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Ab section report model f


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Ab section report model f

  1. 1. Media Enhanced Learning PIDP 3240Section –C: The Digital Media SECTION REPORT Instructor Prof Pru Moore VCC Bwy Aman Biswas Student ID - 000331986 Phone Number - 709 279 6731Date of Submission: July18, 2012
  2. 2. In 1988, ACTIONS framework was created and that has been used successfully by anumber of organizations as a framework for selecting, using and evaluating technology indistance education (Bates, 2005). This framework was subsequently revised in 2003 to becomeSECTIONS, a practical tool in present age when provision of blended learning has increased andconstructivism is the backbone of teaching and learning. Especially the students who learn lifescience with me (future doctors, researchers and scientists) has to have constructivist approach tomake projects and learn with real life experiences. I prefer LMS with blend of web 2.0 tools. ALearning Management System (LMS) is a wonderful software provided to me by the that automates the administrative tasks of training, such as registering users, trackingcourses in a catalogue, recording data, charting a user‟s progress toward certification, and givingme provision to store my power presentations in my digitized library. These systems also serveas a platform to deliver e-Learning to students. This is how these frame works differed asinstructional designs: SECTIONS ACTIONS S – student A – access E – ease of use C – costs C - costs T – teaching and learning T – teaching and learning I – interactivity I - interactivity O – organizational issues O – organizational issues N – novelty N - novelty S – speed S – speed
  3. 3. SECTION analysisS – Students. What do I know about the students regarding the appropriateness of the technology?I got the opportunity to start online delivery of lectures in year 2007 on The firstchallenge I had was that many of students in India who were so keen to join these classes eitherhad no PC at home or PC without internet connection or internet without broad band connection.As reported by Bates and Poole, 2003, students‟ access to the internet must also be considered.Many of the new programs as my own LMS delivery portal require large band width (Hughes,2009). The type of internet provider that students have access to, will determine what Web 2.0technologies they can readily access. For some students access to a computer may be a concern(Bates & Poole, 2003), however the landscape of access to the internet is rapidly changing, andtoday many students have access to social media and Web 2.0 on their smart phones (Magoldaand Platt, 2009). A significant number of students are not familiar with computers, and none ofthem are familiar with e-learning. In the next 3 years I saw so many changes, almost all of mystudents purchased computers and opted for broad band connections, suggesting they wereenjoying online sessions. Now all my students irrespective of which country they belong to cancatch me any time for lectures. Above all, the mobile companies have made services and devices
  4. 4. so reasonable that they have reached students in even far off villages in developing countries likeIndia.E - Ease of use and reliability.How easy is the technology to use for students and teachers? How reliable andcost-effective is it?Though for delivery of lectures, I prefer but the common secondgeneration web tools have opened a flood gate for easy applications and access.A potential problem sometimes arises that few students are familiar with modern educationalconstructivist approaches. Shift of paradigm sometimes take time but is fruitful in long run whenmy students after learning with me go to professional institutes and find themselves moreconfident in comparison to other students who lacked introduction to various tools. Althoughthere is a feeling that teaching with technology creates more work than face-to face teaching in awell managed environment as the teacher has to work as part or a team of professionals.Practically, I faced this difficulty only for couple of months, now I find this handier and timesaver as I have already abundant content loaded in my digital library as power points. It‟s costeffective for a teacher so easy tool, as one has to pay only around $50 annually to be premiummember. For students there are lectures in public domain which will costs them nothing apartfrom type of internet connectivity.
  5. 5. C – Costs. This includes time demands for teachers and support staff.Though the time in my case varies from course to course ranging fromtwo months (for regulargrade 11 and 12, life science) to six months (for National Eligibilitycum Entrance Test, Medical College Admission Test, Council OfScientific and Industrial Research Exam, University Grant Commissionand Advanced Program in Biology), the general preparation required for the course is about provides 5-6 hourstool education free for allmembers of academic society.Preparing materials (word One monthformat/ power point slide) forone courseDesigning Web course by IT 3-4 hours About 2 monthsexperts of wiziqPreparing interactive tests in 2 weekswiziqPreparing video CD 1 week- one 30 minutes film shouldbe done indoor or outdoorLecture delivery in virtual 1 to 2 hrclassroomStudent‟s test attempt 60 min About 3 hr/dayTest discussion with instructor 30 minRevision of lecture/test from Varies as it is covered byrecordings students (self directed)
  6. 6. Since I have personnel PC and equipments like scanner/ printer/text books, it is not required tospend more money on these, it is one time investment. Wiziq IT experts are always willing tosupport new initiatives and modifications for know how of additional web 2.0 tools.T (Teaching and Learning): What approaches to instruction best meet the type of learning?Being a science teacher, myprograms involve amalgamationof constructive and cognitiveapproach. Most of topic relatedto biochemistry or microbiologyrequire long term memory, acognitive approach. As many of my students have to be familiar with constructivist approach(with elements of social reform) as they have to learn to work as a team for future research orexperimentation. My main motto is “It is not important how many data students hold withincouple of weeks after the end of lessons; it is important how many problem solving skills theywill have in the next five years when they will meet real life problems in professionalcollege/university”.To get the most from it, this online training will be supported by media: Extra personal discussions.
