2015 trends in education-pn rao
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It provides a brief account of some of the developments taking place in education with the use of technology.
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2015 trends in education-pn rao
- 1. Trends in Education Nageswara Rao Posinasetti Department of Technology
- 2. 4 February 2015P.N. Rao2 Learning Management System Massive Open Online Courses Mobile Learning
- 3. 4 February 2015P.N. Rao3 Learning Management System
- 4. Learning Management Systems (LMS) • An LMS is a comprehensive, integrated software that supports the development, delivery, assessment, and administration of courses in traditional face-to-face, blended, or online learning environments. 4 February 2015P.N. Rao4
- 5. 4 February 2015P.N. Rao6 Learning Management Systems (LMS) Course Management System (CMS) Learning Content Management System (LCMS) Virtual Learning Environment (VLE) Virtual Learning System (VLS) Learning Portal E-learning Platform
- 6. 4 February 2015P.N. Rao7 LMS Cost effective Consiste nt delivery Own pace Any time/ place Easy to update Good for large groups
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- 11. LMS Implementation • Institutions use LMS software to plan, implement, facilitate, assess, and monitor student learning. 4 February 2015P.N. Rao12
- 12. LMS Implementation Challenges • Leadership commitment • Stakeholder involvement • Alignment with the education plan • Recognition of the cultural changes required 4 February 2015P.N. Rao13
- 13. LMS Implementation Challenges • Organizational preparedness • Training for instructors and students • Quality support, including pedagogical and technical support. • Focus on designing quality courses. 4 February 2015P.N. Rao14
- 14. LMS Implementation Challenges • User-friendliness of the software. • Funds required for implementation • Due diligence by the LMS selection committee • Effective project management 4 February 2015P.N. Rao15
- 15. Free LMS - MOODLE • “Modular Object-Oriented Dynamic Learning Environment” - Moodle has been around for over ten years, with the first version in August 2002. • It is open source, a lot of community support and a lot of plugins or add-ons from flash video to teleconferencing. Need to install on the server. • https://www.youtube.com/watch?v=CuKhBKAgQcA 4 February 2015P.N. Rao16 https://moodle.org/
- 16. Free LMS - MOODLE • Livingstone, K. (2013). Implications of Implementing a Blended/Hybrid Learning Approach at the University of Guyana. Baraton Interdisciplinary Research Journal 3 (2), 53-62. Retrieved May 14, 2014, from http://ueab.ac.ke/BIRJ/implications-of-implementing-a- hybrid-learning-approach-at-the-university-of-guyana/ Raturi, S., Hogan, R. & Thaman, K. H. (2011). Learners’ Preference for Instructional Delivery Mode: A Case Study from the University of South Pacific (USP). International Journal of Instructional Technology and Distance Learning, 8 (6), 17-30. Retrieved March 16, 2014, from http://www.itdl.org/Journal/Jun_11/Jun_11.pdf Whelan, R. & Bhartu, D. (2007). Factors in the deployment of a learning management system at the University of the South Pacific. Retrieved June 15, 2014, from http://www.ascilite.org.au/conferences/singapore07/procs/whelan.pdf 4 February 2015P.N. Rao17 https://moodle.org/
- 17. Free LMS 1. Moodle - https://moodle.org/ 2. .LRN - http://www.dotlrn.org/ 3. eFront - http://www.efrontlearning.net/ http://elearningindustry.com/efront-lms-the-best- open-source-solution 4. Dokeos - http://www.dokeos.com/ 5. Sakai - http://www.sakaiproject.org/ 6. ATutor - http://atutor.ca/ 7. Edmodo - https://www.edmodo.com/ 8. Google education – https://classroom.google.com 9. Coursera - https://www.coursera.org/ 10. Canvas - http://www.instructure.com/ 4 February 2015P.N. Rao18
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- 19. Free LMS – Good Resources • http://www.educause.edu/ero/article/selecting-learning-management- system-advice-academic-perspective • http://www.capterra.com/learning-management-system-software/ • http://www.trimeritus.com/vendors.pdf • https://www.neolms.com/ • http://en.wikipedia.org/wiki/Blackboard_Inc. • http://www.canvaslms.com/higher-education/ • https://eee.uci.edu/online-learning/comparison.php • https://www.google.com/edu/products/productivity- tools/classroom/?utm_referrer 4 February 2015P.N. Rao20
- 20. 4 February 2015P.N. Rao21 Learning Management System Massive Open Online Courses
- 21. Massive Open Online Courses (MOOC) • A massive open online course is an online course aimed at unlimited participation and open access via the web. • MOOCs are a recent development in distance education which was first introduced in 2008 and emerged as a popular mode of learning in 2012. 4 February 2015P.N. Rao22 http://en.wikipedia.org/wiki/Massive_open_online_course
