Abstract. – The web use (World Wide Web) had a large number of favorable educational benefits.In traditional schools it overcomes time and space constraints. The Web is currently being used by teachers and students to access large quantities of cyber information and resources. Therefore,Web-based learning facilitates communication, both sync and asynchronous. Nevertheless,Much of the Web benefits, because of lack of face-to-face motive, can damage kids communication. communication. We present a study model called Web Project Learning in this research is motivational and collaborative learning based on the ideas of constructivism web environment students. The model is based on the Learning Model for the Project and is adapted for usage on the Internet. The technique can also stimulate parental as well as student participation and can be used for all topics. We execute our concept and show that environmental education may be used as an example.
Research questions: 3
Background of the project. 4
Statement of need. 5
Get ready. 5
Theme to decide-. 6
Activities for planning-. 6
DESIGN AND DEVELOPMENT PROCESS-. 6
Inquiry and representation-. 7
Project outline-. 8
Developing module-. 9
Concluding module-. 10
How can we strengthen the efficacy of state environmental policy in order to achieve sustainable ecological growth in the shortest time possible, based on the concept of a green economy?
If we regard sustainability as multiple partial means of correcting the traditional market, sustainable development marketplaces also follow the law of maximisation. But genuine sustainability is a complete and not a partial correction to the old market which leads to the question: does true sustainability also correspond to the idea of maximising? No, real sustainability, I believe, is incompatible with maximisation.
When we take this question into account, we criticise the idea that Green Economy skills are not enough to achieve a transformed and transformative VET that moves from economic growth to individual wellbeing and that allow vocational education to play a role in challenging and transforming society and work.
What are the quality teaching features?
Quality guarantee means the systematic examination of education supply so that its quality, equity and efficiency may be maintained and improved. The evaluation covers the self-evaluation of schools, external evaluations of instructors and school administrators as well as evaluations for students.
Our life has quickly transformed in numerous ways with recent breakthroughs on the web.These improvements offer new ways of communicating and evaluating huge amounts of information on a global scale. This Web offers educators the possibility of using a number of new learning techniques that redefine learning experiences in the classroom. The Web provides the instructional aid for a so-called WBI system.The Web provides the instructional aid for a so-called WBI system. Our strategy also encourages students to exchange elements of their own environment. Students can build up research and organizing skills and be responsible and inspired by the approach proposed. With the experience gained for the pure love of studying kids can also improve their emotional interest, their intrinsic motivation and their quest for knowledge. During the project, the students are immersed in a realistic learning environment. Their activities encourage children to learn how to solve problems, communicate and work together, decide and use information technology. Parents are also interested about the growth of their children and will thereby be involved and involved in the initiative. When teachers review the work of the students and prepare the project, they become more familiar with the progress of the pupils.
The web can not be motivated in cyberspace due to the lack of face-to-face communication, despite the many advantages of learning. The failure to control students is also regarded one of WBI’s disadvantages if a teacher does not allow the students to achieve their goals. With the influence of teachers decreasing, students can disengage. Therefore, students cannot focus their ideas on their task. It is believed that between 30% to 50% of pupils who began distance learning dropped out before the course ends. We need to motivate pupils to participate in learning activities, to make the learning process efficient. The Project-based learning model also enhances the curriculum, enhances the internet competencies and provides integrated and thematic learning possibilities.
The concepts of constructivism are also adopted in our model, so that we can emphasize collaboration and self-learning.We create and develop a model for the web environment. The model can be used for every topic. We show that environmental education can be implemented as an example of the approach.The following document is arranged. In Section 2, we introduce constructionism and project-based learning that builds on our paradigm. Section 3 introduces our proposed web-based model for project-based learning. Section 4 outlines the implementation of the proposed approach. Finally, in Section 5 we present findings and further research problems.
Background of the project
Over the past 10 years, the Educare has established a sophisticated technology infrastructure and rigorous programs for teaching teachers to use this technology effectively in their classrooms. The educational institution set new requirements for technological literacy and the main purpose of the school is to make it possible for all teachers and students to comply.
