際際滷shows by User: rezaeieisa / http://www.slideshare.net/images/logo.gif 際際滷shows by User: rezaeieisa / Sat, 05 Oct 2019 17:41:53 GMT 際際滷Share feed for 際際滷shows by User: rezaeieisa 愆惡 愕悋慍 惆惘 悛慍愆 - 愆惡 愕悋慍 悛慍愆 /slideshow/ss-179338147/179338147 simulationineducation-191005174153
惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆). ]]>
惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆). ]]> Sat, 05 Oct 2019 17:41:53 GMT /slideshow/ss-179338147/179338147 rezaeieisa@slideshare.net(rezaeieisa) 愆惡 愕悋慍 惆惘 悛慍愆 - 愆惡 愕悋慍 悛慍愆 rezaeieisa 惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simulationineducation-191005174153-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆).
愆惡 愕悋慍 惆惘 悛慍愆 - 愆惡 愕悋慍 悛慍愆 from Eisa Rezaei
]]> 818 0 https://cdn.slidesharecdn.com/ss_thumbnails/simulationineducation-191005174153-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Simulation in education /rezaeieisa/simulation-in-education simulationineducation-191001033924
惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆).]]>
惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆).]]> Tue, 01 Oct 2019 03:39:24 GMT /rezaeieisa/simulation-in-education rezaeieisa@slideshare.net(rezaeieisa) Simulation in education rezaeieisa 惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simulationineducation-191001033924-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 惠擧擧 惠惆 惘惠悋惘 惡惘悽 惺惠 悋 悋 惘悋惆悋 惡悋 悋愕惠悋惆 悋慍 擧 悋愕 悋愕惡 (惡 惡悋 惆 愀悋惺 悋 悛慍愆 悋惘悋惆).
Simulation in education from Eisa Rezaei
]]> 135 0 https://cdn.slidesharecdn.com/ss_thumbnails/simulationineducation-191001033924-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ethics in e-Learning: Dimensions And Considerations /slideshow/ethics-in-elearning-dimensions-and-considerations/176225194 codeofethics-drrezaei-190926055757
e-learning is a multidimensional phenomenon; the educational models generally tend to disregard ethics The aim of this paper is not only to demonstrate that ethical issues are really committed with the e-learning process, but also to design a model, where ethics should be present in all phases of e-learning. ]]>
e-learning is a multidimensional phenomenon; the educational models generally tend to disregard ethics The aim of this paper is not only to demonstrate that ethical issues are really committed with the e-learning process, but also to design a model, where ethics should be present in all phases of e-learning. ]]> Thu, 26 Sep 2019 05:57:57 GMT /slideshow/ethics-in-elearning-dimensions-and-considerations/176225194 rezaeieisa@slideshare.net(rezaeieisa) Ethics in e-Learning: Dimensions And Considerations rezaeieisa e-learning is a multidimensional phenomenon; the educational models generally tend to disregard ethics The aim of this paper is