- 22. 4 February 2015P.N. Rao23 "MOOC poster mathplourde" by Mathieu Plourde {(Mathplourde on Flickr) - http://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/. Licensed under CC BY 2.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:MOOC_poster_mathplourde.jpg#mediaviewer/File:MOOC_poster_mathplourde.jpg
- 23. Example of participation • An MIT- “Hard circuits and electronics” course --launched about a year and a half ago, 155,000 students from 162 countries enrolled in this course. • 7,200 students passed the course. 4 February 2015P.N. Rao24 http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still _matter/transcript?language=en
- 24. Global participation in Coursera MOOCs - 2013 4 February 2015P.N. Rao25 https://www.insidehighered.com/blogs/globalhighered/mapping-courseras-global-footprint
- 25. Academic Financial Trading Platform • Founded by Carnegie Mellon University professors, launched online business education courses in 2012 specifically for Indian MBA students and executives. http://www.academictrader.org/ • Offer massively open online business courses by faculty from the world's top business schools to a broad community of students, researchers, and practitioners around the world completely for FREE. 4 February 2015P.N. Rao26 http://timesofindia.indiatimes.com/city/delhi/Carnegie-Mellon-University-professors-launch-online-business- education-courses-for-Indian-students/articleshow/17506783.cms?referral=PM
- 26. http://educateme360.com/ • “Education is a right, not a privilege” • A New York-based Indian start-up, offers customized online learning to Indian students. • Their courses, currently still in the pilot stage, aim at fighting illiteracy and developing blended learning. • They will be made available in various Indian languages. 4 February 2015P.N. Rao27
- 27. http://www.edukart.com/ • Started by alumni of Stanford and IIMs. • Offers degree courses recognized by the University Grant Commission (UGC) and also professional certificates. • Not free. 4 February 2015P.N. Rao28
- 28. https://www.khanacademy.org/ • https://www.youtube.com/user/khanacademy • http://en.wikipedia.org/wiki/Khan_Academy 4 February 2015P.N. Rao29
- 29. Indian Initiatives • Delhi University- 'India in 21st century‘ - It will include 10 lectures delivered by Vice Chancellor Dinesh Singh. • Starts from January 30, 2015. • http://www.swayamlearning.com/ - (Study Webs of Active-learning for Young Aspiring Minds) • http://www.mooconmooc.org/#/login 4 February 2015P.N. Rao30 http://economictimes.indiatimes.com/industry/services/education/delhi-university- set-to-launch-massive-open-online-courses/articleshow/45955770.cms
- 30. MOOC Course Offerings • https://www.mooc-list.com/ • https://www.coursera.org/ (532 courses in 2013) • https://www.edx.org/ • http://www.eua.be/Libraries/Publication/MO OCs_Update_January_2014.sflb.ashx • http://www.bbc.co.uk/history/0/28293511 4 February 2015P.N. Rao31
- 31. 4 February 2015P.N. Rao32 Learning Management System Massive Open Online Courses Mobile Learning
- 32. Mobile proliferation Level Playing Field http://www.bbc.com/future/story/ 20120601-money-making-mobiles 4 February 2015P.N. Rao33
- 33. Mobile in India • The number of mobile internet users in India is expected to reach 213 million by June 2015- report by the Internet & Mobile Association of India (IAMAI) which is growing at a healthier ˜ 10% per quarter. 4 February 2015P.N. Rao34 http://www.iamai.in/PRelease_Detail.aspx?nid=3528&NMonth=1&NYear=2015
- 34. 4 February 2015P.N. Rao35 http://www.iamai.in/PRelease_Detail.aspx?nid=3528&NMonth=1&NYear=2015
- 35. Mobile Learning • Mobiles provide a new, and sometimes only, access channel to the internet for many people. • A core feature of mobiles is that they support ‘anywhere, anytime’ learning. • Because they are personal and always at hand, they are perfectly suited to support informal and contextual learning. • Mobile has a role to play in bridging the formal and informal learning spaces. 4 February 2015P.N. Rao36
- 36. Idea Internet Network - IIN • https://www.youtube.com/watch?v=xVE9iGcOYw8 • https://www.youtube.com/watch?v=fCH71nzXFdY 4 February 2015P.N. Rao37
- 37. Mobile Learning • As of January 2014* • 58% of American adults have a smartphone • 32% of American adults own an e-reader • 42% of American adults own a tablet computer • Mobile devices have replaced desktop computers as the primary access device to the Internet. 4 February 2015P.N. Rao38 * http://www.pewinternet.org/fact-sheets/mobile-technology-fact-sheet/
- 38. Mobile Learning • Educators should be modeling and mentoring smartphone use. • A digitally literate culture in a technology- driven society should be teaching its students how to use the devices of choice to access, curate, communicate, collaborate with and create information. 4 February 2015P.N. Rao39
