E-Content or E-Booklet for Selecting School Subjects

E-CONTENT OR E-BOOKLET FOR SELECTING SCHOOL SUBJECTS

                  With the advent of Internet and world wide web (www), the access to information has become very easy and the entire world is moving towards digitization. Twenty first century students learn in a global classroom and not necessarily within four walls. They are more inclined to find information by accessing the Internet through mobile phones and computers, or chatting with friends on a social networking site. The advancements in technology and the plethora of powerful and innovative digital devices and tools have a great potential to improve educational outcomes.  Educators must understand that the use of digital content and devices will improve teaching and learning and thus enhance educational opportunities and benefit the Millennial. This course on E-content development is meant to understand the meaning and standards of E-content, learning objects, designing and development of digital resources for teaching and learning. Thus this course aims in providing the knowledge and skill for teachers to cater to present day learners and their learning styles.

Total study time anticipated is between 40 - 45 hours in 8 weeks (including watching video films) with equivalence to 3 credits. 

            E-learning, or electronic learning, has been defined in number of ways in the literature. In general, e-learning is the expression broadly used to describe ―instructional content or learning experience delivered or enabled by Vol-2 Issue-1 2017 IJARIIE-ISSN(O)-2395-4396 C-1289 www.ijariie.com 80 electronic technologies‖ (Ong, Lai and Wang, 2004).Some definitions of e-learning are more restrictive, for example limiting e-learning to content delivery via the Internet (Jones, 2003). The broader definition can include the use of the Internet, intranets/extranets, audio- and videotape, satellite broadcast, interactive TV, and CDROM, not only for content delivery, but also for interaction among participants (Industry Canada, 2001). Holmes and Gardner (2006) point out that e-learning provide access to resources that promotes learning on an anyplace, anytime basis. However, E-learning is simply defined by Urdan and Weggen (2000), as a delivery of course content via electronic media such as Internet, Intranet, Extranet, satellite broadcast, audio/video clips, interactive TV and CD-ROMs.

E- BOOKLET or E- CONTENT VERB:

       

                    A verb, from the latin verbum meaning word, is a word(part of speech) that in syntax conveys an action(bring, read, walk, run, learn),an occurrence(happen, become), or a state of being (be, exist, stand). In the usual description of English the basic form, with or without the particle to, is the infinitive. In many languages , verbs are inflected( modified in form) to encode tense, aspect, mood, and voice. A verb may also agree with the person, gender or number of some of its arguments, such as its subjects, or object. Verbs have tenses, present to indicate that an action is being carried out; past, to indicate that an action has been done; future, to indicate that an action will be done.

TYPES:

                  Verbs vary by type, and each type is determined by the kinds of words that accompany it and the relationship those words have with the verbs itself. Classified by the number of their valency arguments, usually three basic types are distinguished: intransitives, transitives, ditransitives and double transitive verbs. Some verbs have special grammatical uses and hence complements, such as copular verbs(i.e.,be); the verb "do" used for do- support in questioning and negation, and tense or aspect auxiliaries, e.g., "be", "have" or "can". In addition, verbs can be non infinite, namely, not inflected for tense, and have various special forms such as infinitives, participles or gerunds.

Intransitive verbs:

                 An intransitive verbs is one of that does not have a direct object. Intransitive verbs may be followed by an adverb(a word that addresses how, where, when, and how often ) or end of a sentence. For example, "The woman spoke softly."  "The athlete faster than the official." "The boy wept."

Transitive verbs:

              A transitive verbs is followed by a noun or noun phrase. These noun phrases are not called predicate nouns, but are instead called direct objects because they refer to the object that is being acted upon. For example, "My friend read the newspaper." "The teenager earned a speeding ticket."

              A way to identify a transitive verb is to invert the sentences, making it passive. For example, "The newspaper was read by my friend." "A speeding ticket was earned by the teenager."

Ditransitive verbs:

Ditransitive verbs precede either two noun phrases or a noun phrase and then a prepositional phrase often led by to of for. For example, "The players gave their teammates high fives." " The players gave high fives to their teammates." When two noun phrases follow a transitive verb, the first is an indirect object that which is receiving something and the second is a direct object, that being acted upon. Indirect objects can be noun phrases or prepositional phrases.

Double transitive verbs:

Double transitive verbs are followed by a noun phrase that serves as a direct object and then a second noun phrases, adjective, or infinitive phrases. The second element is called a complement, which completes a clause that would not otherwise have the same meaning. For example, " The young couple considers the neighbors wealthy people." " Some students perceive adults quite inaccurately." " Sarah deemed her project to be the hardest she has never completed."