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Project mapping of A3 learning

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Project mapping of A3 learning

  1. 1. Project Title A3 Learning (Anytime, Anywhere to Anyone Learning) Teacher’s Name: R.V.Raghavendra Rao School Name: Jawahar Navodaya Vidyalaya, Vizianagaram Country: India Phone No: +91 9490811620 Email ID: raghubloom@hotmail.com Structure of the Project Initially motivated by the Project Shiksha and further inspired by meeting with the likeminded people at various platforms, I became an addict of ICT but this addiction was for redefining the classroom with the help of the miraculous power of ICT. I have rediscovering the strength of ICT since past10 years and every time it has helped me to think creatively and differently. With the virtue of the power of World Wide Web, I have developed my own website, wikis and blogs for students as a part of integrating ICT in classroom successfully. During this journey I happened to get acquainted with the of several innovative teachers and teacher educators at the Innovative Teachers Regional Conference, in Cape Town, Singapore, Hanoi and e-learning and e-learning technologies Symposium conducted by C-DAC and Microsoft Leadership Conclave-2011. This helped me to realize the concept of Extended Learning Beyond the Classroom which have tremendous power. Taking initiative from all this, I started working on the “Blackboard Virtual Classroom" (for Online), m-learning (podcasting and Screencast), Biology e-courses using moodle, One to One Learning (using Mythware) etc. which would help even for visually and physically challenged students and professional development of Teachers too. It took nearly one whole year for me to plan and implement this project successfully. The tools using for the project are integrated in my websites http://biology24x7.in and http://elearningbio.com . The elearningbio.com is still under updating, but having versatile features which allows user to interact in several dimensions. I am in search of open source Virtual Class software, but I find Learner Center sponsored by Blackboard is providing wonderful tool “Vroom”, by using this I can conduct virtual class with 3 individuals at time. I procured the required technology assistance from my
  2. 2. school (LCD, Laptop, Broadband Connection, web cam, software and I managed web hosting service at my end. along with this our government of India recently has started AVIEW (Amrita Virtual Interactive E-Learning World) I am even this successfully imparting for virtual learning. Design of Learning Environment The project implemented in the following areas: In this project an attempted is made to integrate technology for classroom teaching and learning at all levels. "Anytime, Anywhere to Any one is a collaborative project in which blended learning approach is followed and the student has been engaged in learning activities beyond the class room, by continuously involving in various online and offline activities.  One to One Learning :- A digital class room by using Mythware.  Pod-cast and screen-cast: for Visually challenged and physically challenged students.  Web based learning (e-learning)- http://elearningbio.com and http://biology24x7.in  Blackboard virtual class room http://try.bbcollaborate.com/trial/p.go?pk=9X0qbXyGGv4Pn8HR  AVIEW - online virtual interactive e-learning  e-courses:- Biology e-courses created using moodle; http://elearningbio.com/moodle/  for all activities it is also supported by Blog (http://myclassbio.wordpress.com and http://tech4rteachers.wordpress.com),  Face book: http://www.facebook.com/InternationalBiologyTeachers  Twitter: https://twitter.com/elearningbio
  3. 3.  Forum: http://elearningbio.com/forums.php (For Teachers and Students) Project is implemented to students of Class 9th, 10th, 11th and 12th simultaneously, for a duration of 6 months. eLearning Course Design and Development - eLearning Rubric is designed to support the creation of quality online curriculum. The standards outlined in this document are employed across the secondary School system. The quality standards outlined in the eLearning Rubric are grouped into two broad categories that affect a successful learner experience: Course Standards and Support Standards. How are the standards ranked? The standards outlined in this evaluation tool have been weighted with a level of importance between 1 and 3. Critical. Value = 3 These standards are integral to an institution’s success in online programming. Omitting these items jeopardizes the success of any online learning endeavor. These items are the minimum acceptable requirements in each category. Important. Value = 2 These standards contribute to the efficiency or effectiveness of a learner’s online experience. The omission of these items will have a major impact on the quality of learners’ experience. Beneficial. Value = 1 These standards enhance the quality of a learner’s online experience. While they may not be integral to programming, their inclusion improves learner and faculty satisfaction as well as administrative efficiency