not only to demonstrate that ethical issues are really committed with the e-learning process, but also to design a model, where ethics should be present in all phases of e-learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/codeofethics-drrezaei-190926055757-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> e-learning is a multidimensional phenomenon; the educational models generally tend to disregard ethics The aim of this paper is not only to demonstrate that ethical issues are really committed with the e-learning process, but also to design a model, where ethics should be present in all phases of e-learning.
Ethics in e-Learning: Dimensions And Considerations from Eisa Rezaei
]]> 316 0 https://cdn.slidesharecdn.com/ss_thumbnails/codeofethics-drrezaei-190926055757-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Typological Analysis of Massive Open Online Courses Based on Pedagogical Approach /slideshow/typological-analysis-of-massive-open-online-courses-based-on-pedagogical-approach/126188196 eisarezaeipresentationfile-181218125257
惠忰 惺 愆悋悽惠 惆惘 悋 惡惘悽愀 悛慍悋惆 悋惡 惡惘 悋愕悋愕 惆惆擯悋 拆惆悋擯擧 1- 惠悋拆 悋 擧 惡悋惆 惠忰 愆惆 惘悋 愆悋愕悋 擧惆. 2 - 惆悋惆 悋 惘悋 惡悽悋惆 惆悽 悋 惘惠惡愀 惡 惠悋拆 悋惠悋 惘悋 愆悋 擯悵悋惘 擧惆. 3- 惆悽 悋 惡惘 惡悋 惠悋拆 惡悽悋惆 悋惆 悋 悋惶 惆悽 惘悋 惆惘 擧 惡惘擯 悽悋惶 惓惡惠 擧惆. 4- 悋擯悋 惘悋惡愀 惷 悋 惆惘 惠悋拆 惘悋 悴愕惠悴 擧惆. 5 - 惆悋惆 悋 惡悽悋惆 惆悽 悋 惡惘 悋愕悋愕 悋擯悋 愆悋愕悋 愆惆 擧惆 擯悵悋惘 擧惆 惘擧惘惆 悋慍 悋擧 擧惆悋 惆悽 悋 惡悋 擧惆悋 惺悋惶惘 悋慍 悋擯悋惠悋 悋擯 悋愕惠 惘悋 擯 惆悋惘惆. 6- 惠惶 惡擯惘惆 悋擧 悛悋 悋擯悋 愆悋 惡悋 惆悋惆 悋 拆愆惠惡悋 愆惆 惆悋惆 悋 惡惘悋 愃惘 惓悋 悋 悋擯悋惠悋 拆惆悋 擧惆. 7- 惘悋惡愀 惡 悋擯悋 愆悋愕悋 愆惆 惘悋 拆惆悋 擧惆. 8- 悋擯悋 悽惆 惘悋 惡 惶惘惠 惠惺 悋 擧 悴 悋 惡愕惆. 9- 擯慍惆 悋 悋慍 惆悋惆 悋 惘悋 擧 惠惺 悋 愆悋 惘悋 拆愆惠惡悋 擧惆 惘悋 悋惠悽悋惡 擧惆. ]]>
惠忰 惺 愆悋悽惠 惆惘 悋 惡惘悽愀 悛慍悋惆 悋惡 惡惘 悋愕悋愕 惆惆擯悋 拆惆悋擯擧 1- 惠悋拆 悋 擧 惡悋惆 惠忰 愆惆 惘悋 愆悋愕悋 擧惆. 2 - 惆悋惆 悋 惘悋 惡悽悋惆 惆悽 悋 惘惠惡愀 惡 惠悋拆 悋惠悋 惘悋 愆悋 擯悵悋惘 擧惆. 3- 惆悽 悋 惡惘 惡悋 惠悋拆 惡悽悋惆 悋惆 悋 悋惶 惆悽 惘悋 惆惘 擧 惡惘擯 悽悋惶 惓惡惠 擧惆. 4- 悋擯悋 惘悋惡愀 惷 悋 惆惘 惠悋拆 惘悋 悴愕惠悴 擧惆. 5 - 惆悋惆 悋 惡悽悋惆 惆悽 悋 惡惘 悋愕悋愕 悋擯悋 愆悋愕悋 愆惆 擧惆 擯悵悋惘 擧惆 惘擧惘惆 悋慍 悋擧 擧惆悋 惆悽 悋 惡悋 擧惆悋 惺悋惶惘 悋慍 悋擯悋惠悋 悋擯 悋愕惠 惘悋 擯 惆悋惘惆. 6- 惠惶 惡擯惘惆 悋擧 悛悋 悋擯悋 愆悋 惡悋 惆悋惆 悋 拆愆惠惡悋 愆惆 惆悋惆 悋 惡惘悋 愃惘 惓悋 悋 悋擯悋惠悋 拆惆悋 擧惆. 7- 惘悋惡愀 惡 悋擯悋 愆悋愕悋 愆惆 惘悋 拆惆悋 擧惆. 8- 悋擯悋 悽惆 惘悋 惡 惶惘惠 惠惺 悋 擧 悴 悋 惡愕惆. 9- 擯慍惆 悋 悋慍 惆悋惆 悋 惘悋 擧 惠惺 悋 愆悋 惘悋 拆愆惠惡悋 擧惆 惘悋 悋惠悽悋惡 擧惆. ]]> Tue, 18 Dec 2018 12:52:57 GMT /slideshow/typological-analysis-of-massive-open-online-courses-based-on-pedagogical-approach/126188196 rezaeieisa@slideshare.net(rezaeieisa) Typological Analysis of Massive Open Online Courses Based on Pedagogical Approach rezaeieisa 惠忰 惺 愆悋悽惠 惆惘 悋 惡惘悽愀 悛慍悋惆 悋惡 惡惘 悋愕悋愕 惆惆擯悋 拆惆悋擯擧 1- 惠悋拆 悋 擧 惡悋惆 惠忰 愆惆 惘悋 愆悋愕悋 擧惆. 2 - 惆悋惆 悋 惘悋 惡悽悋惆 惆悽 悋 惘惠惡愀 惡 惠悋拆 悋惠悋 惘悋 愆悋 擯悵悋惘 擧惆. 3- 惆悽 悋 惡惘 惡悋 惠悋拆 惡悽悋惆 悋惆 悋 悋惶 惆悽 惘悋 惆惘 擧 惡惘擯 悽悋惶 惓惡惠 擧惆. 4- 悋擯悋 惘悋惡愀 惷 悋 惆惘 惠悋拆 惘悋 悴愕惠悴 擧惆. 5 - 惆悋惆 悋 惡悽悋惆 惆悽 悋 惡惘 悋愕悋愕 悋擯悋 愆悋愕悋 愆惆 擧惆 擯悵悋惘 擧惆 惘擧惘惆 悋慍 悋擧 擧惆悋 惆悽 悋 惡悋 擧惆悋 惺悋惶惘 悋慍 悋擯悋惠悋 悋擯 悋愕惠 惘悋 擯 惆悋惘惆. 6- 惠惶 惡擯惘惆 悋擧 悛悋 悋擯悋 愆悋 惡悋 惆悋惆 悋 拆愆惠惡悋 愆惆 惆悋惆 悋 惡惘悋 愃惘 惓悋 悋 悋擯悋惠悋 拆惆悋 擧惆. 7- 惘悋惡愀 惡 悋擯悋 愆悋愕悋 愆惆 惘悋 拆惆悋 擧惆. 8- 悋擯悋 悽惆 惘悋 惡 惶惘惠 惠惺 悋 擧 悴 悋 惡愕惆. 9- 擯慍惆 悋 悋慍 惆悋惆 悋 惘悋 擧 惠惺 悋 愆悋 惘悋 拆愆惠惡悋 擧惆 惘悋 悋惠悽悋惡 擧惆. