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Relevant bibliographies by topics / Multimedia teaching tools

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Academic literature on the topic 'Multimedia teaching tools'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 May 2022

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Journal articles on the topic "Multimedia teaching tools"

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Kumar, Tribhuwan, Sayama Malabar, Ahmed Benyo, and Bakhrul Khair Amal. "Analyzing multimedia tools and language teaching." Linguistics and Culture Review 5, S1 (August 6, 2021): 331–41. http://dx.doi.org/10.21744/lingcure.v5ns1.1400.

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This study analyzes the use of multimedia tools to teach English in non-English speaking nations and highlights the issues that teachers and English students confront. A better instrument for the exploration of a novel teaching approach has been the increasingly growing scientific tools and techniques such as multimedia technology. Multimedia technology, in particular, in non-native language contexts, plays an essential role in English language education. It also intends to raise awareness of the strategies to effectively deploy non-mutual English speakers as language teachers. The study presents a detailed analysis of the role of multimedia tools and technology. Advantages and disadvantages of multimedia tools and technology are described at length, recommendations are made and conclusion is drawn. It is believed that the use of multimedia technology can ensure effective language teaching and enhance learners’ linguistic abilities.

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Medzhitova, L. M., R. T. Fazilova, and E. I. Ablyalimova. "MULTIMEDIA INTERACTIVE TOOLS IN PROGRAMMING TEACHING." Information Technologies in Education, no. 10 (July 25, 2011): 110–16. http://dx.doi.org/10.14308/ite000273.

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Barlow, Steven B. "Creating Multimedia Teaching and Training Tools." Microscopy Today 11, no. 2 (April 2003): 30–35. http://dx.doi.org/10.1017/s1551929500052470.

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Teaching and training users how to operate laboratory equipment is a time-intensive practice. Many new users are students, who have generally high turnover rates; after they complete a class project or degree program, they leave the facility, In addition, users often divide their time among a variety of techniques and equipment. With episodic usage, researchers tend to forget details of instrument operation and need to be retrained. Academic core facilities must balance their productivity against the time it takes to train and retrain an ever-changing parade of users. Site-specific multimedia teaching and training resources, such as films, CDs, videos, or DVDs, if easily available in the laboratory, would enable users to refresh and retrain themselves on equipment operation.

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Tesoro-Martinez, Doyce, Tomas U. Ganiron, and Harold S. Taylor. "Multimedia Tools for Teaching Basic Electronics." International Journal of Education and Learning 3, no. 2 (September 30, 2014): 23–34. http://dx.doi.org/10.14257/ijel.2014.3.2.03.

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Ferreira, Celeste, Mónica Baptista, and Agnaldo Arroio. "TEACHERS’ PEDAGOGICAL STRATEGIES FOR INTEGRATING MULTIMEDIA TOOLS IN SCIENCE TEACHING." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 509–24. http://dx.doi.org/10.33225/jbse/13.12.509.

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Since the widespread introduction of Information and Communication Technology (ICT) in education the use of multimedia environments has increased substantially. This qualitative study analyse how teachers integrate multimedia tools into teaching and learning sequences (TLS) in science education. Four in-service teachers’ groups have been investigated across a 40 h teachers’ training course to analyse their pedagogical strategies and difficulties for introducing multimedia tools in science teaching. During the training program to discuss multimedia environments teachers (n=14) were invited to build teaching learning sequences (TLS) about some science content using multimedia tools. The results obtained through a content analysis suggest that these teachers are integrating multimedia tools mostly to enhance particular concepts and skills (integrated approach) than to innovate presentations (enhancement approach). In all cases teachers adopted structured tasks and in two of these they were not aware of the necessity to make explicit links between the multimedia tools and the other activities. Some difficulties related to pedagogical approaches and teachers’ knowledge are discussed. Key words: multimedia tools, science education, teachers’ knowledge, teachers’ pedagogical approaches.

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Jauhari, Mohammad Nafie, Juhari Juhari, and Mohammad Jamhuri. "Pelatihan Penyusunan Bahan Ajar Berbasis Multimedia Bagi Guru-Guru Yayasan Ali Imron Pakamban Sumenep." Journal of Research on Community Engagement 2, no. 1 (September 30, 2020): 14–21. http://dx.doi.org/10.18860/jrce.v2i1.10333.