  4. 4. · The level of language used is appropriate for the intended audience. · The writing is free of bias relative to age, culture, ethnicity, gender, and sexual orientation. · The course has been piloted and/or beta tested · A bibliography or reference list includes a variety of material, such as web links (URLs), books and journals, CD-ROMS, and videos. · The course is designed according to a consistent format. · Learners are told whether learning activities are sequential or whether they can be completed in any order. · A course syllabus is provided. · Learners are informed of the ways in which they can communicate with the instructor. · The course is as academically rigorous as its face-to-face equivalent. · Learners can realistically complete the course, given practical constraints, such as available time and resources. · Appropriate supports are in place to ensure accessibility prior to learners' engagement with the course. · Appropriate Universal Design for Learning (UDL) concepts have been applied · Orientation information lets learners know where they are in the course. · Graphic elements such as diagrams, tables, animation, and photographs illustrate or clarify information presented in the text.
  5. 5. · All components of graphics are clearly visible and aligned with text. · The course is separated into modules (self-contained segments). · Frequent opportunities are provided for practice and knowledge transfer. · Learners are informed about expectations regarding group work and/or collaboration. · Criteria and procedures for peer review and evaluation are clearly specified if these elements are included in the course. · Links to information about institutional policies on grading and evaluation are provided. · Lists of learning resources are divided into “required” and “optional” categories. · Learning resources reflecting different points of view are provided when appropriate. Content · The content is directly related to learning objectives. · The content is accurate, relevant, and current. · The content is appropriate to the learners’ ability levels. Instructional Activities · A variety of instructional strategies are used to ensure compatibility with learners’ different interests, abilities, and learning styles. · A variety of instructional or learning activities are used to promote interactivity, such as online discussions, online conferencing, collaborative assignments, and listserv participation. · Feedback is incorporated into learning activities. · Activities are sequenced logically, such as in chronological order or from simple to complex. · Activities include higher order thinking skills. Assignments and Evaluation · Learners are informed about the criteria that will be used for all evaluation. · Assessments are aligned to learning outcomes. · Appropriate assessment tools are used to measure learning. · Feedback to learners is timely, detailed, and constructive. · Self-tests are similar to the final evaluation instruments. · Learners can use self-tests to track and evaluate their own progress. Faculty Support · Expert assistance in course development is available to the instructor. · Instructors delivering the course are trained in online course delivery methodology and techniques.
  6. 6. · Instructors are provided with support and assistance during course delivery. · There are institutional incentives for innovative practices, and to encourage the development of online courses. · Faculty orientation materials and demo courses provide information on the delivery platform, including handling incoming e-mail, e-mail attachments, viruses, and e-mail filters. · There are institutional rewards for the effective teaching of online courses. · Peer mentoring is available to instructors teaching online courses. Student Support · Course information is available prior to registration. · Learners are notified of minimum system requirements, such as modem speed and computing speed prior to course commencement. · Learners are provided with text information about how to access the course prior to commencement. · Student orientation materials and demo courses provide information on the delivery platform, including handling incoming e-mail, e-mail attachments, viruses, and e-mail filters. · Technical support information is provided during the course. · Information regarding online learning skills and practices is available to learners prior to registration. · The learner orientation includes http://elearningbio.com and 24x7 helpdesk information. · Learners are provided with information about accessing financial resources. · Learners are provided with information about making complaints.