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eisarezaeipresentationfile-181218125257-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 惠忰 惺 愆悋悽惠 惆惘 悋 惡惘悽愀 悛慍悋惆 悋惡 惡惘 悋愕悋愕 惆惆擯悋 拆惆悋擯擧 1- 惠悋拆 悋 擧 惡悋惆 惠忰 愆惆 惘悋 愆悋愕悋 擧惆. 2 - 惆悋惆 悋 惘悋 惡悽悋惆 惆悽 悋 惘惠惡愀 惡 惠悋拆 悋惠悋 惘悋 愆悋 擯悵悋惘 擧惆. 3- 惆悽 悋 惡惘 惡悋 惠悋拆 惡悽悋惆 悋惆 悋 悋惶 惆悽 惘悋 惆惘 擧 惡惘擯 悽悋惶 惓惡惠 擧惆. 4- 悋擯悋 惘悋惡愀 惷 悋 惆惘 惠悋拆 惘悋 悴愕惠悴 擧惆. 5 - 惆悋惆 悋 惡悽悋惆 惆悽 悋 惡惘 悋愕悋愕 悋擯悋 愆悋愕悋 愆惆 擧惆 擯悵悋惘 擧惆 惘擧惘惆 悋慍 悋擧 擧惆悋 惆悽 悋 惡悋 擧惆悋 惺悋惶惘 悋慍 悋擯悋惠悋 悋擯 悋愕惠 惘悋 擯 惆悋惘惆. 6- 惠惶 惡擯惘惆 悋擧 悛悋 悋擯悋 愆悋 惡悋 惆悋惆 悋 拆愆惠惡悋 愆惆 惆悋惆 悋 惡惘悋 愃惘 惓悋 悋 悋擯悋惠悋 拆惆悋 擧惆. 7- 惘悋惡愀 惡 悋擯悋 愆悋愕悋 愆惆 惘悋 拆惆悋 擧惆. 8- 悋擯悋 悽惆 惘悋 惡 惶惘惠 惠惺 悋 擧 悴 悋 惡愕惆. 9- 擯慍惆 悋 悋慍 惆悋惆 悋 惘悋 擧 惠惺 悋 愆悋 惘悋 拆愆惠惡悋 擧惆 惘悋 悋惠悽悋惡 擧惆.
Typological Analysis of Massive Open Online Courses Based on Pedagogical Approach from Eisa Rezaei
]]> 98 1 https://cdn.slidesharecdn.com/ss_thumbnails/eisarezaeipresentationfile-181218125257-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 /slideshow/ss-125623253/125623253 tope-learningauthoringtools-181211164404
忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆. ]]>
忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆. ]]> Tue, 11 Dec 2018 16:44:04 GMT /slideshow/ss-125623253/125623253 rezaeieisa@slideshare.net(rezaeieisa) 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 rezaeieisa 忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tope-learningauthoringtools-181211164404-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆.
惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 from Eisa Rezaei
]]> 254 4 https://cdn.slidesharecdn.com/ss_thumbnails/tope-learningauthoringtools-181211164404-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Top e learning authoring tools /slideshow/top-e-learning-authoring-tools/125622728 tope-learningauthoringtools-181211163851
惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆. ]]>
惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆. ]]> Tue, 11 Dec 2018 16:38:51 GMT /slideshow/top-e-learning-authoring-tools/125622728 rezaeieisa@slideshare.net(rezaeieisa) Top e learning authoring tools rezaeieisa 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tope-learningauthoringtools-181211163851-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 忰惆悋 拆悴 惘 悋慍悋惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 悋 惡惡惘惆. 惘 悋慍悋惘悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惡悋 悋愕 擧惆. 惺悋惶惘 悽惠 惘悋 惡 惡 惘 悋慍悋惘 擧拆惠惠 悋惷悋 擧惆. 擧 拆惘 惘愕拆悋愕 惆惘 擧拆惠惠 悋悴悋惆 擧惆. 惡悋 惷惡愀 惶忰 悋愆 擧 忰惠悋 悛慍愆 惠惆 擧惆. 惡悋 惘 悋慍悋惘 擧拆惠惠 擧 拆惘 悋惺惠 悴悋慍 悋悴悋惆 擧惆. 惆悧 惠惺悋 惘悋 惠惺惘 擧惘惆 惡悋 悋愕惠悋惆 悋慍 惘 悋慍悋惘 擧拆惠惠 擧 惆悧 惠惺悋 惡愕悋慍惆.