  7. 7. Providing text and graphics. Giving links to important video on Youtube/DNAtube/Teachertube (which will cost nothing to both learners and instructors). Digital multimedia know how provided free of cost by wiziq IT experts.I (Interactivity): What types of technologies support the desired forms of interaction?This LMS allows much better communication and isimproving day by day. Students and teacher –interactions. World Wide Web, Workbook and video CD being the important sources for interactions. The teachers‟ role is – through interaction with students – to motivate their study and to enhance their development as problem solving experts. Interactions are done through face to face whenever required and online discussions. Students with students. During lesions and examinations, through online course, students are/will be motivated to work as a team to finish the given projects. They will be provided help to have know how of Skype/GoogleTalk/Oovoo and such social networks. Students and senior students are generally allowed to interact during sessions for encouragement and to have know how of professional examinations from senior students.
  8. 8. Students and Online course includes text, pictures, short videos and interactive tests as tools. Technology is changing people to interact socially and in learning environments through digital media. New questions need to be considered, and some questions asked previously are losing relevance. Technological changes are advancing rapidly in the 21st century. Students and video interactions. They catch watch videos loaded by instructor on Youtube/DNAtube/Teachertube Students and – students will be motivated to use all relevant data they can find on this personal blog.There will be a great improvement compared to when students are mainly passive listeners withnot much communication or project experience.O (Organization): Organizational requirements and barriers are considered.We have all the equipment we need and excellent support providedby wiziq IT team members.The only possible barrier is resistance by some students as howeffective is online course in comparison to face to face. If they canunderstand the positive side of online courses from both learnersand instructors point of view in: Saving time and gas cost to move away from home for learning/teaching. Safety under your own roof.
  9. 9. Extra time available to revise from recordings for learners. Easy access to more people for interaction from every corner of globe. I feel digitized learning is knitting the world very firmly breaking barriers of boundaries, sex, caste, religion and most importantly poor and rich. On instructor‟s front it should motivate them to leave the dominating position and accepting the challenging student centered approach which is very critical. To accept project based planning, team work and pedagogic /e-learning skills as standards. Clear vision and strategy developed by online teachers together could prevent many possible educational problems.N – Novelty. Advantages and disadvantages of new technology.For some, online learning/ teaching may sound anew concept, which need more of such approachto bring rural and urban people on commonplatform. Web 2.0 technologies allow for relatively intuitive, quick and easy use. “These toolsagain are relatively simple to use….Posting video to sites such as YouTube is free, quick andeasy”. How quickly materials can be changed ties closely to an instructor‟s pedagogicalapproach. Are they objectivist, constructivist or connectivist? If they are the former, speed
  10. 10. related to subject content developments, frequency of teaching material changes, ease of makingchanges and who would be suited to make the change, may be a significant factor. If they are aconstructivist or connectivist these considerations will be less significant due to the structure andorganization that their program is likely to take. Questions to consider are, “What kind ofcontent do we want the learners to access? Where is it? Do we have to create it from scratch, ordoes it already exist on the Web? Can learners find their own materials? (Bates, 2011). The fastinvention of new technologies has made instructors, life long learners.S – SpeedPreparing of such course should not take more then 4.5 months forone person. It can be stored in library for life long use and certainmodifications in future does not require much of time. Though fewpoints have to be considered always: How fast is the pace of development of the subject matter ? How frequently must materials be updated? Which web 2.0 tools would best support for further revision or project making? How easy and quick is it to make changes? Can changes be handed over to someone else to do or must you make them?”
  11. 11. ConclusionInformation and communication technologies allow bigadvances in the process of education aswell as in the aftermath for bringing all students from everyniche and globe to common platform. To get the bestresults, education should be a well designed lifelong processbased on the practical needs of students. This project is designed to fulfill that condition. Also itdoesn‟t seek for big investments nor a change in educational systems should be done „in oneday‟. Students and teachers can choose the media they prefer (speech, book, notebook, web,video…etc), and in few years all of them will find benefits of e-Learning. The last but not least benefit of this project is students‟ familiarity with LearningManagement Systems, such as wiziq in my case and the constructive education they will getthrough this program. That skill will be essential for almost all Lifelong learning courses theywill attend in their postgraduate carrier in professional college/university.
  12. 12. ReferencesBates, A., and Poole, G. (2003), Effective teaching with technology in higher education. San Francisco: Jossey-Bass.Bates, T. (2011), Understanding web 2.0 and its implications for e-learning. In M. Lee, and C. McLoughlin, (Eds.), Web 2.0 – based e-learning: Applying social informatics for tertiary teaching (pp 21-42). Hershey: Information Science Reference.Hughes, A. (2009). Higher education in a web 2.0 world. (May 12, 2009). JISC Publications. Retrieved from:, P. & Platt, G. (2009), Untangling web 2.0’s influences on students’ learning. About campus 14 (3), 10-16. Retrieved from: =13&sid=e7953502-dce4-43f0-9d98-2325a2a6d3c6%40sessionmgr13