This strategy must be based on work and therefore on work ability, which is decent, life-enhancing, solidarity-based, environmentally friendly and intergenerational. It must face the truth that much of today’s VET is complicit in the preparation for employment that does not have any or all of these features. It needs to address and contribute to the eradication of poverty, inequality and injustice. The organisation must encourage the agency of individuals, while carefully reading the institutions that restrict them too often. The Education for Sustainable Development (ESD) idea may be a most obvious expression of this conviction, but politicians, university representatives, academics, and leading NGOs have a firm belief that educational systems can generate positive attitudes towards sustainable development (SD) for people. The purpose of this paper is to examine the possible impact of ESD on teacher education students.
Statement of need
Many of the professional development programs that teachers are currently offered do not give the type of continuous assistance to teachers, which means that few teachers can incorporate new technologies into their classroom practices. Professionals can participate in a one-day course and return to school the following day without knowing how or the time to include what they have learnt in their curricula or without the help of colleagues needed to succeed.
It is crucial for all faculties to develop technological skills to create classrooms in which technology is employed to complement curricula and to satisfy the learning needs of every student. Teachers will be able to give improved technical lessons to their classes by integrating new technologies in their teaching practice by participating in courses established by Educare Leaders Online.Educare will be helping to achieve the following objectives by participating in the programme:
- Develop the capacity of an increased number of district educators to offer outstanding training
- Give the district a core group of teachers who have been trained to develop online curricula, a very critical resource while schools move further into this new media.
- Develop the management and skills of a selected group of district educators and administrators
- Incorporate technology in education in all disciplines and grades in our district more efficiently.
- Provides flexibility in time that enables more teachers to develop meaningfully
- Create a community that can work together to achieve a common goal of technology
- Provide practical knowledge that makes the translation of workshop experiences into classroom practice realistic for teachers (Kanyimba & Al, 2015).
First, a teacher develops an outline of a project. The aim is to give the students the information they need to consider their own projects and resources to assist them in the execution of the project. It should give students with goals of the entire project and adequate advice to identify the relevant questions, activities and products. The contours are read and used mostly by pupils. A teacher evaluates and combines curricula, lists questions, websites or resources which students can use to study and post on the Internet during the project (Kanyimba & Al, 2015).
Theme to decide-
The web project outline is read by students and resources are searched.Resource references consist of URLs for corresponding Web content so that students can easily turn to high-quality materials that meet project requirements.Students remember experience of their past in connection with the assignment, draw up a theme map and discuss ideas. The pupils decide on subtopics for themselves during the preliminary learning process.
Activities for planning-
Students participate in individual student projects, collaborative projects in class, or class-to-class collaborations. It identifies activities and events at each step of its subtopics, plans appropriate schedules and posts on the web for all its subjects. Each team member has unique tasks and duties when working on a collaborative learning project (Kanyimba & Al, 2015).
DESIGN AND DEVELOPMENT PROCESS-
The next move was followed by several websites focused on relaxing tracks, white noise, children’s games, focusing on the start of pregnancy or sleep. This website was considered to be the most widely used websites for Android and iOS markets respectively and was selected in this survey for further research. The Rapid Website Development Model was used to execute the proposed website. RAD is a methodology for agile software development. The RAD model emphasises the development of a software or module work prototype and user input on strict preparation of specifications for Waterfall model websites. The RAD aims to achieve high quality systems much quicker and much cheaper. RAD uses a prototyping and gradual method for producing phased supplies. Prototyping enables the system to be developed in an iterative way. Developers develop a working device prototype after the initial investigation and then discuss this with the users for further improvement . The procedure is repeated several times until the machine is satisfied. The rapid implementation model used to construct this mobile website is shown in Figure 2. At first, the software development team drew a list of features from the user’s expectations. The list of potential modules of the initial prototype has been further addressed and arranged. The team initially suggested eleven modules. User profiles, live chat, directory, navigation, m Learning, recollection, news, notifications, discussion board, customization and settings were initially modules (Felke-Morris, 2019).