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Learning media is a useful tool and intermediary for facilitating the teaching and learning process to streamline communication between teachers and students. This community service activity is divided into three main activities, namely the delivery of concepts or theories of multimedia, types of multimedia, the use of multimedia, and making presentations using practical and interactive PowerPoints tools; second, training on how to use PowerPoint effectively; and third, evaluation on the ability of training participants in making multimedia-based teaching materials.

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Campbell, Kristin R., Sandra B. Wilson, P. Christopher Wilson, and Zhenli He. "Interactive Online Tools for Teaching Plant Identification." HortTechnology 21, no. 4 (August 2011): 504–8. http://dx.doi.org/10.21273/horttech.21.4.504.

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Interactive review exercises were developed as an online learning component of an existing native plant landscaping course. The instruments were designed with specific goals for students to 1) test their plant identification knowledge, 2) practice leaf terminology with specific plant examples, and 3) associate landscape performance with native ecosystem characteristics. The plant identification tool was developed within a spreadsheet application using formulas consisting of logic statements. This tool tests the students’ ability to identify plants and spell scientific and common names associated with high-resolution plant images. The leaf terminology tool was developed using a multimedia platform. It uses a drag-and-drop interface where students are asked to associate a specific leaf term (i.e., margin, apex, base, texture, arrangement) with a scanned image that best matches the taxonomic term. The ecosystem tool, also developed using a multimedia platform, uses digital images captured for each of Florida's major ecosystems in conjunction with sets of plant combinations and site characteristics. Students select the appropriate choices and submit their answers online, after which they receive immediate feedback. Students reported an improvement in plant recognition after they had access to these identification tools. These interactive learning tools not only benefit students enrolled in this specific course but can be adapted to a variety of online courses nationwide.

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Lv, Hong Ning. "Multimedia Technology Application in Teaching Basketball Skills." Advanced Materials Research 557-559 (July 2012): 2025–28. http://dx.doi.org/10.4028/www.scientific.net/amr.557-559.2025.

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Technology and multimedia tools are constantly evolving and providing instructional designers new ways to present instruction. While the evolution of technology is full of instructional design potential, more research is needed to understand the cognitive processes when learning with different combinations of multimedia. The paper intends to interpret the application of multimedia technology in teaching basketball skills.

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Lempereur, Alain Pekar. "Innovation in Teaching Negotiation Towards a Relevant Use of Multimedia Tools." International Negotiation 9, no. 1 (2004): 141–60. http://dx.doi.org/10.1163/1571806041262098.

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AbstractThis article examines four cases of innovation in teaching negotiation, developed mostly in France, that involve the intensive use of multimedia techniques. These tools address some of the shortcomings of current teaching methods discussed in earlier literature. The use of multimedia innovations seems to improve teaching the subject of negotiation by enabling instructors to better bridge the gaps between theory and practice, and simulation and reality. These innovations also facilitate multiple perspectives, which are needed in cross-cultural negotiations.

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Yuejue, Yan, Sun Xinze, Li Bingyue, and Wang Xiaoyuan. "Construct a Teaching System Combining Image Linguistics and Multimedia Technology." Wireless Communications and Mobile Computing 2021 (April 26, 2021): 1–11. http://dx.doi.org/10.1155/2021/6699010.

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At present, the research on the theoretical system of multimedia image linguistics in my country is very limited. In order to further improve and develop the theoretical system of multimedia picture linguistics, this article extracts effective knowledge from the research results of educational technology, linguistics, psychology, and semiotics and establishes a teaching system based on image linguistics. Multimedia picture linguistics consists of three parts: structure, semantics, and pragmatics, corresponding to the artistic laws of multimedia pictures, the cognitive laws of multimedia pictures, and the humanization and naturalization of picture design. Therefore, the research in this article is an important part of establishing multimedia image linguistics. Starting from the research methods of multimedia technology and picture linguistics, this article introduces the theoretical framework and the relationship between the multimedia learning cognitive theory and Mayer’s multimedia learning cognitive theory and conducts in-depth discussion and demonstration. The thesis constructs a teaching system that combines picture linguistics and multimedia technology and makes it a language tool for developing and designing multimedia learning materials. Experiments have proved that the teaching system combining picture linguistics and multimedia technology proposed in this paper can provide a framework, ideas, and methods for the related research of multimedia picture linguistics and multimedia technology and make multimedia picture language a multimedia learning material design and development The language tools that can be followed can effectively improve the teaching effect under the background of information technology.