  7. 7. Evidence of Learning In this project with various tools using website http://elearningbio.com and http://biology24x7.in I have made efforts to Strategy implemented In this study, a mixed methods analysis of a variety of data sources reveals that diverse students from a variety of classroom contexts view the short-courses as a useful learning tool, both as a vehicle for a student’s own academic growth and for classroom learning. Students were particularly interested in the ability to participate in a collaborative learning practice with other students, educators, instructors, and scientists from across the country and world, and they found useful the flexible design of the e-learning/e- courses. This short-course design offers promise for future development opportunities. The short course was taught using offline conventional method without Integration ICT and conducted formative assessment with paper and pen test. Same courses were delivered by integrating web based learning, e-learning, pod-casting, Screen-cast Moodle e-courses and Virtual Class. After that Students were sampled within a limited number. 200 are participated, and they are of 14 to 16 ages an average of ten students from each class. Table 1 gives an overview of the number of participating students in the class from K-9 to K-12. A separate assessment conducted for 11 students by only computer based assessment among three 05 of visually challenged and 06 physically challenged. Data collection Case study I used a variety of data sources, including paper and pen test, online test, questionnaires, reflective essays, personal communications, and field notes to study the bounded system of participants in e-learning/e- short-courses. The case study is a methodology that provided me with the ability to examine the critical skills as a whole, giving an in-depth look at the experience
  8. 8. from multiple perspectives, studies rely primarily on qualitative and quantitative methods. Questionnaires To study these short-courses as a e-learning development tool, I have developed an online mixed questionnaire to examine student views about the shared experience of the online short-e-courses/e- learning. The mixed methods approach included open-ended questions embedded in a series of Likert and yes/no questions. The purpose of this design was to allow to gain a deeper understanding of students’ feelings and impressions. Students were asked to logged into the online survey system (using google form) and answered 10 questions, a mix of Likert-scale, yes/no, and open- ended items. Items were designed to discover information about the students’ classroom context as well as how the e-learning/short e-courses contributed to their enhanced learning and 21st century learning skills, whether the short-courses were relevant to local curricula, and whether they were able to apply this to everyday life. Reflective essays students participating in the live short-courses asked to participate in reflective essay and very few are participated (8%)they are asked to earn credit by providing additional projects. Those students who earned credit completed additional projects based on classroom implementation of science content and pedagogical strategies learned in the e-learning/e-course's. These supplemental assignments included reflective essays, in which the students critically examined their implementation of what they had learned. These essays served as a data source in this study. Continuous communication Throughout the Live, Short-Courses (6 months), teachers remained in constant communication with participating students, both during the courses. Team members, were available by phone, skype, chat, forum and email to discuss content, and other issues. I often received several emails a week from participants. Field notes were recorded during this time and these notes as well as emails are an additional data source. Data Analysis
  9. 9. Data collected through the online survey form were automatically liked to google spreadsheet. Responses from the Likert and yes/no items were separated and percentages calculated for each response. To analyze the open-ended questions, we followed the procedures of grounded theory analysis (Guba & Lincoln, 1989). The date is categorized in to different categories. then the frequency was calculated and followed the same procedure to analyze the other data sources too. Experiment conducted at school to find out best assessment practice The topic was taught using lecture method without Integration ICT and conducted formative assessment with paper and pen test. Same topic Life Processes taught integrating web based learning, e-learning, podcasting and Virtual Class. After that Students were sampled within a limited number. Forty students are participated, and they are of 14 to 15 ages an average of ten students from each class. Table 1 gives an overview of the number of participating students in the class from K-9 to K-12. A separate assessment conducted for 10 students by only computer based assessment among three 04 of visually challenged and 06 physically challenged. A total number of 200 students participated. Teacher was asked to develop questions by using eXe(offline) and Googledocs, moodle(online). To maintain simplicity, all items in the
  10. 10. PC test were automatically coded and no manual coding was required the automatic coding mechanism accommodated multiple choice, complex multiple choice, Closed activity, image based questions and “True or False response types. Most of the PC items contained multimedia elements. The paper test consisted of items that were also used for the regular NCERT & CBSE questions in the test book. Among these items are both multiple-choice items and items that require the students to formulate the answer themselves with determined pre- guide of experts. After completing the two tests, the students responded to a student questionnaire containing questions about self-concept, motivation, attention sills, home background, attitudes and relationship to ICT. The study was implemented by the use of 200 student PCs and one test server PC. As a consequence, 5 days conducted the assessment in four different classes. The study was implemented in the period from Oct 21 to July, 26, 2013. In the test session, the students were divided into two groups. One group started by doing the PC test, while the other group did the paper test first. All the students sat in the same room. Finally, all the students responded to the student questionnaire on paper. Each test had a maximum time limit of one hour, while the students were given 20 minutes to answer the questionnaire. This principle was also applied in the CBAS study, both in the paper- based and the PC-based tests. The PC test consisted of 30 items. However, each of the test versions consisted of 25 items. Two types of data were recorded from the PC test. Firstly, the students’ answers to all the cognitive items were recorded (“response data”). Secondly, the student behavior throughout the test was registered (“behavioral data”). Time usage • Boys and girls took approximately the same time, on average (40 minutes).