Inquiry and representation-
Research comprises interviewing specialists by e-mail, exploring websites, exchanging fresh experiences and expertise and carrying out a web-based poll. Moreover, observations, experiments and field visits are included. Discussion comprises synchronous and asynchronous chat and newsletter correspondence. Representation encompasses drawing, painting, writing, mathematical diagrams, maps, etc (Felke-Morris, 2019).
In this work, a Windows NT 4.0 server and then IIS 4.0 system are implemented. We use SQL Server 7.0-based database administration and the information management language HTML and ASP. Table 1 lists the overall needs of implementation software and hardware (Felke-Morris, 2019).
The “Project outline” describes the project and “Learning website” is connected within the project to valuable websites. Students browse the website in preparation, propose what they want to examine and draw out a plan through brainstorming (Felke-Morris, 2019).
Upon selection of a topic, students or small groups of students plan a suitable schedule and activities to display teachers and all their projects buddies of their online friends. Teachers or students might advertise if necessary to search for the Bulletin Board System partners. Partners. Parents can receive news for parents unierstand that your children will work on the project planning,what they will do and what they will do. The example of a draft form is shown in Fig. 3. A teacher completes and submits the project form section. Information will be published on the Web on this form. Students can read it and comprehend the key issues of their project, what they will do and what items they will make (Collins, 2017).
Students can use the internet to share expertise and information on the subject with field specialists, and to contact with other people individually and as a group via an email, chatroom or BBS (Bulleton Board System).
They also look for web information, conduct a poll and report results, share resources and material room information. Parent’s commentary on the work of children is the project diary. The work their child is involved in might be appreciated by parents.They can add insights on field experiences that teachers may not have taken into account, especially when parents can offer practical support to acquire access to a specialist location or appropriate expert. Fig. 4. shows the module’s main picture. Two pictures show kids doing collaborative learning (Collins, 2017).
You should adapt the plan based on the date your own training begins for the following hypothetical schedule for an 18-month program starting in September. You may also want to provide exact numbers and dates as far as you can.
Online Course Design and Delivery (OCD)
Recruitment Specialists; training training preparation.
Initial OCD Specialists face-to-face encounter
Case OCD Training Curriculum (10 weeks)
OCD face-to-face meeting of specialists to discuss online design difficulties (recommended; midway through training course)
OCD Training Course for Specialists (10 weeks)
OCD face-to-face meeting of specialists to discuss online design difficulties (recommended; midway through training course)
The initial class sessions and the completed plans for the course development Spring are completed by OCD specialist team members.
Training evaluation starts-
The OCD expert continues to build courses (and potentially meet)
We proposed in this article that we give incentive and cooperation for students in the web environment as a learning model, dubbed Web Project Learning. We anticipate students to address and study the issues in their regional surroundings when our learning model is applied to the education of the environment. Our strategy also encourages students to exchange elements of their own environment. Students can build up research and organizing skills and be responsible and inspired by the approach proposed.With the experience gained for the pure love of studying kids can also improve their emotional interest, their intrinsic motivation and their quest for knowledge. During the project, the students are immersed in a realistic learning environment. Their activities encourage children to learn how to solve problems, communicate and work together, decide and use information technology. Parents are also interested about the growth of their children and will thereby be involved and involved in the initiative. When teachers review the work of the students and prepare the project, they become more familiar with the progress of the pupils.The following are further research issues. At the beginning we have to create assessment criteria to publish on the Web in order to inform students about the evaluation of their projects. We also need to carry out a study which compares student performance with the model presented by us with the model of classroom teachers. Various systems to motivate online education now rely on psychological impacts and are somewhat subjective. We therefore need to discover different strategies to provide kids motivation. In our earlier study, motivation was considered in three categories: the relationship between Student & Courses, the ties between student and teacher and the interaction between student and student. At the moment, the earlier work is being refined.
Felke-Morris, T. (2019). Web development and design foundations with HTML5. Pearson.
Kanyimba, A., & Al, E. (2015). Work, learning and sustainable development. Koros Press.
Magid, J., Hirsch, N., Mcgraw, H., Povinelli, E. A., Mcclean, D., Weizman, I., Kim, D., Díaz-BorioliL., MedinaC., Kunsthalle St. Gallen, & Art, F. (2016). The Proposal. Sternberg Press.