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Dissertations / Theses on the topic "Multimedia teaching tools"

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Chernykh, O. P., O. S. Sentischeva, and Abderrachim Elbaachouchi. "Application of multimedia technologies for improving the efficiency of foreign students teaching." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/45810.

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Tserendorj, Navchaa, Uranchimeg Tudevdagva, and Ariane Heller. "Integration of Learning Management System into University-level Teaching and Learning." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-103595.

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With rapid development of science and technology, introduction of the ICT different methodologies into the learning environment today becomes one of the most important factors. Application of IT tools in classroom learning in and methodology for teaching and learning processes creates number of issues, which could be solved with the help of online Learning Management System (LMS). This paper presents experiment results using of Moodle, at the course of Linear algebra and analytic geometry (LAAG) in the first semester of 2010-2011 and 2011-2012 study year. The paper presents quantitative and qualitative rationale interdependence analysis and experiment conclusion based on midterm and final exam results of the freshman students of the National University of Mongolia.

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Garms-Cray, Grietje. "Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie." Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.

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This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.

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Ушакова, А. Д., and A. D. Ushakova. "Методика обучения описанию инфографики на иностранном языке с использованием мультимедийных средств : магистерская диссертация." Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100756.

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Международное сотрудничество в различных областях науки и экономики подразумевает наличие не только профессиональных компетенций у современных выпускников высших учебных заведений, но и умение наглядно демонстрировать результаты своей научной и профессиональной деятельности, в том числе, на иностранном языке. Умение описывать различные типы инфографики представляется актуальным направлением в обучении студентов высших учебных заведений. Целью данного исследования является теоретическое обоснование и разработка методики обучения описанию инфографики на иностранном языке с использованием мультимедийных средств. В работе рассмотрены понятие, история, функции и классификации инфографики, определены основные подходы и принципы методики обучения описанию инфографики на иностранном языке, обозначены необходимые мультимедийные средства и цифровые компетенции, разработана поэтапная методика обучения описанию инфографики на иностранном языке с использованием мультимедийных средств. Методика содержит различные типы заданий для каждого этапа. Эффективное применение инфографики на иностранном языке объединяет знания в области инфографики, информационно-коммуникационных технологий и лингвистических особенностей иностранного языка, что и определяет набор заданий на каждом этапе обучения. Методика была апробирована на студентах группы УГИ-104011, обучающихся по образовательной программе 44.03.01 «Методика преподавания иностранных языков». Анализ опросов студентов показал, что после ряда занятий по описанию инфографики изменилось отношение к ее применению для демонстрации результатов своих исследований.
International cooperation in various fields of science and economics implies not only the professional competence of modern graduates of higher education institutions but also the ability to demonstrate the results of their scientific and professional works in a foreign language. The ability to describe different types of infographics seems to be an actual trend in the education of students of higher education institutions. The purpose of this study is to provide a theoretical basis and develop a method of teaching the description of infographics in a foreign language with the use of multimedia tools. The paper considers the definition, history, functions and classifications of infographics, defines the basic approaches and principles of teaching methods for describing infographics in a foreign language, identifies the necessary multimedia tools and digital competencies. A step-by-step method of teaching the description of infographics in a foreign language with the use of multimedia tools has been developed. The method contains different types of tasks for each stage. Effective application of infographics in a foreign language combines knowledge in the field of infographics, information and communication technologies and linguistic features of a foreign language, which defines a set of tasks at each stage of training. The method was tested on the students of the UGI-104011 group studying on the educational programme 44.03.01 "Methods of teaching foreign languages." Analysis of student surveys showed that after a series of lessons on infographics description, the attitude towards its application to demonstrate the results of their research has changed.

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Hamm, Breanna H. "Today's Learners: Applying Gaming Elements to Enhance Student Engagement in a University Visual Communication Course." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308576036.

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Moore, Linda Eve. "Educators and technology, using multimedia as a teaching and presentation tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2016.

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This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.

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Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.

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This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.

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Obaigbona, Grace Amarachukwu. "L’intégration des multimédias (aspects pédagogiques, méthodologiques et technologiques)dans la didactique du FLE comme facteur de motivation chez les apprenants plurilingues deFLE au Nigeria." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL007.