- 39. Mobile Learning • Educators need to view smartphones not as a distraction to learning, but as an accelerator. • Students can use their personal devices to personalize their learning. • The where and when about using these devices may need to be worked out for effectiveness in an academic setting. 4 February 2015P.N. Rao40
- 40. Mobile Learning • To better educate our students, we need to better educate their educators. • Address the needs of all learning abilities • Equity of opportunity should not be eclipsed by a market-driven agenda 4 February 2015P.N. Rao41
- 41. Other Trends • Flipped classroom • Blended instruction • Collaborative Group Working using Mobile phones • Social media – FB, Linked In, Research Gate, Edutopia, Blogs, … 4 February 2015P.N. Rao42
- 43. Thank you! 4 February 2015P.N. Rao44
Editor's Notes
- LMS systems are known by various names, including course management system (CMS), learning content management system (LCMS), virtual learning environment (VLE), virtual learning system (VLS), learning portal, or e-learning platform. Each term might have a slightly different meaning, depending on your interpretation. Perhaps it should be called an instructional management system, as the system's parameters are usually set by instructors rather than by students. However, throughout this article, we'll use the term LMS.
- LMS systems are known by various names, including course management system (CMS), learning content management system (LCMS), virtual learning environment (VLE), virtual learning system (VLS), learning portal, or e-learning platform. Each term might have a slightly different meaning, depending on your interpretation. Perhaps it should be called an instructional management system, as the system's parameters are usually set by instructors rather than by students. However, throughout this article, we'll use the term LMS.
- Institutions use LMS software to plan, implement, facilitate, assess, and monitor student learning. The software centralizes course preparation; educational content and resources; the delivery and tracking of student activities, such as discussion and collaboration; the administration of assessment activities; and the accumulation and presentation of marks and grades. All of these activities are conducted behind a virtual wall that provides a measure of authentication, security, and privacy. Recent LMS software also provides an array of information about student activities that instructors and administrators can view from different perspectives. This information can be analyzed to detect patterns that might suggest how students can be better supported. The LMS helps institutions maintain the integrity of their educational programs and enables faculty to effectively and efficiently develop courses, deliver instruction, facilitate communication, foster collaboration, and assess students. An LMS can be used to support traditional face-to-face instruction, as well as blended and online educational environments.
- Leadership, not only by management and academic leaders, but also by those who have political influence within the institution. Commitment to the process, as it takes time and resources before evidence of success emerges. Organization-wide buy-in and appreciation for what an LMS can and cannot do. Stakeholder involvement in the selection process. Alignment with the education plan or direction of the institution. Congruency with how instructors teach. Implementing an LMS can itself lead instructors to reconsider their teaching methods. Recognition of the cultural changes required to achieve success. Resistance to change can arise, especially among those familiar with an existing LMS, as they know its shortcomings and have developed workarounds. Organizational preparedness during implementation — that is, knowing who will be responsible for what. Training for instructional designers, instructors, students, and information technology specialists. Quality support, including pedagogical and technical support. Focus on designing quality courses. Student and instructor computer literacy skills. Student access to computers, the Web, and/or the LMS. Adequate access to the Internet for students and staff. User-friendliness of the software. The software must be easy to use, even for novices. Funds required for hardware, including servers, network infrastructure, backup storage, backup power supply, air conditioning for the hardware, and computers/digital terminals. Due diligence by the LMS selection committee to adequately address the needs and concerns of the potential users, verify the information provided by vendors and external experts, and ensure that the selected LMS can actually perform the tasks requested by users. Effective project management to ensure that the selection process and implementation succeed.