Top e learning authoring tools from Eisa Rezaei
]]> 112 2 https://cdn.slidesharecdn.com/ss_thumbnails/tope-learningauthoringtools-181211163851-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 惠惆 忰惠悋 悋擧惠惘擧 惡悋 Storyline /slideshow/storyline-124182446/124182446 storylineworkshop-181127164317
悋惶 愀惘悋忰 悛慍愆 惘悋 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惡擧悋惘 惡擯惘惆. 惠 悋 惆惘擯惘 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 擧惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 悋慍 惠悋 惺悋惶惘 惆惘愕悋 悋 惆惘 惠惆 忰惠悋 悛慍愆 悋擧惠惘擧 悋愕惠悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 悛慍 悋擧惠惘擧 悋悴悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 悋悴悋惆 擧惆. ]]>
悋惶 愀惘悋忰 悛慍愆 惘悋 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惡擧悋惘 惡擯惘惆. 惠 悋 惆惘擯惘 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 擧惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 悋慍 惠悋 惺悋惶惘 惆惘愕悋 悋 惆惘 惠惆 忰惠悋 悛慍愆 悋擧惠惘擧 悋愕惠悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 悛慍 悋擧惠惘擧 悋悴悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 悋悴悋惆 擧惆. ]]> Tue, 27 Nov 2018 16:43:17 GMT /slideshow/storyline-124182446/124182446 rezaeieisa@slideshare.net(rezaeieisa) 惠惆 忰惠悋 悋擧惠惘擧 惡悋 Storyline rezaeieisa 悋惶 愀惘悋忰 悛慍愆 惘悋 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惡擧悋惘 惡擯惘惆. 惠 悋 惆惘擯惘 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 擧惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 悋慍 惠悋 惺悋惶惘 惆惘愕悋 悋 惆惘 惠惆 忰惠悋 悛慍愆 悋擧惠惘擧 悋愕惠悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 悛慍 悋擧惠惘擧 悋悴悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 悋悴悋惆 擧惆. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/storylineworkshop-181127164317-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 悋惶 愀惘悋忰 悛慍愆 惘悋 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惡擧悋惘 惡擯惘惆. 惠 悋 惆惘擯惘 惆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 擧惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 悋慍 惠悋 惺悋惶惘 惆惘愕悋 悋 惆惘 惠惆 忰惠悋 悛慍愆 悋擧惠惘擧 悋愕惠悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 悛慍 悋擧惠惘擧 悋悴悋惆 擧惆. 惡悋 惘 悋慍悋惘 悋愕惠惘 悋 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 悋悴悋惆 擧惆.
惠惆 忰惠悋 悋擧惠惘擧 惡悋 Storyline from Eisa Rezaei
]]> 237 3 https://cdn.slidesharecdn.com/ss_thumbnails/storylineworkshop-181127164317-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 悋惶 愀惘悋忰 惠惆 忰惠悋 悋擧惠惘擧 悋惓惘惡悽愆 /slideshow/ss-122940341/122940341 g078contentcreationtoolsppttemplate-181113200845
悋惆擯惘惆 惡惺惆 悋慍 悋 惆惘 悋惆惘 悽悋惆 惡惆 : 惘愆 悋 悽惠 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠愆惘忰 擧惆. 惡惘 惡悋 悋惶 惆惘愕悋 悋 悋惘 擧 忰惠悋 悋擧惠惘擧 惘悋 惆 悋惆. 惺悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 悋惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惘悋惆 惆惘惠 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愀惘忰 惘慍 悋惆. 惡悋 擧 悋慍 惘 悋慍悋惘悋 惺惘 愆惆 忰惆悋 擧 惆悧 惡惘悋 悛慍愆 惠惷忰 惆惆 惡愕悋慍惆. ]]>
悋惆擯惘惆 惡惺惆 悋慍 悋 惆惘 悋惆惘 悽悋惆 惡惆 : 惘愆 悋 悽惠 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠愆惘忰 擧惆. 惡惘 惡悋 悋惶 惆惘愕悋 悋 悋惘 擧 忰惠悋 悋擧惠惘擧 惘悋 惆 悋惆. 惺悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 悋惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惘悋惆 惆惘惠 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愀惘忰 惘慍 悋惆. 惡悋 擧 悋慍 惘 悋慍悋惘悋 惺惘 愆惆 忰惆悋 擧 惆悧 惡惘悋 悛慍愆 惠惷忰 惆惆 惡愕悋慍惆. ]]> Tue, 13 Nov 2018 20:08:45 GMT /slideshow/ss-122940341/122940341 rezaeieisa@slideshare.net(rezaeieisa) 悋惶 愀惘悋忰 惠惆 忰惠悋 悋擧惠惘擧 悋惓惘惡悽愆 rezaeieisa 悋惆擯惘惆 惡惺惆 悋慍 悋 惆惘 悋惆惘 悽悋惆 惡惆 : 惘愆 悋 悽惠 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠愆惘忰 擧惆. 惡惘 惡悋 悋惶 惆惘愕悋 悋 悋惘 擧 忰惠悋 悋擧惠惘擧 惘悋 惆 悋惆. 惺悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 悋惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惘悋惆 惆惘惠 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愀惘忰 惘慍 悋惆. 惡悋 擧 悋慍 惘 悋慍悋惘悋 惺惘 愆惆 忰惆悋 擧 惆悧 惡惘悋 悛慍愆 惠惷忰 惆惆 惡愕悋慍惆. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/g078contentcreationtoolsppttemplate-181113200845-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 悋惆擯惘惆 惡惺惆 悋慍 悋 惆惘 悋惆惘 悽悋惆 惡惆 : 惘愆 悋 悽惠 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠愆惘忰 擧惆. 惡惘 惡悋 悋惶 惆惘愕悋 悋 悋惘 擧 忰惠悋 悋擧惠惘擧 惘悋 惆 悋惆. 惺悋 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愆悋愕悋 悋惆. 惘悋惆 惠惆 忰惠悋 悋擧惠惘擧 惘悋 惠惘愕 悋惆. 惘悋惆 惆惘惠 擧 拆惘 惠惆 忰惠悋 悋擧惠惘擧 惘悋 愀惘忰 惘慍 悋惆. 惡悋 擧 悋慍 惘 悋慍悋惘悋 惺惘 愆惆 忰惆悋 擧 惆悧 惡惘悋 悛慍愆 惠惷忰 惆惆 惡愕悋慍惆.