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L’intégration des multimédias (aspects pédagogiques, méthodologiques et technologiques) dans la didactique du FLE comme facteur de motivation chez les apprenants plurilingues de FLE au Nigeria. Dans notre recherche, nous nous proposons d’étudier l’usage du multimédia comme facteur de motivation chez des apprenants plurilingues et dans l’enseignement du Français Langue Etrangère (FLE) au Nigeria, un pays en voie de développement.L'un des défis auxquels est confronté l’enseignement des langues étrangères au Nigeria est la situation linguistique générale des apprenants. Avec plus de 400 langues, Le Nigeria est connu pour son "extrême diversité linguistique" (Elugbe 1994:62). Dans l'enseignement et l'apprentissage du français, les enseignants et les étudiants sont confrontés à cette réalité multilingue mais aussi à d'autres facteurs négatifs tels que le nombre d’élèves par classe, leur hétérogénéité et souvent leur manque de motivation. Nous constatons que certaines technologies ont déjà été mises en place dans presque toutes les universités nigérianes. Dans tous les ministères, les gouvernements obligent les fonctionnaires à acquérir une connaissance de base en informatique. Dans toutes les villes, il existe des cybercafés et maintenant on peut même surfer chez soi.L’enseignement hybride est un dispositif qui associe l’apprentissage traditionnel en classe avec un apprentissage médiatisé par ordinateur (Graham, 2006:5). L’apprentissage d’une langue est une pratique sociale et culturelle totale, d'autant plus quand il intègre de nouvelles technologies qui favorisent une grande variété d'interactions sociales (Kern & Warschauer, 2000). Si une approche communicative est souhaitable alors il convient de s’intéresser aux possibilités qu’offre l’apprentissage hybride pour améliorer l'enseignement et l'apprentissage des langues au Nigeria.Pour la méthodologie de recherche et la collecte de données, nous avons utilisé un questionnaire qui a été envoyé aux enseignants et aux étudiants du FLE au Nigéria pour déterminer les différentes approches et méthodes dans l’enseignement et l'apprentissage du français langue étrangère au Nigeria.En conclusion, cette recherche présente les résultats d'une étude sur les motivations des enseignants et des apprenants nigérians pour l’apprentissage du français, avec ou sans recours à des dispositifs hybrides. Cependant, nous ne pouvons pas prétendre que les résultats que nous avons obtenus seront valables pour l'ensemble du pays (Nigéria). Mais il reste cependant important de noter que ces résultats faciliteront l'application de l'apprentissage hybride (blended learning) dans le système général d'enseignement et d'apprentissage du français langue étrangère dans le pays
The integration of multimedia (pedagogical, methodological and technological aspects) in the teaching of French language as a motivating factor for multilingual learners of French in Nigeria. In our research, we propose to study the use of multimedia as a motivating factor for multilingual learners and in the teaching of the French as a foreign language (FLE) in Nigeria, a developing country.One of the challenges of foreign language teaching and learning in Nigeria is the general language situation of learners. Nigeria is home to over 400 languages and it is known for its “extreme linguistic diversity” (Elugbe 1994:62). In teaching and learning French, both teachers and students are confronted with this multilingual reality and other factors such as the predominance of large mixed-level classes and learners’ lack of motivation.Presently, new technologies are already in place in almost all the Nigerian universities. In almost all Nigerian institutions, governments now compel teachers to acquire at least some basic knowledge in multimedia tools. Also, in most major towns and cities, there are cybercafés and access to online services. With the increase in mobile internet access, many more people can now go internet surfing from home and on the go, thus ensuring ready access to educational instructional materials.Blended Learning systems combine face-to-face instruction with computer-mediated instruction (Graham, 2006:5). Language learning is a comprehensive social and cultural experience, even more so when it involves new technologies that promote a variety of social interactions (Kern & Warschauer, 2000). If a communicative approach is desirable then blended learning should at least be examined as one potential means of improving language teaching & learning in Nigeria.For the research methodology and collection of data, we used a survey through a questionnaire which was sent to teachers and students of FLE in Nigeria to determine the various teaching methodology and approaches to learning.In conclusion, this research presents the results of a study into teachers’ and learners’ motivations for learning French and for using (or not) blended learning. However, we cannot claim that the results that were obtained will resolve the whole issues discussed in this study in relation to French language acquisition in the Nigerian context and we cannot pretend that the recommendations will be valid for the whole country (Nigeria). But it remains, however, important to note that these results/recommendations will facilitate the application of Blended learning in the general system of teaching and learning of French in the country

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Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.

