Difference between revisions of "TE year1sourcebook/year1 unit2 Summary of the Unit"
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{{Navigate|Prev=year1 unit2 Topics of Study in the Unit|Curr=year1 unit2 Summary of the Unit |Next=year1 unit2 Self assessment}} | {{Navigate|Prev=year1 unit2 Topics of Study in the Unit|Curr=year1 unit2 Summary of the Unit |Next=year1 unit2 Self assessment}} | ||
| − | + | One of the powerful possibilities of ICT is of creating resources in multiple formats, in revising them and recombining them to create newer resources. In the earlier era of non-digital ICTs, creation was largely limited to textual resource creation; the digital has helped us re-imagine the idea of information to include non-textual methods including audio, images and videos. Generic resource creation, meaning creating resources on any topic, across subjects, is possible using a variety of applications. Generic resource creation is contrasted with 'subject specific' resource creation, where we will use software applications that are relevant to a particular school subject, such as Geogebra for Mathematics resources. You will learn subject specific resource creation digital processes in the second year. | |
Some examples of generic resource creation are: | Some examples of generic resource creation are: | ||
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# Using pictures and combining with text to communicate | # Using pictures and combining with text to communicate | ||
# Audio communications (recordings) using different methods | # Audio communications (recordings) using different methods | ||
| − | # Simple videos | + | # Simple videos bringing pictures, audio and text together using screen casting |
| − | # Using a spreadsheet | + | # Using a spreadsheet for data analyses and representations |
# Creating simple animations | # Creating simple animations | ||
| − | # Editing | + | # Editing video documents |
(You have learnt the first 6 items in this unit. You can try and learn the remaining 3 items on your own, by referring to 'Teachers Toolkit for creating OER using FOSS tools', mentioned in the 'suggested readings' section). | (You have learnt the first 6 items in this unit. You can try and learn the remaining 3 items on your own, by referring to 'Teachers Toolkit for creating OER using FOSS tools', mentioned in the 'suggested readings' section). | ||
| − | Each of | + | Each of these resource formats have their own advantages in communicating ideas. A picture can provide a clear representation of an idea or concept, a video can be even more powerful in enabling understanding. Text format can be used to communicate creative, subtle ideas and combining text, audio and video in well designed manner can make the resource useful and this can be tailored to the context, the learning need and the method chosen. |
| − | + | It is important to understand the underlying pedagogy for each kind and format of resource. Creating resources is not simply to learn a set of technical skills but to explore the possibilities that digital tools can give for reinforcing and transforming learning processes. | |
Latest revision as of 18:07, 10 September 2018
One of the powerful possibilities of ICT is of creating resources in multiple formats, in revising them and recombining them to create newer resources. In the earlier era of non-digital ICTs, creation was largely limited to textual resource creation; the digital has helped us re-imagine the idea of information to include non-textual methods including audio, images and videos. Generic resource creation, meaning creating resources on any topic, across subjects, is possible using a variety of applications. Generic resource creation is contrasted with 'subject specific' resource creation, where we will use software applications that are relevant to a particular school subject, such as Geogebra for Mathematics resources. You will learn subject specific resource creation digital processes in the second year.
Some examples of generic resource creation are:
- Using a text editor to create documents
- Using a concept map to organize ideas and present
- Using presentation software to make slide shows
- Using pictures and combining with text to communicate
- Audio communications (recordings) using different methods
- Simple videos bringing pictures, audio and text together using screen casting
- Using a spreadsheet for data analyses and representations
- Creating simple animations
- Editing video documents
(You have learnt the first 6 items in this unit. You can try and learn the remaining 3 items on your own, by referring to 'Teachers Toolkit for creating OER using FOSS tools', mentioned in the 'suggested readings' section).
Each of these resource formats have their own advantages in communicating ideas. A picture can provide a clear representation of an idea or concept, a video can be even more powerful in enabling understanding. Text format can be used to communicate creative, subtle ideas and combining text, audio and video in well designed manner can make the resource useful and this can be tailored to the context, the learning need and the method chosen.
It is important to understand the underlying pedagogy for each kind and format of resource. Creating resources is not simply to learn a set of technical skills but to explore the possibilities that digital tools can give for reinforcing and transforming learning processes.