悋惶 愀惘悋忰 惠惆 忰惠悋 悋擧惠惘擧 悋惓惘惡悽愆 from Eisa Rezaei
]]> 569 3 https://cdn.slidesharecdn.com/ss_thumbnails/g078contentcreationtoolsppttemplate-181113200845-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Explainer video tools (new workshop 2018) /slideshow/explainer-video-tools-122939584/122939584 explainervideotools3-181113195609
How to MAKE ANIMATED VIDEOS in Minutes! ]]>
How to MAKE ANIMATED VIDEOS in Minutes! ]]> Tue, 13 Nov 2018 19:56:09 GMT /slideshow/explainer-video-tools-122939584/122939584 rezaeieisa@slideshare.net(rezaeieisa) Explainer video tools (new workshop 2018) rezaeieisa How to MAKE ANIMATED VIDEOS in Minutes! <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/explainervideotools3-181113195609-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How to MAKE ANIMATED VIDEOS in Minutes!
Explainer video tools (new workshop 2018) from Eisa Rezaei
]]> 226 2 https://cdn.slidesharecdn.com/ss_thumbnails/explainervideotools3-181113195609-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Explainer video tools /slideshow/explainer-video-tools/87967767 explainervideotools-180214064515
How to MAKE ANIMATED VIDEOS in Minutes! Dr. Eisa Rezaei Virtual University Of Medical Sciences Definition: An explainer video is usually a short video that is between 30 secs and 3 minutes long that explains a concept, idea, product or service. ]]>
How to MAKE ANIMATED VIDEOS in Minutes! Dr. Eisa Rezaei Virtual University Of Medical Sciences Definition: An explainer video is usually a short video that is between 30 secs and 3 minutes long that explains a concept, idea, product or service. ]]> Wed, 14 Feb 2018 06:45:15 GMT /slideshow/explainer-video-tools/87967767 rezaeieisa@slideshare.net(rezaeieisa) Explainer video tools rezaeieisa How to MAKE ANIMATED VIDEOS in Minutes! Dr. Eisa Rezaei Virtual University Of Medical Sciences Definition: An explainer video is usually a short video that is between 30 secs and 3 minutes long that explains a concept, idea, product or service. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/explainervideotools-180214064515-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How to MAKE ANIMATED VIDEOS in Minutes! Dr. Eisa Rezaei Virtual University Of Medical Sciences Definition: An explainer video is usually a short video that is between 30 secs and 3 minutes long that explains a concept, idea, product or service.
Explainer video tools from Eisa Rezaei
]]> 186 6 https://cdn.slidesharecdn.com/ss_thumbnails/explainervideotools-180214064515-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Development and validation of moocs instructional design model based connectivism learning theory in higher education system /slideshow/development-and-validation-of-moocs-instructional-design-model-based-connectivism-learning-theory-in-higher-education-system/86848097 developmentandvalidationofmoocsinstructionaldesignmodelbasedconnectivismlearningtheoryinhighereducat-180129114801
惠惆 悋惺惠惡悋惘悋惡 悋擯 愀惘悋忰 悛慍愆 惆惘悋 惡惘悽愀 悛慍悋惆 悋惡 惡惠 惡惘 惴惘 悋惆擯惘 悋惘惠惡悋愀 擯惘悋 惆惘 惴悋 悛慍愆 惺悋 Development and Validation of MOOCs Instructional Design Model Based Connectivism Learning Theory in Higher Education System 惆悋愆擯悋 惺悋 愀惡悋愀惡悋 惆悋愆擧惆 惘悋愆悋愕 惺 惠惘惡惠 惘愕悋 惆擧惠惘 惠擧 悛慍愆 悋愕悋惠惆 惘悋悋: 惆擧惠惘 悋愕悋惺 慍悋惘惺 慍悋惘擧 惆擧惠惘 悴悋惆 忰悋惠 悋愕悋惠惆 愆悋惘: 惆擧惠惘 惺 惆悋惘 惆擧惠惘 悽惆悴 惺悛惡悋惆 悋愕悋惠惆 惆悋惘: 惆擧惠惘 忰惆惘惷悋 悋忰惆 悛惡悋惆 惆擧惠惘 惘惠惷 惘惷悋 慍悋惆 惆悋愆悴: 惺愕 惘惷悋 ]]>
惠惆 悋惺惠惡悋惘悋惡 悋擯 愀惘悋忰 悛慍愆 惆惘悋 惡惘悽愀 悛慍悋惆 悋惡 惡惠 惡惘 惴惘 悋惆擯惘 悋惘惠惡悋愀 擯惘悋 惆惘 惴悋 悛慍愆 惺悋 Development and Validation of MOOCs Instructional Design Model Based Connectivism Learning Theory in Higher Education System 惆悋愆擯悋 惺悋 愀惡悋愀惡悋 惆悋愆擧惆 惘悋愆悋愕 惺 惠惘惡惠 惘愕悋 惆擧惠惘 惠擧 悛慍愆 悋愕悋惠惆 惘悋悋: 惆擧惠惘 悋愕悋惺 慍悋惘惺 慍悋惘擧 惆擧惠惘 悴悋惆 忰悋惠 悋愕悋惠惆 愆悋惘: 惆擧惠惘 惺 惆悋惘 惆擧惠惘 悽惆悴 惺悛惡悋惆 悋愕悋惠惆 惆悋惘: 惆擧惠惘 忰惆惘惷悋 悋忰惆 悛惡悋惆 惆擧惠惘 惘惠惷 惘惷悋 慍悋惆 惆悋愆悴: 惺愕 惘惷悋 ]]> Mon, 29 Jan 2018 11:48:01 GMT /slideshow/development-and-validation-of-moocs-instructional-design-model-based-connectivism-learning-theory-in-higher-education-system/86848097 rezaeieisa@slideshare.net(rezaeieisa) Development and validation of moocs instructional design model based connectivism learning theory in higher education system rezaeieisa 惠惆 悋惺惠惡悋惘悋惡 悋擯 愀惘悋忰 悛慍愆 惆惘悋 惡惘悽愀 悛慍悋惆 悋惡 惡惠 惡惘 惴惘 悋惆擯惘 悋惘惠惡悋愀 擯惘悋 惆惘 惴悋 悛慍愆 惺悋 Development and Validation of MOOCs Instructional Design Model Based Connectivism Learning Theory in Higher Education System 惆悋愆擯悋 惺悋 愀惡悋愀惡悋 惆悋愆擧惆 惘悋愆悋愕 