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Jönsson, Annie. "Hur upplever kunder informationom miljöteknisk markundersökning? : En undersökning kring befintlig information samt en ny informationsfilm." Thesis, Umeå universitet, Institutionen för ekologi, miljö och geovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123399.

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The purpose of this report was to investigate how people who order a soil analysis perceive the information about that process. According to the law the customers need to have information about the soil analysis if they order it. A new informational film about soil analysis was compared to the existing data to see how the customer perceives different types of information. Two groups took part in the survey, one group watched the informational film, and the second group only had access to the existing data. The results of the investigation show that the majority of the respondents in the second group think that there is too little information about soil analysis and that it is hard to find. The first group think that after watching the movie, they got all the necessary information about the soil analysis in an accessible way. However, most survey respondents want the information in text form. Those who saw the informational movie think they have a better understanding of how and why the soil analysis is done, compared to those who only had access to the existing information. Most survey respondents want to get information from the municipality / county government, but receive the most of it from consultant agencies.

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Books on the topic "Multimedia teaching tools"

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Further Education Development Agency. Quality in Information and Learning Technology., ed. Right tools for the job: Evaluating multimedia, flexible and open learning materials. London: FEDA, 1999.

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Helen, Carlson, ed. Multimedia in higher education: A practical guide to new tools for interactive teaching and learning. Medford, NJ: Learned Information, Inc., 1995.

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Connolly, Evelyn M. The incorporation of multimedia and multimodal learning tools into the teaching of research: A case study of digital storytelling in a high school English class. Lewiston [N.Y.]: The Edwin Mellen Press, 2011.

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Jafrancesco, Elisabetta, and Matteo La Grassa, eds. Competenza lessicale e apprendimento dell’Italiano L2. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.

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This volume addresses the teaching and learning of vocabulary in Italian L2 from different points of view, defining an updated and heterogeneous framework. The articles focus on wide-ranging topics: advances in acquisitional linguistics research, studies on interlanguage, results of psycholinguistic research, the role of teaching technologies, the use of multimedia lexicographic tools, new attention to languages for specific purposes, analysis of interactions on social networks. Each of these topics is treated specifically referring to the lexical dimension and to the possible applicative effects on the teaching of Italian L2.

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Quigley, Elaine. The effectiveness of multimedia as a teaching tool for secondary level education in business studies. [s.l: The Author], 2002.

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Karen, Swan, Frazer Marla, and Educational Resources Information Center (U.S.), eds. Tools for supporting response-based literature teaching and learning: A multimedia exploration of the beat generation. Albany, N.Y: National Research Center on English Learning & Achievement, University at Albany, State University of New York, 1997.

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Richardson, Willard H. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms: A Multimedia Kit for Professional Development. Corwin, 2010.

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Benmayor, Rina. Case Study: Engaging Interpretation Through Digital Technologies. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0033.

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This article focuses on the dynamics of interpreting oral history through digital technologies. From today's vantage point, my “high-tech” strategies are quaint and rather obsolete. Faculty have more sophisticated electronic tools at our disposal for oral history instruction, including digital transcription programs, multimedia programs that integrate voice, image, and word, and learning management systems where we can post course materials, communicate with students, organize group communication and so on. In addition to advances in teaching technologies, today's students come with higher degrees of technological literacy than a decade ago. They are equipped with computers, iPods, and cell phones, and many know how to use digital audio and video recorders. Where once we had to teach how to use specialized software programs, faculty now take for granted that students know how to make slide presentations. Some are already familiar with sound or video editing processes, and a few may even have multimedia production experience.

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Book chapters on the topic "Multimedia teaching tools"

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Gauthier, Valérie. "Cross-Cultural Language Teaching with Multimedia Tools." In CALL, Culture and the Language Curriculum, 138–53. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1536-6_11.

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Schliep, Alexander, and Winfried Hochstättler. "Developing Gato and CATBox with Python: Teaching Graph Algorithms through Visualization and Experimentation." In Multimedia Tools for Communicating Mathematics, 291–309. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56240-2_18.

