Module A Compulsory

Table of Contents

1. Locating and Incorporating Electronic Resources
   1. Contact Information:-
2. Participants Guide
   1. Aim
   2. Target Audience
   3. Objectives
3. Assessment
   1. Evidence requirements
   2. The Assignment
4. Introduction
   1. Finding Learning Resources
   2. Subject Directories
   3. Search engines
5. How To:
   1. Use keywords to search
6. Educational portals.
   1. Evaluating Resources
   2. Origin
   3. Authority
   4. Reliability
   5. Validity
   6. Usability
   7. Accessibility
   8. Quality
   9. Useful Sites
7. Integrating resources into lessons
   1. Taking account of different learning styles
   2. Multi Modal Learning
   3. ICT Strategies for Auditory Students:
   4. ICT strategies for Kinesthetic students:
8. Resources for different teaching strategies.
   1. Lecture/Exposition
   2. Research/Investigation
   3. Stimulus
   4. Group discussion/Team work/Working with others
9. Legal considerations of using electronic content.
   1. Copyright
   2. Accessibility

Lecture/Exposition

There will always be a time in any lesson when you wishtointroduce new ideas or material to learners. You may do this through the use of whole-class teaching. This is a simple technique to explain concepts as the students follow and perhaps take notes. You may use teaching aids to help you - handouts, overhead projector, Power Point slides, whiteboard, blackboard, diagrams or other visual aids, but essentially you are imparting information to the students in a one-way process, at a pace determined by yourself.

Lecturing is an efficient strategy where the material being introduced is complex, or heavily factual, and where it is important that the student retains the material for review and comprehension.

As we are aware, one of the problems with giving material to students in a lecture format in the classroom is that it is quite difficult to set a pace for delivery that works for all students whilst ensuring that all students are taking adequate notes. However, this can be achieved online and could include instructions on how to use the material and important points that you wish the student to remember. But just as in the classroom, this is not a strategy that we would use at any great length. However, it may be one which you blend with a variety of other strategies.

One of the advantages of using material on-screen in a quasi-lecture format is that learners can print off instructions and work through these at there own pace without relying on their own notetaking.