惺 惠惘惡惠 惘愕悋 惆擧惠惘 惠擧 悛慍愆 悋愕悋惠惆 惘悋悋: 惆擧惠惘 悋愕悋惺 慍悋惘惺 慍悋惘擧 惆擧惠惘 悴悋惆 忰悋惠 悋愕悋惠惆 愆悋惘: 惆擧惠惘 惺 惆悋惘 惆擧惠惘 悽惆悴 惺悛惡悋惆 悋愕悋惠惆 惆悋惘: 惆擧惠惘 忰惆惘惷悋 悋忰惆 悛惡悋惆 惆擧惠惘 惘惠惷 惘惷悋 慍悋惆 惆悋愆悴: 惺愕 惘惷悋 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/developmentandvalidationofmoocsinstructionaldesignmodelbasedconnectivismlearningtheoryinhighereducat-180129114801-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 惠惆 悋惺惠惡悋惘悋惡 悋擯 愀惘悋忰 悛慍愆 惆惘悋 惡惘悽愀 悛慍悋惆 悋惡 惡惠 惡惘 惴惘 悋惆擯惘 悋惘惠惡悋愀 擯惘悋 惆惘 惴悋 悛慍愆 惺悋 Development and Validation of MOOCs Instructional Design Model Based Connectivism Learning Theory in Higher Education System 惆悋愆擯悋 惺悋 愀惡悋愀惡悋 惆悋愆擧惆 惘悋愆悋愕 惺 惠惘惡惠 惘愕悋 惆擧惠惘 惠擧 悛慍愆 悋愕悋惠惆 惘悋悋: 惆擧惠惘 悋愕悋惺 慍悋惘惺 慍悋惘擧 惆擧惠惘 悴悋惆 忰悋惠 悋愕悋惠惆 愆悋惘: 惆擧惠惘 惺 惆悋惘 惆擧惠惘 悽惆悴 惺悛惡悋惆 悋愕悋惠惆 惆悋惘: 惆擧惠惘 忰惆惘惷悋 悋忰惆 悛惡悋惆 惆擧惠惘 惘惠惷 惘惷悋 慍悋惆 惆悋愆悴: 惺愕 惘惷悋
Development and validation of moocs instructional design model based connectivism learning theory in higher education system from Eisa Rezaei
]]> 210 4 https://cdn.slidesharecdn.com/ss_thumbnails/developmentandvalidationofmoocsinstructionaldesignmodelbasedconnectivismlearningtheoryinhighereducat-180129114801-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teaching And Learning Models in MOOCs /slideshow/teaching-and-learning-models-in-moocs/86845528 teachingandlearningmodelsinmoocs-180129104234
Teaching And Learning Models in MOOCs Dr. Eisa rezaei PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir Teaching And Learning Models in MOOCs The pedagogy of the MOOC cMOOC Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning. xMOOC Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment. bMOOC blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context quasi-MOOCs Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MITs OpenCourseware (OCW). They consist of open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs ]]>
Teaching And Learning Models in MOOCs Dr. Eisa rezaei PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir Teaching And Learning Models in MOOCs The pedagogy of the MOOC cMOOC Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning. xMOOC Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment. bMOOC blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context quasi-MOOCs Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MITs OpenCourseware (OCW). They consist of open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs ]]> Mon, 29 Jan 2018 10:42:34 GMT /slideshow/teaching-and-learning-models-in-moocs/86845528 rezaeieisa@slideshare.net(rezaeieisa) Teaching And Learning Models in MOOCs rezaeieisa Teaching And Learning Models in MOOCs Dr. Eisa rezaei PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir Teaching And Learning Models in MOOCs The pedagogy of the MOOC cMOOC Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning. xMOOC Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment. bMOOC blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context quasi-MOOCs Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MITs OpenCourseware (OCW). They consist of open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachingandlearningmodelsinmoocs-180129104234-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Teaching And Learning Models in MOOCs Dr. Eisa rezaei PhD in Educational Technology, Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir Teaching And Learning Models in MOOCs The pedagogy of the MOOC cMOOC Driven by principles of pedagogic innovation within a network, disaggregated mode of social learning. xMOOC Institutionally-focused, characterised by a pedagogy short on social contact and based on video-lecture content with automated assessment. bMOOC blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context quasi-MOOCs Quasi-MOOCs offer web-based tutorials such as those by Khan Academy and MITs OpenCourseware (OCW). They consist of open education resources supporting learning specific tasks that do not offer the social interaction of cMOOCs or the automated grading and tutorial-driven format of xMOOCs
Teaching And Learning Models in MOOCs from Eisa Rezaei
]]> 338 3 https://cdn.slidesharecdn.com/ss_thumbnails/teachingandlearningmodelsinmoocs-180129104234-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Instructional design in massive open online course (moocs) /slideshow/instructional-design-in-massive-open-online-course-moocs/86844488 instructionaldesigninmassiveopenonlinecoursemoocs-180129101743