- Leadership, not only by management and academic leaders, but also by those who have political influence within the institution. Commitment to the process, as it takes time and resources before evidence of success emerges. Organization-wide buy-in and appreciation for what an LMS can and cannot do. Stakeholder involvement in the selection process. Alignment with the education plan or direction of the institution. Congruency with how instructors teach. Implementing an LMS can itself lead instructors to reconsider their teaching methods. Recognition of the cultural changes required to achieve success. Resistance to change can arise, especially among those familiar with an existing LMS, as they know its shortcomings and have developed workarounds. Organizational preparedness during implementation — that is, knowing who will be responsible for what. Training for instructional designers, instructors, students, and information technology specialists. Quality support, including pedagogical and technical support. Focus on designing quality courses. Student and instructor computer literacy skills. Student access to computers, the Web, and/or the LMS. Adequate access to the Internet for students and staff. User-friendliness of the software. The software must be easy to use, even for novices. Funds required for hardware, including servers, network infrastructure, backup storage, backup power supply, air conditioning for the hardware, and computers/digital terminals. Due diligence by the LMS selection committee to adequately address the needs and concerns of the potential users, verify the information provided by vendors and external experts, and ensure that the selected LMS can actually perform the tasks requested by users. Effective project management to ensure that the selection process and implementation succeed.
- Leadership, not only by management and academic leaders, but also by those who have political influence within the institution. Commitment to the process, as it takes time and resources before evidence of success emerges. Organization-wide buy-in and appreciation for what an LMS can and cannot do. Stakeholder involvement in the selection process. Alignment with the education plan or direction of the institution. Congruency with how instructors teach. Implementing an LMS can itself lead instructors to reconsider their teaching methods. Recognition of the cultural changes required to achieve success. Resistance to change can arise, especially among those familiar with an existing LMS, as they know its shortcomings and have developed workarounds. Organizational preparedness during implementation — that is, knowing who will be responsible for what. Training for instructional designers, instructors, students, and information technology specialists. Quality support, including pedagogical and technical support. Focus on designing quality courses. Student and instructor computer literacy skills. Student access to computers, the Web, and/or the LMS. Adequate access to the Internet for students and staff. User-friendliness of the software. The software must be easy to use, even for novices. Funds required for hardware, including servers, network infrastructure, backup storage, backup power supply, air conditioning for the hardware, and computers/digital terminals. Due diligence by the LMS selection committee to adequately address the needs and concerns of the potential users, verify the information provided by vendors and external experts, and ensure that the selected LMS can actually perform the tasks requested by users. Effective project management to ensure that the selection process and implementation succeed.
- The advantage is that it is available in more than 100 languages! Moodle is trusted with millions of users all over the world. Definitely MOODLE!
- The advantage is that it is available in more than 100 languages! Moodle is trusted with millions of users all over the world. Definitely MOODLE!
- A massive open online course is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education which was first introduced in 2008 and emerged as a popular mode of learning in 2012.
- an MIT-hard circuits and electronics course -- about a year and a half ago, 155,000 students from 162 countries enrolled in this course. And we had no marketing budget. Now, 155,000 is a big number. This number is bigger than the total number of alumni of MIT in its 150-year history. 7,200 students passed the course, and this was a hard course. 7,200 is also a big number. If I were to teach at MIT two semesters every year, I would have to teach for 40 years before I could teach this many students.
- EduKart, which promotes itself as “India’s leading online education company” offers degree courses recognised by the Indian University Grant Commission (UGC) and also professional certificates. Most courses are provided by Indian higher education institutions, some by international higher education institutions. EduKart emphasises that it tailors its offer to industry needs: it provides corporate courses; supports job matching; and rates its graduates on an “EduKart Rating of Employability”.