  11. 11. • 10 % of the students took 50 minutes or more. Media play • Boys do significantly more “media plays” than girls (averages of events 79 and 70, respectively). • The correlation between the number of media plays and score on the PC test is positive for the Gender differences in achievement Collaboration Initially for this project collaborated with 10 Navodaya Vidyalays and presently extended to 80 vidyalyas. Students and Teachers of these vidyalaya are involved in this project for collaboration. I used virtual class, youtube, Facebook, Blog, wikis, my website and forum
  12. 12. for effective collaboration and for continuous communications chat rooms and skype are used. Collaborative learning is a method of teaching and learning in which student’s team together to explore a significant question or create a meaningful project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning. I have implemented in my school with K-9 and K-12 students and the results were awesome. I uses videoconferences, virtual rooms, forums, facebook in my collaboration with students. I could notice in my students positive results such as deeper understanding of content, increased overall achievement in grades, improved self-esteem, and higher motivation to remain on task. Cooperative learning helps students become actively and constructively involved in content, to take ownership of their own learning, and to resolve group conflicts and improve teamwork skills. Knowledge Building and Critical Thinking To create awareness and How ICT skills help in knowledge building, collaboration, problem solving and critical thinking. The tools used showed there is not barrier and discrimination among the children who adopt these skills. All the pedagogy used in this project has “Knowledge Building, collaboration and High order thinking skills”, based on this students were given projects “ ICT for up-liftment of tribes, Small Help Groups and School without Teacher. They have used remarkably the 21st century sklls to complete their project and made remarkable impact on their project. One sample project is already uploaded in PIL resources”ICT for up-liftment of tribes. As information and communication technology (ICT) becomes more widely used in classrooms and schools, attention is being focused on how ICT can make teaching and learning more effective. ICTs can be used to assist people in their current economic activities, including farming, Rural development, empowering tribals, for sustainable education trade, and entrepreneurship. Students from the local communities who generally learn computer skills rapidly could be trained to serve as information intermediaries for the older generation for their community upliftment. In this juncture students of Jawahar Navodaya Vidyalaya, Kiltampalem, Vizianagaram have made an
  13. 13. attempt for the upliftment of Tribels in the near by villages viz., kasipatnam, addateega and sitanagaram of vizianagaram district. This project is carried out under the Intel Learn Programme. The Intel Learn program aims at bridging the digital divide and helping youth to acquire the skills needed to compete in knowledge based economy, the program has been instrumental in promoting technology literacy and 21st century skills among children from the underserved communities in the age group of 8-16. Tribal people are the traditional forest-dwellers who live in the lap of nature. According to article 366 (25) of the constitution of India which refers to scheduled tribes as those communities, who are scheduled in accordance with article 342 of the constitution. This article says that only those communities who have been declared as such by the president through an initial public notification or through a subsequent amending act of parliament will be considered to be scheduled tribes. Their lifestyle is conditioned by ecosystem and in tuned with nature. They take birth in the forest, grow there and even die there. They are living like the frogs in their wells. Theydo not know about the outer world. That’s why they are treated as backward. The project “ICT for Upliftment of Tribal People” highlights the contribution of ICT in developing the tribal life. The project is carried out for a period of 30 days with utmost care and plan of action guided by a teacher and a team of five students during the month of January, 2011. It has been divided in to 3 phases 1. Pre- project phase 2. Project phase 3. Post project phase. In the Pre-project phase preliminary information on various problems was identified and gathered a data in tribal villages. During project phase – A Detailed study was conducted mainly on health, education, employment & low sex ratio. As part of case study village heads, Sarpanch, Social Activist, Doctor & Teacher were interviewed. It gave an opportunity to know about the problems & conditions of the people as well as actions taken by the government. Different programmes viz., Adult literacy programmes, Computer literacy for school going children and Health awareness programmes were conceived and carried out in the locality in order to educate and sensitise the people about the fast transforming world. An online community in wikis was created aiming to enable the communities to share the information among peers and to inculcate a culture among them through which they can highlight the problems of their localities on line. Our efforts had borne fruits