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Alessio, Francesca Gemma, Maria Chiara Brambilla, Alessandro Calamai, Chiara de Fabritiis, Lucio Demeio, Matteo Franca, Cristina Marcelli, et al. "New Multimedia Technologies as Tools for a Modern Approach to Scientific Communication and Teaching of Mathematical Sciences." In The First Outstanding 50 Years of “Università Politecnica delle Marche”, 393–402. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32762-0_23.

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Antão, Cecília M. "Multimedia Interactive Boards as a Teaching and Learning Tool in Environmental Education: A Case-Study with Portuguese Students." In Proceedings of the Future Technologies Conference (FTC) 2018, 1164–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02686-8_87.

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Hansen, Bethanie L. "Multimedia Assets." In Teaching Music Appreciation Online, 199–218. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.003.0010.

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This chapter reviews multimedia assets that involve audio, video, presentation, and engaging aspects, and which can be developed by the instructor and students. Elements of accessibility for students with learning differences and disabling conditions are provided to guide instructors in selecting and using tools. Copyright compliance is also introduced. Readers will benefit from guidelines for integrating multimedia content, suggestions for student asset development, and the reviews of many sample educational technology tools that can be effectively integrated into the online music appreciation course. The chapter ends with a brief summary of important points and an infographic designed to visually highlight four categories of multimedia tools that can be used to create instructor-made assets, with several applications and app examples included.

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"Multimedia tools in the teaching of removable denture prosthesis." In Biodental Engineering II, 201–7. CRC Press, 2013. http://dx.doi.org/10.1201/b15986-43.

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Bellas, F., O. Fontenla-Romero, N. Sánchez-Maroño, and J. A. Becerra. "Web-Based Multimedia Tools for Monitoring and E-Learning." In Monitoring and Assessment in Online Collaborative Environments, 1–21. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-786-7.ch001.

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This chapter is devoted to the application of Web-based multimedia tools as a complement to traditional e-learning resources to improve the quality of teaching in two senses: adapting lesson contents to improving the understanding and increasing the motivation of the students. The authors present a set of practical tools that have achieved successful results in their courses and that, together, provide a more proactive teaching methodology based on interactive and mobile learning materials. These tools can be divided into two main groups: simulations and interactive videos, directly related to the process of studying, and quizzes and questionnaires, useful to adapt the teaching to the objective comprehension level. In addition, the authors point out the advantages of providing the students with more familiar multimedia materials suitable for being transported and consulted in mobile devices. A basic point of this methodology is that all these resources are available through a Web-based interface, so that the interaction does not depend on the physical presence of the students. Finally, the authors must point out that with their methodology they are focused on monitoring learning, which is achieved directly with online questionnaires, but they have also performed resource monitoring, in terms of degree of satisfaction and practical use. This is achieved, in this case, through the use of surveys and from the analysis of the statistics provided by the Web-based application.

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Hansen, Bethanie L. "Forum Discussions." In Teaching Music Appreciation Online, 115–52. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.003.0006.

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In the third section, Specifics of Course Components and Samples, course components other than text are introduced. These include multimedia assets—effective tools to deliver content, engage learners, and promote creativity—as well as discussion forums, assignments, announcements, and other tools, illustrated by examples. This section is organized topically and serves as a resource for both novice and veteran online educators. For each area, tips are provided to ensure that these aspects of the online course are successfully developed and presented to students. Specific examples are provided that can be used in any online course without additional permission.

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Seufert, Sabine, and Nina Scheffler. "Developing Digital Competences of Vocational Teachers." In Digital Multimedia, 199–216. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3822-6.ch010.

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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility in specific working context as well as time and financial aspects are criticized. Present research shows that non-formal and informal learning should be better linked in order to develop teachers' digital competences sustainably. The present contribution introduces a necessary framework to include informal learning processes in teacher education at vocational schools and furthermore fosters a school culture of learning together and from each other.

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Ikuta, Shigeru, Chisato Ouchi, Jinko Tomiyama, Yayoe Katagiri, Shoko Hoshi, Naoki Sakai, Chiaki Kisaka, Nobuo Hara, Hiromi Nakamura, and Keiko Ozaki. "School Activities for Autistic Children Using Newly Developed Software and Tools." In Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, 125–48. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7053-1.ch007.

