Asynchronous
exercise
1. IT stands for Information Technology.
Information technology (IT) is the
application of computers to store, study, retrieve, transmit, and manipulate
data, or information, often in the context of a business or other enterprise.
IT is considered a subset of information and communications technology (ICT).
In 2012, Zuppo proposed an ICT hierarchy where each hierarchy level
"contain[s] some degree of commonality in that they are related to
technologies that facilitate the transfer of information and various types of
electronically mediated communications.
2. ICT stands for Information and Communications Technology.
Information and Communications Technology (ICT)
is an extended term for information communication technology (ICT) which
stresses the role of unified communications and the integration of
telecommunications (telephone lines and wireless signals), computers as well as
necessary enterprise software, middleware, storage, and audio-visual systems,
which enable users to access, store, transmit, and manipulate information.
3. CAI stands for Computer Assisted Instruction.
Computer-assisted instruction (CAI) is an
interactive instructional technique whereby a computer is used to present the
instructional material and monitor the learning that takes place.
CAI uses a combination of text, graphics, sound
and video in enhancing the learning process. The computer has many purposes in
the classroom, and it can be utilized to help a student in all areas of the
curriculum.
CAI refers to the use of the computer as a tool
to facilitate and improve instruction. CAI programs use tutorials, drill and
practice, simulation, and problem solving approaches to present topics, and
they test the student's understanding.
4.
CALL stands for Computer-assisted
Language Learning.
Computer-assisted language learning
(CALL) is succinctly defined in a seminal work by Levy (1997: p. 1) as
"the search for and study of applications of the computer in language
teaching and learning".
CALL embraces a wide range of information and
communications technology applications and approaches to teaching and learning
foreign languages, from the "traditional" drill-and-practice programs
that characterised CALL in the 1960s and 1970s to more recent manifestations of
CALL, e.g. as used in a virtual learning environment and Web-based distance
learning.
It also extends to the use of corpora and
concordancers, interactive whiteboards, Computer-mediated communication (CMC),
language learning in virtual worlds, and mobile-assisted language learning
(MALL).
5.
WBI stands for Web based instruction.
WBI is the application of a repertoire
of cognitively oriented instructional strategies implemented within a
constructivist and collaborative learning environment, utilizing the attributes
and resources of the World Wide Web (Khan, 1997).
6.
CBI stands for Computer Based
Instruction.
Computer-based instruction is an
instructional paradigm, which uses computer technology to deliver training or
educational materials to users. Training video discs or CD-ROMs used in
business training are some of the most common types of CBI.
7.
CMC stands for Computer
Mediated Communication.
Computer-mediated communication (CMC)
is defined as any human communication that occurs through the use of two or
more electronic devices. While the term has traditionally referred to those
communications that occur via computer-mediated formats (e.g., instant messaging,
email, chat rooms, online forums, social network services), it has also been
applied to other forms of text-based interaction such as text messaging. Research
on CMC focuses largely on the social effects of different computer-supported
communication technologies. Many recent studies involve Internet-based social
networking supported by social software.
8.
TELL stands for Teaching
English Language Learners.
Teaching English Language Learners:
Content and Language in Middle and Secondary Mainstream Classrooms provides a
reader-friendly guide to implementing and assessing high-level, content-area
instruction for English Language Learners. Beginning with an overview of second
language acquisition and the cultural variables that impact teaching and
learning, authors Michaela Colombo and Dana Furbush go on to detail planning
strategies, units and lessons. Practical in nature, this text focuses on the
areas where it is often most difficult to make content comprehensible and build
academic language skills: middle and secondary math, English language arts,
history, and science.
9.
MUD stands for Multiple User
Dialogue.
MUD is an acronym for Multi-User
Dungeon (or Domain), based on the Dungeon and Dragons board game. The board is
a world divided into various sized rooms with interconnecting exits. The world
is inhabitted by several monsters and contains many items like armour, weapons,
potions, hearbs, scrolls, poisons, containers, and furniture. Each player
creates their own character and tries to advance it as far as possible by
moving around the world and 'interacting', usually by killing or getting killed
by, monsters with the help of other characters.
10.
MOO stands for MUD Object
Oriented.
A MOO (MUD, object-oriented) is a
text-based online virtual reality system to which multiple users (players) are
connected at the same time.
The term MOO is used in two distinct, but
related, senses. One is to refer to those programs descended from the original
MOOcow server, and the other is to refer to any MUD that uses object-oriented
techniques to organize its database of objects, particularly if it does so in a
similar fashion to the original MOO or its derivatives. Most of this article
refers to the original MOO and its direct descendants, but see Non-Descendant
MOOs for a list of MOO-like systems.
Reference:
https://en.wikipedia.org/wiki/MOO
Synchronous Tools
If using the “same time, different
place” model of communication, some common barriers to implementation of
synchronous tools are cost and bandwidth—not only cost and bandwidth on your
end, as the individual teacher or the institution, but also to the students.
This is especially true with conferencing systems; video/web conferencing
requires equipment to deliver but also to receive. Although the benefits of real-time
video conferencing are clear—it’s as near to a physical classroom environment
as you can get—the software, hardware, and bandwidth necessary on both sides
can be more cost-prohibitive than actually physically attending a class.
Some learning management systems/e-learning
systems/virtual learning environments have integrated synchronous tools within
the delivery platform—here I’m thinking specifically about Blackboard’s
integrated chat and whiteboard features. Although there are still software,
hardware, and bandwidth requirements for these tools, the requirements are
likely not as cost-prohibitive as those required for video conferencing.
But when thinking about setting up synchronous
discussion, don’t discount the basic, free, “old school” group instant
messaging platform, ICQ.
Asynchronous Tools
But when it comes to virtual
communication in support of our classes, asynchronous communication is by far
the more popular model if for no other reason than the barriers to
implementation tend to be much lower—many of these tools are free and require
minimal hardware and software. The drawbacks of asynchronous tools are that
they are by nature less timely and efficient—they are asynchronous, after all.
However, planned excursions with asynchronous tools can turn into synchronous
events. In other words, if students and instructors all happen to be logged in
to a discussion board, conversation can happen in near-real time.
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