2. “Scientific Temper” What is Scientific Temper or Thinking? Understanding was left to be developed from internet material . Subject “Story of 20 scientists” User How can story of these scientists help in instilling scientific thinking? Grade – 5,6,7 Introduction to Subject Learning Environment Access to technology Learner’s digital literacy Integration in current curriculum. Govt. Schools
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4. What is the difference in role of designer and SMEs? Do they give subject content or their ideas on its implementation also?
6. Possible roles of technologySubject Concept 1:: Story Telling Concept 2 :: Story Telling in Comic format Visual format of story telling can create interest. But, our main objective of scientific thinking remains an issue. Do you develop scientific thinking skills by reading stories? Developing certain skills in a learner would be of value. But not sure if we will still achieve our objective. Concept 3 :: Science Process Skills
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8. How to help SMEs visualize / conceptualize in their minds? (till they don’t see the prototype)Approach
32. Who would be the right individual (designer, SMEs or others) to review the process and at what stages of the project?
33. What are the measures to identify appropriate subject / areas of work that can exploit digital media to the maximum?Questioning the Approach
34. Idea Bank In the entire process, there is been a good collection of useful resources – links, ideas for activities (online and offline), technological ideas which did not get interwoven in the final concept. Questions: How to develop a process of effective and timely documentation of resources generated?
35. Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate Gap between the potential of the technologies (confusion over how they can be used) & Applicationof good pedagogical principles (confusion over which models to use) How to approach as a designer?
36. Learner centric Role of learner in organizing their own learning space and pace. Use of technology in providing various tools / mediums of learning based on learner’s choice. Recognize different forms and contexts of learning. Development and adoption of new pedagogies.
37. Questions How is the Web Based approach going to change our thinking? What comes first - Design of DLR or creating a framework for web based DLR?
This slide shows the higher level components of a learning activity. Essentially there are three parts. Firstly that a learning activity occurs within a particular context, with a set of intended learning outcomes at a particular level within a given subject occurring in a particular environment – a classroom or a lab. Secondly, the learning activity will adopt particular learning and teaching approaches building on a set of pedagogical assumptions. Some learning activities might be designed to encourage reflective learning or adopt a constructivist approach. Others might highlight dialogic aspects. These approaches are grouped in the toolkit into three categorise – associative (including didactic and instructional design approaches), cognitive (including problem based learning and socially situated (such as experiential or collaborative learning). The most important part of the learning activity is the series of tasks which the student will undertake to achieve the prescribed learning outcomes. These tasks are described in terms of the type of tasks which the student can undertake, the teaching techniques used, the types of interactions and the roles of those involved, any associated tools and resources used and any assessment activities involved