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Original teaching materials with dot codes were created for use with autistic children with intellectual and expressive language disabilities. One of the authors (S. I.) created “Post-it” sticker icons on which dot codes were printed and shared these with teachers of children with autism spectrum disorders (ASD). Each sticker icon was linked with up to four multimedia mediums of expression, such as a movie, in addition to up to four voices/sounds. Touching a dot code icon with a speaking-pen enables audios to be replayed, and touching a dot code icon with a dot-code reader with Bluetooth functionality enables multimedia to be replayed on iOS and Windows OS devices. New software to create self-made teaching materials with dot codes was developed by Gridmark Inc., with the help of author S. I. Basic information on creating original teaching materials using this newly developed software and its use in schools for students with ASD are presented in this chapter.

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Conference papers on the topic "Multimedia teaching tools"

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Sanjuan, E., M. Parra, and I. Castro. "Multimedia tools for the teaching of probability and statistics." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03312.

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As it is well known, understanding some concepts is not a trivial task for a beginner in the field of the Probability and Statistics. With many students, they are initially greeted with mixed feelings of fear and anger. These feelings inhibit the learning of the probability and statistics. Emphasis has been placed in different directions with respect to the teaching of probability and statistics. Firstly, it focused on reducing the effort needed to perform statistical computations, but gave little insight into the meaning of concepts. Secondly, the emphasis was on meaning, but many of the students in the applied sciences were unprepared for such an approach and ended up knowing neither the theory nor the computational procedures. Our aim is to attempt to make probability and statistics as simple as possible for the student. In this work, we present multimedia tools in order to teach many probability concepts and simulating random experiments. The considered concepts are descriptive statistics, random experiments, sets and events, combinatorics, conditional probability, discrete random variables, continuous random variables, and central limit theorem. The computer is the principal instrument in the realization of these simulations. However, in some cases, the student does not know necessary programming concepts to design the experiments. For this reason, it is very important to supply an appropriate environment to the student for the realization of these experiments. These multimedia tools have been carried out in MATLAB using GUIDE (Graphical User Interface Development). The GUI Design Enviroment tools allow Handle Graphics objects to be manipulated interactively. These GUI's allow creating a teaching interactive environment. The student can select different values of the parameters in an easy way using command buttons, scroll bars and list and edit boxes without programming. The results are displayed using graphics, animations and related numerical values. The GUI's are completed with text. This text is a summary of the underlying mathematical theory related to the GUI'S. Matlab Web Server will provide an access via web to these tools. It implies an easy export of this tool to different operating systems and the virtual teaching. This tool is expected to be applied in the next academic course in the Department of Mathematics of the University of Extremadura (Spain).

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Karachova, D. V., H. V. Prytychenko, and T. М. Ahibalova. "Use of multimedia teaching tools in the study approach for future translators." In PHILOLOGICAL SCIENCES AND TRANSLATION STUDIES: EUROPEAN POTENTIAL. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-110-7-62.

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Saade, Raafat, and Ian Galloway. "Understanding Intention to Use Multimedia Information Systems for Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2868.

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The challenge today for educators interested in online teaching and learning is how to create, use and assess multimedia technologies for enhanced learning. Unlike hypertext and web-based instruction, the reliance on reading blocks of text is minimized. There still remains little evidence supporting multimedia to enhance learning. From the author’s perspectives, the challenge is to better understand the processes involved in developing effective multimedia tools and to establish appropriate assessment methodologies that may be used to guide standards and ‘good educational multimedia design practice’. This paper aims at sharing the author’s experiences with the development of a multimedia tool and its assessment. A multimedia learning system (MMLS) is presented and the Technology Acceptance Model (TAM) is used to explain user acceptance. We investigate and discuss the TAM results involving a different technology used in a different context. As an initial attempt to understand students’ beliefs, perceptions, attitudes and intentions (and their inter-relationships) our results show that TAM performs well in explaining them.

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Artal-Sevil, Jesús Sergio, Ana Felicitas Gargallo-Castel, and Marta Sofía Valero-Gracia. "Flipped teaching and interactive tools. A multidisciplinary innovation experience in higher education." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10990.