Instructional Design in Massive Open Online Course (MOOCs) Dr. Eisa rezaei PhD in Educational Technology Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir rezaeiphd@gmail.com ]]>
Instructional Design in Massive Open Online Course (MOOCs) Dr. Eisa rezaei PhD in Educational Technology Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir rezaeiphd@gmail.com ]]> Mon, 29 Jan 2018 10:17:43 GMT /slideshow/instructional-design-in-massive-open-online-course-moocs/86844488 rezaeieisa@slideshare.net(rezaeieisa) Instructional design in massive open online course (moocs) rezaeieisa Instructional Design in Massive Open Online Course (MOOCs) Dr. Eisa rezaei PhD in Educational Technology Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir rezaeiphd@gmail.com <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/instructionaldesigninmassiveopenonlinecoursemoocs-180129101743-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Instructional Design in Massive Open Online Course (MOOCs) Dr. Eisa rezaei PhD in Educational Technology Assistant Professor, Virtual University Of Medical Sciences, Tehran, Iran EisaRezaei.ir rezaeiphd@gmail.com
Instructional design in massive open online course (moocs) from Eisa Rezaei
]]> 265 4 https://cdn.slidesharecdn.com/ss_thumbnails/instructionaldesigninmassiveopenonlinecoursemoocs-180129101743-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Technology enhanced learning /slideshow/technology-enhanced-learning-86843943/86843943 technologyenhancedlearning-rezaei3-180129100328
Technology enhanced learning Dr. Eisa rezaei Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir DEFINITION Technology Enhanced Learning Instructional Design and Technology Timeline Reiser and Dempsey (2012) Why should we incorporate TEL in our educational pedagogies? Using technology can be costly Potential Benefits Higher Education Funding Council for England (2009) Learning Theories and TEL Learning Theories and TEL Technology Enhanced Learning design models Designing Enhanced Learning Activities Networked Teacher Model (Couros, 2008) Networked student Model (Drexler 2010) ]]>
Technology enhanced learning Dr. Eisa rezaei Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir DEFINITION Technology Enhanced Learning Instructional Design and Technology Timeline Reiser and Dempsey (2012) Why should we incorporate TEL in our educational pedagogies? Using technology can be costly Potential Benefits Higher Education Funding Council for England (2009) Learning Theories and TEL Learning Theories and TEL Technology Enhanced Learning design models Designing Enhanced Learning Activities Networked Teacher Model (Couros, 2008) Networked student Model (Drexler 2010) ]]> Mon, 29 Jan 2018 10:03:28 GMT /slideshow/technology-enhanced-learning-86843943/86843943 rezaeieisa@slideshare.net(rezaeieisa) Technology enhanced learning rezaeieisa Technology enhanced learning Dr. Eisa rezaei Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir DEFINITION Technology Enhanced Learning Instructional Design and Technology Timeline Reiser and Dempsey (2012) Why should we incorporate TEL in our educational pedagogies? Using technology can be costly Potential Benefits Higher Education Funding Council for England (2009) Learning Theories and TEL Learning Theories and TEL Technology Enhanced Learning design models Designing Enhanced Learning Activities Networked Teacher Model鐃 (Couros, 2008) Networked student Model鐃 (Drexler 2010) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/technologyenhancedlearning-rezaei3-180129100328-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Technology enhanced learning Dr. Eisa rezaei Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir DEFINITION Technology Enhanced Learning Instructional Design and Technology Timeline Reiser and Dempsey (2012) Why should we incorporate TEL in our educational pedagogies? Using technology can be costly Potential Benefits Higher Education Funding Council for England (2009) Learning Theories and TEL Learning Theories and TEL Technology Enhanced Learning design models Designing Enhanced Learning Activities Networked Teacher Model鐃 (Couros, 2008) Networked student Model鐃 (Drexler 2010)
Technology enhanced learning from Eisa Rezaei