  14. 14. as many of the people who have witnessed our project came to know about the use of ICT, value of education & health in daily life. And also took a decision to support the tribal people as much as they can. The same villages were visited after 120 days and 180 days as part of post-project assignment. During 1st visit (after 120 days) it is noticed the impact of project is in its juvinile stage in which tribels have shown keen inclination to get transformed and adopted the ICT in their daily life. During the 2nd visit (after 180days) the impact of project is profound on people who started using ICT in their day to day works. It is evident from the steady raise in attendence in schools, the decline in the occurrence of contagious diseases and the growth in the usage of mobile technology. It is felt that there is a long way to go in uplifting the tribes by providing many more opportunities like this through a continuous monitoring and observation. They should be given chances to have first-hand experience by exposing them to the latest changes and trends that are revolutionising the technology by organising community based school projects which will certainly have an enriching experience in the life’s of the poor tribels. Extended Learning Beyond the Classroom elearningbio.com is an online learning site, seeks to enhance and broaden the learning experience by providing high quality curriculum based learning and teaching resources to Schools, Students and Teachers. It provides students play a pivotal role in helping a student succeed in today’s knowledge oriented world. It offers educational support in an interactive way, providing them the new dimension in their learning and teaching experience. This site provides a rich learning experience and through e-learning, m- learning, e-courses, virtual class, forum and social networking tools. E-content E-Learning modules are designed in biology from grade 9 to grade 10. By keeping the objectives and goals of curriculum. E-content has been designed at four level text, pictorial, animation and videos and also aimed at different learners. Podcast and Screencast (m-learning) Podcast (audio lessons) and screencast (video lessons) enable the students and teachers to share information with anyone anytime. If a students is absent he or she can download it and view or listen the recorded lessons. I especially use these to physically and visually challenged students and achieved remarkable change in the student learning process. I could notice learning with their autonomy, willingness and self-esteem. Raghu’s Biology E-course (using Moodle LMS)
  15. 15. Raghu’s Biology E-course is an area will add resources and activities for their students to complete. It is a simple page with downloadable documents or it might be a complex set of tasks where learning progresses through interaction. Progress can be tracked in a number of ways. Biology e course page is made up of central sections which contain the tasks and (if desired) blocks to the side. Students can be enrolled manually by the teacher, automatically by the administrator, or they can be allowed to enroll themselves. Students can also be added to groups if they need to be separated from classes sharing the same course or if tasks need to be differentiated. Forum: The online Subject discussion forum allows students to work together on projects in small groups, participate in on-going discussions focused on course content, and to "present" group project products to the rest of the class. All of this is done independent of student location and time of actual participation in the discussion forum. This is coordinated with a separate web site for the readings and assignments of an online course. Making weekly participation in the discussion a requirement "institutionalizes" the discussion forum within the course. Student can make their own posting on various subject related issues in the form of questions and ask the experts etc., there are separate forums for teachers and students but the student can interact with teacher of his interest in the forum. Student forum • Collaborate with other students • They Ask queries to Experts • They can chat with Teachers • They can attend online tests • Download content • They can post a useful link Teachers’ forum: • Allows Discussion with other teachers • Post your Articles • Post useful web links • Collaboration with other teachers Virtual Class Room: A virtual class room allows learner to attend a class from anywhere in the world and aims to provides a learning experience that is similar to real class room. I’m running a biology class with no physical classroom. The students meet with me online at mutually suitable times, in the late evening using 15 seat Blackboard