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Nowadays learning methods in higher education are under a constant review process. Applications focused on Blended-Learning allow to speed-up the learning process; this facilitates the design and implementation of interactive resources in the classroom. The present study shows an experience developed with engineering master students. Flipped Teaching approach has achieved significant mention in academic circles in recent years. Undoubtedly, the implementation of this educational methodology improves students’ motivation and increases their participation in the classroom. In this paper different Information and Communication Technologies (ICT) tools and multimedia resources that facilitate the teaching sessions are presented. Its use has been simple and intuitive. These educational tools increase the skills, abilities and competences acquired by students. The objective is to achieve more interactive learning. Students positively value this activities related to the Flipped Learning. In addition, students prefer teaching-learning procedures more dynamic, flexible, creative, participatory and with continuous evaluation. Although the general impression is that they need more effort and more dedication, compared to the Traditional Teaching. Every time there is a greater number of educational tools and electronic devices for higher education. However, its use must be correct so that it can be useful in training students.

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Aydýnlý, Gökhan, Wolfgang Härdle, and Bernd Rönz. "E-learning/e-teaching of statistics: a new challenge." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03106.

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Travel arrangements and flight ticket booking via internet is widely used nowadays and follow already certain standards. Although increasing activity for multimedia/web education components can be observed, we are far away from standards in this important area. Statistics can possibly profit the most from e-learning since it requires a variety of skills including handling of quantitative data, graphical insights as well as mathematical ability. In this paper we take two positions – the student’s view and the teacher’s view – and discuss their relative coherence in order to propose standards for e-learning of statistics. The proposed standards are flexible with regard to content, multi-functionality, interactivity type, integration technology and design. Therefore the main focus may be directed on quality of e-learning tools in order to meet both teacher’s and student’s requirements. This is especially true for statistics which is taught in various disciplines. We present our thoughts and exemplify them via the e-learning/e-teaching tools MM*Stat, e-stat, MD*ReX and RExcel. The structure and the main characteristics of these multimedia tools will be explained. Then it will be described how such standards may be transferred to other cultures, languages or disciplines via the platform MD*Book.

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Ng, Kia, and Paolo Nesi. "i-Maestro Framework and Interactive Multimedia Tools for Technology-Enhanced Learning and Teaching for Music." In 2008 International Conference on Automated Solutions for Cross Media Content and Multi-Channel Distribution (AXMEDIS). IEEE, 2008. http://dx.doi.org/10.1109/axmedis.2008.41.

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Zhang, Juyong, and Jing Zou. "Sustainable Learning and the Cultivation of Students’ Core Literacy From the Perspective of Comprehensive Learning: The Application of Multimedia in a Flipped Classroom." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.25.

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Cultivating students’ core literacy is the ultimate goal of education. It is restricted by multiple factors and it is necessary to consider that students at different stages have different physiological and physical characteristics. Studies have a great impact on the teaching process. Therefore, this article analyses the various factors that cultivate students’ core literacy in classroom teaching under multiple influencing factors with multimedia at the core. It also tracks and researches the sustainable development of students through a case analysis and the characteristics of relevant survey data, using Stata tools for empirical analysis. Finally, feasible measures are provided for the formation of a flipped classroom teaching that cultivates students’ core literacy.

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Martin, Anthony J., Michael Page, Stephen Bransford, Anandi Silva Knuppel, and Allen Tullos. "“BIRDSEYE VIEWS” AND OTHER MULTIMEDIA TOOLS FOR COMMUNICATING AND TEACHING ABOUT COASTAL GEOLOGY: THE GEORGIA COAST ATLAS PROJECT." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-306170.

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Dlabač, Tatijana, and Alenka Milovanović. "Pregled nekih alata i tehnika u vrednovanju praktične nastave u oblasti elektrotehnike." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.203d.

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The application of new technologies has had a huge influence on the development of higher education over the last decade, especially during the COVID-19 pandemic. At many higher-education institutions, the traditional methods of teaching have been supplemented with learning or course management systems such as the Moodle platform. This combined methods of teaching have facilitated the transition to the “virtual” classroom and have become the new “standard” at all educational levels. The Moodle platform offers a variety of tools and activities for creating electronic instruction materials and exercises which provide realistic graphical, textual and numerical simulation of physical laboratory conditions within a virtual space. Some of the tools and activities that can be used for the evaluation of the acquired knowledge are: quizzes, assignments, classes etc. In the process of evaluating practical teaching in electrical engineering, quizzes are of special importance, comprising various categories of questions supported by multimedia contents such as images that can be incorporated within questions.

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Zhou, Lei. "An Exploratory Analysis of English Teaching and Learning Model Using Mobile Equipment and Multimedia Tools in High Education in China." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.145.

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Reports on the topic "Multimedia teaching tools"

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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.

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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).

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