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Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
Instruction Designe for e-Content Development;UK-India Prospective
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Instruction Designe for e-Content Development;UK-India Prospective

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Instruction Designe for e-Content Development;UK-India Prospective

Instruction Designe for e-Content Development;UK-India Prospective

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  • 1. Designing effective learner- centric e-content for ODL: Indian perspective Professor Santosh Panda Indira Gandhi National Open University www.santoshpanda.netSantosh Panda 1
  • 2. Designing contextualised learner-centered learning for learner engagement, collaboration and reflection, and link to world of work.Santosh Panda 2
  • 3. Learning Design: Individual-paced /-based learning integrated to the whole. (If not: Resulting in linear self- paced learning, but not relating to integration)Santosh Panda 3
  • 4. Models of distance education delivery • Examination preparation model (University of London, UK) • Correspondence education model (University of South Africa) • Group distance education model (CRTVU, China; University of the Air, Japan) • Learner centred model (Empire State College, SUNY, USA) • Multiple mass media model (UKOU; IGNOU) • Network-based distance education model (FernUniversitat, Germany; UKOU; SUNY) • Technologically-extended classroom teaching model (University of Maryland University College, USA) • Virtual university model (University of Phoenix Online, USA) [Peters, O. (2003). ‘Models of open and flexible learning in distance education’. In S. Panda (Ed.), Planning and Management in Distance Education. London/ New York: RoutledgeFalmer.]Santosh Panda 4
  • 5. Status of open universities in India (2010-11)Indicators IGNO BRAO VMOU NOU YCMO MPBO BAOU KSOU NSOU UPRTO TNOU KKHO PSSOU UOU U U U U U UProgrammes 445 62 110 9 206 74 71 412 16 90 101 51 15 115Courses 2900 625 707 102 1632 74 644 5200 78 891 1041 457 33 -Students 614.2 192. 93 107. 83 26.8 320. 29 214 41. 63 200 28.84 25.8 163. 32 26.3 11. 83 7.8(‘000) 4 2677 - 200. 00 2327. 423*** 207. 56 137 230 136.8 339. 31 37.5 - 13On 150 66Rolls(‘000) 62 23 06 09 3 10 1 05 11**** - 04 & 8 n.a 9 155RCs and 3107 219 92 1824 557 110 172 563 563 191 224SRCs 31 3893 - (300SCs others ) 30,000 6470 6000 983 5600 4713 5733 n.a 1700 1000 n.a 200 7786 01 1549 49 30 409 30 9670 227 - 195 0ACs n.a 50 311 - 3569 47 140 360 - 67 - 97 57 7Audio n.A 60 381 -VideoTeachers 752 56 21 23 42 (P)* 100 06 (C) 65* 20 20 24 6 - 45Academics 447 15 20** n.a 32 (C) * 10 05 (C) n.a 7 22 40** 28 - -Admin./Tech 2191 398 273 63 235 (P) 40 83 (C) 400 88 59 47 + 47 03 64./ 47 (C) 87#Professional.
  • 6. IGNOU: Second largest mega university• Established in 1985; programmes offered: 1987.• Students : 3.2 million (12% of total higher education; about 50% of total distance education)• Graduates: 11,08,452• Academic programmes: #445• Courses on offer: #3,000• Audio: 1549; Video: 3569• Regional centres: 62+• Study centres/tele-learning centres: #3107• TV Channels: 6; FM Radio stations: 32• Teachers & academics: 447; Admin staff: 1219• Tutors/counsellors: # 36,000• Offer outside India: 36 countries / 67 centres
  • 7. Existing:• National Policy on ICT in Schools• National Mission on Education through ICT Need for:• National policy on ‘distance education’• National QA framework for distance education for in- country and cross-border offer (DEC accreditation indicators for ODL—only guidelines for OLL)• Norms for ISO certification for distance/open/flexible/online/blended learning # Confused interpretation of distance education: Distance learning; Open learning; Flexible learning; Online learning; Blended learning (Face-to-Face within Distance Learning)Santosh Panda 7
  • 8. • Supplementary (non-integrated) use of various media (transferred to Blended Learning )• Stand-alone provisions of modes of learning(Therefore, benchmarks of all components are taken to online/ blended learning (without integration)Santosh Panda 8
  • 9. IGNOU Online
  • 10. Virtual Classroom Configuration EDUSAT REMOTE CLASSROOMS TEACHING END ROT TV/Monitor Teacher /Board Touch Screen DVD Player SITPC/ Web-Camera PTZ Camera RETURN LINK WLL (Live Voice/ Voice Mail/Text Message) TEACHERS/STUDENTS
  • 11. Thank you . www.santoshpanda.net Santosh Panda 11Santosh Panda
  • 12. Thank you . www.santoshpanda.net Santosh Panda 12Santosh Panda
  • 13. Learning Design: Behaviourism VS Constructivism • Instructivist---Constructivist • Abstract---Concrete • Mastery learning---Experiential learning • High structure---low structure • Low learner control---High learner control • High goal orientation---Unfocussed • Instructor---Facilitator • Low individual differences---High individual differences
  • 14. Design across chaos
