing of numerous intermediate frames for animated cartoons can be turned over to the
computer through graphics software; or the fitting of a curve to experimental data can be done by the
computer through statistical software.
4.0 Computer as a Tutee
To use the computer as tutee is to tutor the computer; for that, the student or teacher doing the tutoring must learn to program, to talk to the computer in a language it understands. The benefits are several.
First, because you can't teach what you don't understand, the human tutor will learn what he or she is
trying to teach the computer. Second, by trying to realize broad teaching goals through software
constructed from the narrow capabilities of computer logic, the human tutor of the computer will learn
something both about how computers work and how his or her own thinking works. Third, because no
expensive predesigned tutor software is necessary, no time is lost searching for such software and no
money spent acquiring it.
The computer makes a good "tutee" because of its dumbness, its patience, its rigidity, and its capacity for being initialized and started over from scratch. Students "teach" it how to tutor and how to be a tool. For
example, they have taught it to tutor younger students in arithmetic operations, to drill students on
French verb endings, to play monopoly, to calculate loan interest, to "speak" another computer language, to draw maps, to generate animated pictures, and to invert melodies.
Learners gain new insights into their own thinking through learning to program, and teachers have their
understanding of education enriched and broadened as they see how their students can benefit from
treating the computer as a tutee. As a result, extended use of the computer as tutee can shift the focus of education in the classroom from end product to process, from acquiring facts to manipulating and
understanding them.
1.0 Introduction
The framework suggested for understanding the application of computing in education depends upon
seeing all computer use in such application as in one of three modes. In the first, the computer functions as a tutor. In the second, the computer functions as a tool. In the third, the computer functions as
paychecks a tutee or student.
2.0 Computer as a Tutor
To function as a tutor in some subject, the computer must be programmed by "experts" in programming
and in that subject. The student is then tutored by the computer executing the program(s). The computer presents some subject material, the student responds, the computer evaluates the response, and, from
the results of the evaluation, determines what to present next. At its best, the computer tutor keeps
complete records on each student being tutored; it has at its disposal a wide range of subject detail it can present; and it has an extensive and flexible way to test and then lead the student through the material.
With appropriately well-designed software, the computer tutor can easily and swiftly tailor its presentation to accommodate a wide range of student differences.
Tutor mode typically requires many hours of expert work to produce one hour of good tutoring, for any
or all of several reasons. (a) As intuitive beings, humans are much more flexible than any machine, even a computer. (b) Creating a lesson to be delivered by a human tutor requires less time because it omits much of the detail, relying upon the spontaneous improvisation and performance of the instructor to fill in both strategy and substance at the time of delivery. (c) Computers are still relatively crude devices and the only means we have of programming them are awkward and time- consuming. (d) Human instruction rarely
aims to accommodate individual differences because the normal classroom situation prohibits such
accommodation; hence lesson preparation and design are simpler and swifter. Because such
accommodation is possible with the computer as tutor, the substantive and strategic details needed to
individualize the lesson tend to get included, thus often greatly lengthening lesson design and preparation time.
3.0 Computer as a Tool
To function as a tool, the classroom computer need only have some useful capability programmed into it
such as statistical analysis, super calculation, or word processing. Students can then use it to help them in a variety of subjects. For example, they might use it as a calculator in math and various science
assignments, as a map-making tool in geography, as a facile, tireless performer in music, or as a
text editor and copyist in English.
Because of their immediate and practical utility, many such tools have been developed for business,
science, industry, government, and other application areas, such as higher education. Their use can pay
off handsomely in saving time and preserving intellectual energy by transferring necessary but routine
clerical tasks of a tedious, mechanical kind to the computer. For example, the burdensome process of
producing hundreds or even thousands of employee paychecks can be largely transferred to the
computer through the use of accounting software; the tedious recopying of edited manuscripts of texts or even music can be relegated to the computer through word or musical notation processing software; the laborious drawing of numerous intermediate frames for animated cartoons can be turned over to the
computer through graphics software; or the fitting of a curve to experimental data can be done by the
computer through statistical software.
4.0 Computer as a Tutee
To use the computer as tutee is to tutor the computer; for that, the student or teacher doing the tutoring must learn to program, to talk to the computer in a language it understands. The benefits are several.
First, because you can't teach what you don't understand, the human tutor will learn what he or she is
trying to teach the computer. Second, by trying to realize broad teaching goals through software
constructed from the narrow capabilities of computer logic, the human tutor of the computer will learn
something both about how computers work and how his or her own thinking works. Third, because no
expensive predesigned tutor software is necessary, no time is lost searching for such software and no
money spent acquiring it.
The computer makes a good "tutee" because of its dumbness, its patience, its rigidity, and its capacity for being initialized and started over from scratch. Students "teach" it how to tutor and how to be a tool. For
example, they have taught it to tutor younger students in arithmetic operations, to drill students on
French verb endings, to play monopoly, to calculate loan interest, to "speak" another computer language, to draw maps, to generate animated pictures, and to invert melodies.
Learners gain new insights into their own thinking through learning to program, and teachers have their
understanding of education enriched and broadened as they see how their students can benefit from
treating the computer as a tutee. As a result, extended use of the computer as tutee can shift the focus of education in the classroom from end product to process, from acquiring facts to manipulating and
understanding them.