  16. 16. collaborate virtual class room, where we share asynchronously on a group discussion forum. So far I have been very pleased with the way class has been running. Below a short list of some of the impressions and experiences that have surfaced so far…  Removal of geographical barrier  Sessions cab be recorded  Quicker to organize, one to one communication  Students are very enthusiastic –passionate  Meetings are recorded for us- so if a student doesn’t understand something we talk about she/he can go back later and ‘re-live that part of the class Teaching this way de-specifies out work hours. Cutting Edge use of technology/ICT for Learning ICT resources are promising that they help most students (differently abled) overcome barriers of learning Virtual Class: to conduct online face to face v-class (blackboard collaboration) virtual class conducted on requirement basis to Teachers and Students on academic and professional development. Podomatic: Record podcast and broadcasting. Podcasts were used in various school for visually and physically challenged schools. Moodle: E-courses Created Screencast by using Camtasia provided Offline and Online to the students and teachers. Forums: The online Subject discussion forum allows students to work together on projects in small groups, participate in on-going discussions focused on course content, and to "present" group project products to the rest of the class. All of this is done independent of student location and time of actual participation in the discussion forum. This is coordinated with a separate web site for the readings and assignments of an online course. Making weekly participation in the discussion a requirement "institutionalizes" the discussion forum within the course. Student can make their own posting on various subject related issues in the form of questions and ask the experts etc., there are separate forums for teachers and students but the student can interact with teacher of his interest in the forum.
  17. 17. Educator and Innovator & Change Agent As an innovative educator I strive to empower students and teachers with new emerging tools in education. Flipping Learning to Humanize the Student Experience In bygone days, students had to be in a classroom to learn. That is where the teacher was, that is where the books were. The only time a teacher had to explain concepts to his students was when all together in the classroom. Accordingly, certain types of learning activities were conducted in the classroom, and other types were set as homework. But the constraints on which the current model were based are no longer real. Any student with a computer or smartphone now has access to the same pool of information as her teacher. Likewise, teachers and students can now communicate about the learning, using free tools at any time whether in the classroom or out. This gives us the chance of deciding afresh which learning activities will be most beneficial if assigned for "homework" and which are most beneficial in class time. In this presentation, Rao will explain the "flipped classroom" model. In this model, students listen to their teacher's explanations at convenient times outside the classroom, and use the class time for activities infused with human interaction. The result is a class of students that is more connected, more collaborative, more human. Redefining Classroom In this presentation, Rao will explain why he believes it is necessary for teachers to adopt new approaches to teaching a new generation of learners. His intention is not to promote "high-tech" skills in teachers, but rather to encourage widespread adoption of easy-to- use technologies that are 'high-concept' and have the power to transform classroom interaction. In the last decade, informal communication between young people has been revolutionised by social networking sites, instant messaging, mobile phones and numerous other technologies that give them instant access to information and people any time, anywhere. In his presentation