  • 15. Design Framework for Online Instructional design for e-learning Learning (PGCMMR) •Pparticipation in discussion forums •Email contact •Reading of lessons •Assignment/ quiz Learning Activities•Objective-basedcourse units•Self-assessmentonline Constructivism Behaviourism Cognitivism Content Learner Support •Learner guide •Mentor support online •Online library •Social interaction 15 •Synchronous chat-counselling
  • 16. Reflection• Designing content in print and in asynchronous learning is as important as designing technology- enabled learning environment.# Indivisualised learning with pre-produced (mass-based) courses/ learning resources VS. provision of learning environment for individual meaning making and group negotiation of meaning.# Some students need more interaction while some others need less (Vrasidas & Glass), and even none.# Some student-teacher interaction will migrate to student-content interaction; and this can be individualised to meet learner competency level, needs, and personalised interaction (Anderson, 2003)
  • 17. Framework of online learning (Panda, 2003)
  • 18. Panda & Mishra, 2008, Interactive Discourse
  • 19. Reflection• Design for facilitating student learning VS. Design of technology use for learning.# Some learn by independence. Some learn by interaction. Some others learn through networks.# Different media for addressing different learning tasks (Laurillard).# Design of authentic activities.
  • 20. 21Santosh Panda
  • 21. Reflection• Pedagogic repurposing of open content/ resources with contextualised networked learning.# Technology is not value free: creation within open technologies and open resources need to be viewed from critical design vis-à-vis culture.
  • 22. Blending strategy Open Occasional Web 2.0: Education Physical Informal Resources, Presence and Network and Formal Meetings E-CoursesSantosh Panda 23
  • 23. Online reflective resources framework: Home page
  • 24. Self-study of Open Education Resources on the Web with copyright clearance). Doing online activities, Collaborative discussion at Discussion Forum, assignments on Moodle LMS.* Interaction through specially created Google Groups. IGNOU/STRIDE Post- Graduate Diploma in E- Weekly/fortnightly teaching/lecture and Learning interaction online (Virtual Class) through Blended Learning Adobe Connect.* Compulsory F2F hands-on for a week for media, technology, software, open resources/open technologies design.* Exam through projects, e-portfolios, and presentations online to external examiners through Adobe Connect.* * All these are evaluated for grading (formative & summative). 25Santosh Panda
  • 25. Reflection• Social technologies and networks:# Authentic knowledge; comprehensive learning environment.# Facilitating leaner control over creation of own network through a recursive process of internal dialogue with self and external dialogue with peers/ teachers.# Access & equity: Pedagogic and assessment strategies towards identity congruence (exclusion vs inclusion).# Technology support and facilitation: Community-
  • 26. ________________________________________________________________ Social Networking Technologies _______________________________________________________________________ Distributed, participatory, collaborative, Blogs, moblogs, wikis, podcasts, open, student-centred, constructivist, vodcasts, RSS feeds, search social learning engines, mobile learning, intelligent publishing, etc. Social software, open software, open Communication over Internet education resource, social networking Protocol (CIP) Text + Voice + Video , Internet Cell phone PDAs ComputersSantosh Panda 27
  • 27. Online CoP with social networking tools 28Santosh Panda Gunawardena et al, 2009
  • 28. Reflective space Collaborative Blog space WikiPersonal space Negotiation of Community space meaning Figure: Learning spaces and negotiated meaning. (Steve Wheeler, Future Internet, 2009) Santosh Panda 29
  • 29. Sakshat: National learning resource repository and interactive learning platformTechnology, ODLand LLL: Social Technologies and Social Networks:EduSat, eGyankosh,digital FM radio, Self-learning, non-online broadcasting, governmentvirtual education organizations,and training, mobile voluntary sectorslg, IGNOU wiki Networked and converged lifelong learning scenario
  • 30. Concluding reflections• Teacher pedagogic beliefs and philosophies are of utmost importance.# Teacher as designer—continuing professional development and action research—reflecting on practice.# Teaching presence: Teacher as subject expert, and designer of learning sequence and interaction (Garrison et al).# Teacher’s technological-pedagogical-content knowledge.# Students undertaking some of the functions relating to: subject expertise, design of sequence and interaction.# Teacher as researcher—reflective practitioner; and research on own context.
  • 31. CPD: TPACK (Extended rectangle) Pedagogic knowledgeTeachers’ values Curriculum Learning Knowledge of and beliefs knowledge environment learners ICT knowledge
  • 32. The golden triangle Quality Assurance Staff Action development researchSantosh Panda 33
  • 33. Thank you . www.santoshpanda.net Santosh Panda 34Santosh Panda

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