- The founder of the organization, Salman Khan, was born and raised in New Orleans, Louisiana, United States to a father fromBarisal, Bangladesh, and mother from Calcutta, India.[7] After earning three degrees from the Massachusetts Institute of Technology (a BS in mathematics, a M.Sc. in electrical engineering and computer science, and an MEng in electrical engineering and computer science) he pursued an MBA from Harvard Business School. In late 2004, Khan began tutoring his cousin Nadia in mathematics using Yahoo!'s Doodle notepad. When other relatives and friends sought similar help, he decided it would be more practical to distribute the tutorials on YouTube.[8][9] Their popularity there and the testimonials of appreciative students prompted Khan to quit his job in finance as a hedge fund analyst at Connective Capital Management in 2009, and focus on the tutorials (then released under the moniker "Khan Academy") full-time.[9] The project is funded by donations. Khan Academy is a 501(c)(3) not-for-profit organization,[4] now with significant backing from the Bill & Melinda Gates Foundation, Ann and John Doerr, the Brazil-based Lemann Foundation, and Google. In 2010, Google announced it would give the Khan Academy $2 million for creating more courses and for translating the core library into the world’s most widely spoken languages, as part of their Project 10100.[10] In 2013, the Mexico-based Carlos Slim Foundation made a donation to Khan Academy to expand its Spanish library of videos.[11] In the beginning, Khan Academy offered videos mostly about mathematics. Thanks to donations, Khan Academy has been able to expand its faculty and offer courses abouthistory, healthcare, medicine, finance, physics, chemistry, biology, astronomy, cosmology, American civics, art history, economics, music, and computer science.[6][12][13] In addition to faculty, the organization has a network of content specialists.[14] Khan Academy also has thousands of resources translated into other languages. It launched the Spanish version of the website in September 2013.[15] It is supported by partners and volunteers in languages including Indonesian, German, Spanish, Czech, French, Italian, Swahili, Norwegian, Polish, Portuguese, Russian, Turkish, Xhosa, Greek, Bulgarian,Ukrainian, Urdu, Arabic, Persian, Bengali, Hindi, Malayalam, and Chinese. Khan Academy also has a Brazilian Portuguese version of its website.[16] As of June 2014, Khan Academy's website has been translated to 23 languages and its videos to 65.[2][3]
- "DU will be offering a series of MOOC which will be open and accessible to everyone across the globe. The courses will be free of cost," said Malay Neerav, Media Coordinator and Joint Dean of Students Welfare, Delhi University. "The first course in the series will be 'India in 21st century'. It will include 10 lectures all of which will be delivered by Vice Chancellor Dinesh Singh himself," he added. "The first MOOC will kickstart from January 30. The enrolments for the course .. Read more at: http://economictimes.indiatimes.com/articleshow/45955770.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst
- The think piece highlights that with the increase in access to information, and production of knowledge (both underpinned by technology), there is a questioning of the very notions of the authority of traditional bodies of knowledge controlled by legitimate educational institutions. Mobiles provide a new, and sometimes only, access channel to the internet for many people.
- With the acceptance of the smartphone as the truly personal computer of choice for most Americans, it stands to reason that educators should be modeling and mentoring its use for the very skills we are touting as "21st century." A digitally literate culture in a technology-driven society should be teaching its children how to use the devices of choice to access, curate, communicate, collaborate with and create information. Content is now accessible anywhere at any time. What to do with it when accessed is what we need to teach. Educators no longer have the luxury of determining what content kids will be exposed to. Mobile devices have enabled kids to determine that on their own. Educators need to view smartphones not as a distraction to learning, but as an accelerator. Students can use their personal devices to personalize their learning. They can determine on their own what they want to learn without being in a classroom. The where and when about using these devices may need to be worked out for effectiveness in an academic setting, but banning should no longer be tolerated by communities demanding a relevant education for their children.
- With the acceptance of the smartphone as the truly personal computer of choice for most Americans, it stands to reason that educators should be modeling and mentoring its use for the very skills we are touting as "21st century." A digitally literate culture in a technology-driven society should be teaching its children how to use the devices of choice to access, curate, communicate, collaborate with and create information. Content is now accessible anywhere at any time. What to do with it when accessed is what we need to teach. Educators no longer have the luxury of determining what content kids will be exposed to. Mobile devices have enabled kids to determine that on their own. Educators need to view smartphones not as a distraction to learning, but as an accelerator. Students can use their personal devices to personalize their learning. They can determine on their own what they want to learn without being in a classroom. The where and when about using these devices may need to be worked out for effectiveness in an academic setting, but banning should no longer be tolerated by communities demanding a relevant education for their children.