  18. 18. Rao will show how any teacher is able to change the way he or she communicates with students, taking advantage of the very same digital communication tools that Gen-Y students use. From podcasting to social networking to mobile phones to virtual classrooms, this presentation will explore the potential in digital communication technologies to challenge notions of where, when and how class members interact, and even who the class members are. Rao is adamant in his belief that teachers don't need "computer skills" to transform their classrooms, but a willingness to question their 20th Century paradigms and rethink their role as an educator in a world where information is available on-demand and communication is instantaneous. He will show real-world examples of the ways in which teachers have used the ideas he promotes, across a range of subjects and year levels, to make a profound impact on student engagement and learning outcomes. Professional Learning Workshops The Tools of Engagement “You don’t need to be very good with technology to do very good things with technology.” This workshop will explore easy-to-use technologies and gadgets that Rao has found to be simple, engaging, powerful and inexpensive. These tools provide two great advantages: (1) they let teachers teach in new ways and/or at times that would be otherwise impractical and (2) they increase the human element of teaching by automating repetitive (but necessary) instruction thereby affording a teacher more class time for those right-brain- directed interactions that cannot be automated but require human interaction. This presentation can be tailored to any length. The more time available, the more tools that we can cover. In any presentation
  19. 19. about Web 2.0 tools, Rao will show teachers some tools that are very easy to use, free, and inherently engaging to students. Teachers will feel empowered to walk into class the very next day and start using their new repertoire of engaging and powerful tools. iPadogogy The iPad is not just a great content consumption device but a powerful content creation device in the hands of a student. The combination of a high quality camera, video camera, microphone together with an internet connection and thousands of apps makes it, in many ways the device of choice for teachers who want their students to learn and express themselves creatively. This workshop will explore various ways of using the iPad in ways that enhance the learning experience for students. While a thorough coverage will be given of some of the best educational apps available, a second important focus will be placed on transformative teaching and learning practices that complement the introduction of iPads in the classroom. Among other things, the following will be covered: The simplest ways of managing files, Sharing documents and other files between class members. Suggestions for managing student behaviour, related to the use of iPads. Some of the most effective apps to use for teaching and learning. Flipped Learning In bygone days, students had to be in a classroom to learn. That is where the teacher was, that is where the books were. The only time a teacher had to explain concepts to his students was when all together in the classroom. Accordingly, certain types of learning activity were conducted in the classroom, and other types were set as homework. But the constraints on which the current model were based are no longer real. Any student with a computer or smartphone now has access to the same pool of information as her
  20. 20. teacher. Likewise, teachers and students can now communicate about the learning, using simple, free tools at any time whether in the classroom or out. This profound change in when and where we access information and communicate, gives us the exciting opportunity to decide afresh which learning activities will be most beneficial if assigned for "homework" and which are most beneficial in class time. In this workshop, Rao will explain the "flipped classroom" model. In this model, students listen to their teacher's explanations and participate in online discussions at any time of day or night (instead of completing "homework"). This frees up more class time for learning activities infused with human interaction. The result is a class of students that is more connected; more collaborative; more human. One focus of this workshop will be on simple, effective tools for communicating via podcasts, screencasts, vodcasts, and social media. But a second, equally important focus will be on the effective use of the class time that is made available. Audio Podcasting In this workshop, Rao will demonstrate how any teacher can easily make a podcast for her students using the free software Audacity. Audacity allows a teacher to record his or her voice, edit, add sound effects and music, and export the resulting podcast as an MP3 which students can listen to anytime, anywhere on their iPod or mobile phone. Imagine making it possible for your students to listen to you speaking while they are on the bus, walking to school or doing their chores? Record vocabulary, poems or songs that you want your students to remember, or get your students to make their own podcasts! Rao will also demonstrate how your podcast can be uploaded to the Internet where your students can easily access it from home or school.