]]> 437 1 https://cdn.slidesharecdn.com/ss_thumbnails/technologyenhancedlearning-rezaei3-180129100328-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Learning analytics workshop /slideshow/learning-analytics-workshop/86843516 learninganalyticspptworkshop-180129095147
learning analytics ppt workshop Eisa rezaei Assistant Professor of Virtual University of Medical Sciences , Tehran, Iran. Ph.D. in educational technology Introduction A Brief History of Learning Analytics Ethics & Privacy DELICATE Checklist What is Learning Analytics? What and How The Process Of Learning Analytics siemens (2010) learning analitces dashboard Sample of Edx, khan academy Learning Analytics: What It Can Do? reflections ]]>
learning analytics ppt workshop Eisa rezaei Assistant Professor of Virtual University of Medical Sciences , Tehran, Iran. Ph.D. in educational technology Introduction A Brief History of Learning Analytics Ethics & Privacy DELICATE Checklist What is Learning Analytics? What and How The Process Of Learning Analytics siemens (2010) learning analitces dashboard Sample of Edx, khan academy Learning Analytics: What It Can Do? reflections ]]> Mon, 29 Jan 2018 09:51:46 GMT /slideshow/learning-analytics-workshop/86843516 rezaeieisa@slideshare.net(rezaeieisa) Learning analytics workshop rezaeieisa learning analytics ppt workshop Eisa rezaei Assistant Professor of Virtual University of Medical Sciences , Tehran, Iran. Ph.D. in educational technology Introduction A Brief History of Learning Analytics Ethics & Privacy DELICATE Checklist What is Learning Analytics? What and How The Process Of Learning Analytics siemens (2010) learning analitces dashboard Sample of Edx, khan academy Learning Analytics: What It Can Do? reflections <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/learninganalyticspptworkshop-180129095147-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> learning analytics ppt workshop Eisa rezaei Assistant Professor of Virtual University of Medical Sciences , Tehran, Iran. Ph.D. in educational technology Introduction A Brief History of Learning Analytics Ethics &amp; Privacy DELICATE Checklist What is Learning Analytics? What and How The Process Of Learning Analytics siemens (2010) learning analitces dashboard Sample of Edx, khan academy Learning Analytics: What It Can Do? reflections
Learning analytics workshop from Eisa Rezaei
]]> 189 1 https://cdn.slidesharecdn.com/ss_thumbnails/learninganalyticspptworkshop-180129095147-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Assessment Design and Development workshop /slideshow/assessment-design-workshop-86807224/86807224 assessmentdesignworkshop-final1396-180128121244
Assessment Design and Development Workshop 悋擯惘 惆悋愆悴 惡惠悋惆 悋慍 惆愕惠 惠惆惘愕 惷惺 惘悋惘 擧惆 悽悋惆 惠悋愕惠 悋慍 惆愕惠 愕悴愆 惘 惆 惷惺 惡擯惘慍惆 ]]>
Assessment Design and Development Workshop 悋擯惘 惆悋愆悴 惡惠悋惆 悋慍 惆愕惠 惠惆惘愕 惷惺 惘悋惘 擧惆 悽悋惆 惠悋愕惠 悋慍 惆愕惠 愕悴愆 惘 惆 惷惺 惡擯惘慍惆 ]]> Sun, 28 Jan 2018 12:12:44 GMT /slideshow/assessment-design-workshop-86807224/86807224 rezaeieisa@slideshare.net(rezaeieisa) Assessment Design and Development workshop rezaeieisa Assessment Design and Development Workshop 悋擯惘 惆悋愆悴 惡惠悋惆 悋慍 惆愕惠 惠惆惘愕 惷惺 惘悋惘 擧惆 悽悋惆 惠悋愕惠 悋慍 惆愕惠 愕悴愆 惘 惆 惷惺 惡擯惘慍惆 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/assessmentdesignworkshop-final1396-180128121244-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Assessment Design and Development Workshop 悋擯惘 惆悋愆悴 惡惠悋惆 悋慍 惆愕惠 惠惆惘愕 惷惺 惘悋惘 擧惆 悽悋惆 惠悋愕惠 悋慍 惆愕惠 愕悴愆 惘 惆 惷惺 惡擯惘慍惆
Assessment Design and Development workshop from Eisa Rezaei
]]> 58 1 https://cdn.slidesharecdn.com/ss_thumbnails/assessmentdesignworkshop-final1396-180128121244-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://public.slidesharecdn.com/v2/images/profile-picture.png https://cdn.slidesharecdn.com/ss_thumbnails/simulationineducation-191005174153-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ss-179338147/179338147 愆惡 愕悋慍 惆惘 悛慍愆 - 愆... https://cdn.slidesharecdn.com/ss_thumbnails/simulationineducation-191001033924-thumbnail.jpg?width=320&height=320&fit=bounds rezaeieisa/simulation-in-education Simulation in education https://cdn.slidesharecdn.com/ss_thumbnails/codeofethics-drrezaei-190926055757-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ethics-in-elearning-dimensions-and-considerations/176225194 Ethics in e-Learning: ...