  21. 21. Podcasting - Beyond Voice Recording Some teachers who have made educational audio podcasts have been overwhelmed by a glowing student response. Others have made podcasts that have failed to capture their students' interests. What is the difference? In the classroom, a teacher can command her students' attention using eye contact, body language, gestures, facial expressions, physical position in the room, as well as visual stimuli and props. In an audio podcast she has none of these. Nevertheless a podcast does provide the opportunity to enchant and engage using devices not available to the classroom teacher. This workshop will explore those devices and strategies. This workshop is hosted by Rao one of the world's leading educational podcasters with an audience of around 9000 students. The emphasis of the session is not on the technical aspects of making a podcast (although these will be covered briefly) but on the strategies that make listening to a podcast engaging - even addictive for students. A selection of samples from various teachers in various subject areas will be played as examples. Screencasting “Teach more effectively and save time doing it!” In this workshop, Rao will introduce you to all the best tools for screencasting, including Jing, Snagit, Camtasia Studio and Screenflow and if time permits, Profcast and Podreel. In each case the use of the tool will be demonstrated, and the strengths and weaknesses of each, hi-lighted. Learning to use the software and equipment will take you half way to making screencasts that amplify the effectiveness of your teaching, but equally important are the strategies that make screencasts engaging to students, so attention will also be devoted to these. Virtual Classroom
  22. 22. “Who needs a classroom?” Whether your class is large and you are looking for ways to increase individual student participation, or whether small numbers threaten the continued running of your class, the ‘Virtual classroom’ concept has much to offer. Designed to allow classes to meet when class members can’t be physically together, Black Board Collaboration is also an excellent tool to use with a “regular” class both in and out of the classroom. Rao has used Black Board Collaboration extensively both in and out of the classroom with his regular class, and has also been teaching an ‘online class’ of students from small schools that could not justify running a class for so few students. Virtual classrooms are so effective that in the future they are sure to become a common way to run a class. Jump ahead of the curve and come to this presentation to be challenged about how you can use this simple, but powerful tool to great advantage in your own teaching situation. Emerging Web 2.0 Tools “Inject some new zing in your lessons! “This workshop will demonstrate a smorgasbord of web 2.0 tools (that is, tools that are operated through a website rather than being downloaded to your computer). Each tool has been selected because it is (a) easy to use, (b) allows you to do something novel and (c) are engaging and fun for students. Podcasting In this workshop, participants will learn how to use a number of tools to create podcasts which include images and media. An enhanced podcast is a podcast with pictures that display on the iPod screen as students listen to the audio. A screencast allows a teacher to demonstrate anything that can be shown on the screen of a computer, captured as a movie file, complete with the teacher’s
  23. 23. vocal explanations or narration. A vodcast is a video podcast showing either the person speaking or video of the subject that she or he is speaking about. A Voicethread is a group podcast, where all the students in a group can contribute to a single conversation about an image, text or video. The tools used for each of these applications is simple to learn, and in most cases free to use. How to give memorable presentations Most PowerPoint presentations are boring. As more and more teachers use PowerPoint in the classroom, they will only get more boring. Research has shown that the Slides that most presenters use actually detract from the power of the message rather than adding to it! In this session Rao will demonstrate what makes a good PowerPoint slideshow engaging and interesting, even captivating, and what makes a bad PowerPoint slideshow boring. Having learned some principles of good PowerPoint design, participants will learn skills including how to make a non-linear PowerPoint show and how to use a PowerPoint slideshow to motivate and inspire your students. for forum: http://elearningbio.com/forums.php Facebook Groups Technology in Teaching: https://www.facebook.com/groups/tech4fteachers/ International Biology Teachers : https://www.facebook.com/InternationalBiologyTeachers For workshops and training : https://www.facebook.com/groups/econtentkvs/
  24. 24. Tools Used · Microsoft Office, · Camtasia (Screencast and Podcast) · Jing, (screen Capturing) · Snagit, · Photosynth (panorama view) · photo story (Digital Story) · Dreamweaver,(PHP) · Frontpage, (html) · Mythware,(one to One learning), · Blackboard(Virtual Learning), · Moodle(LMS), · facebook, · google+, · youtube, · wordpress, · wiki, · twitter · skype

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