The document discusses constructivism in teaching and learning. It begins with an introduction on the increasing complexity of life and learning. It then defines constructivism, noting that knowledge is constructed from perceptions and social conventions rather than simply acquired. The major beliefs of constructivism are that knowledge is subjective, constructed through experiences and reflection, and learning works best through social interaction. Constructivist approaches to teaching are learner-centered and emphasize critical thinking, problem-solving, and self-learning. Three models of online learning are discussed: synchronous, asynchronous, and blended. The importance of online collaboration, communities of inquiry, and developing meaningful online discussions is also covered.
This document discusses digital pedagogy issues and challenges. It outlines different models of digital learning such as synchronous, asynchronous, and blended models. It discusses challenges with online teaching such as lack of preparation, digital divide, and design issues. It emphasizes the need for thoughtful design when moving classes online rather than just porting classroom plans. It also discusses strategies for online collaboration, experiential learning, and engaging students online through empathy and interactive activities. Overall, the document examines how to effectively utilize digital tools for teaching and learning while addressing common problems that arise.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
4 Dimensional Flipping: Setting the Stage for 21st Century SkillsKelly Walsh
A slideshare presentation based on Steve Griffith's article on The Flipped Learning Network (URL: http://flippedlearning.org/learning_culture/4-dimensional-flipping-setting-stage-for-21st-century-skills/).
The document discusses how flipped learning fits within the four dimensional education framework. The four dimensions are: 1) knowledge, 2) skills, 3) character, and 4) meta-learning. Flipped learning supports developing cross-curricular themes, 21st century skills like collaboration, and character traits like grit through student-centered approaches. When implemented according to this framework, flipped learning can enhance deep learning and develop self-directed, reflective students well-prepared for the future.
Online Collaborative Learning Group 25 ( Oclg25 )Melissa Luster
The document discusses daily professional communication practices that are efficient, effective and collaborative among diverse colleagues and community members. It describes assisting crew members with electronic job tasks and time entries, as well as documenting work incidents, complaints and hazards electronically in a timely manner. Communication with supervisors and the public about current work is also addressed.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
This document discusses digital pedagogy issues and challenges. It outlines different models of digital learning such as synchronous, asynchronous, and blended models. It discusses challenges with online teaching such as lack of preparation, digital divide, and design issues. It emphasizes the need for thoughtful design when moving classes online rather than just porting classroom plans. It also discusses strategies for online collaboration, experiential learning, and engaging students online through empathy and interactive activities. Overall, the document examines how to effectively utilize digital tools for teaching and learning while addressing common problems that arise.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
4 Dimensional Flipping: Setting the Stage for 21st Century SkillsKelly Walsh
A slideshare presentation based on Steve Griffith's article on The Flipped Learning Network (URL: http://flippedlearning.org/learning_culture/4-dimensional-flipping-setting-stage-for-21st-century-skills/).
The document discusses how flipped learning fits within the four dimensional education framework. The four dimensions are: 1) knowledge, 2) skills, 3) character, and 4) meta-learning. Flipped learning supports developing cross-curricular themes, 21st century skills like collaboration, and character traits like grit through student-centered approaches. When implemented according to this framework, flipped learning can enhance deep learning and develop self-directed, reflective students well-prepared for the future.
Online Collaborative Learning Group 25 ( Oclg25 )Melissa Luster
The document discusses daily professional communication practices that are efficient, effective and collaborative among diverse colleagues and community members. It describes assisting crew members with electronic job tasks and time entries, as well as documenting work incidents, complaints and hazards electronically in a timely manner. Communication with supervisors and the public about current work is also addressed.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
The document discusses the future of education. Key points include:
- Teaching, training, and learning are changing substantially with technology and innovation driving new educational approaches.
- Skills like digital literacy, creativity, problem solving, teamwork and communication will be essential in the 21st century.
- Learning is increasingly happening individually beyond formal educational settings, requiring teachers to facilitate learning rather than just impart information.
- Predictions for the future of education include competency-based learning, personalized learning through technology, and a shift to more online corporate learning.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
Blended learning combines multiple learning approaches, including traditional classroom learning and technology-based learning. It uses a combination of different modes of delivery, teaching models, and learning styles. A common example is providing introductory content in a classroom setting, followed by additional online materials. Blended learning aims to blend the strengths of in-person and online learning to create an optimal learning experience.
The future of learning is global - a vision for leadershipJulie Lindsay
The document discusses flattening the classroom through global connections, citizenship, and collaboration using technology. It advocates for teacherpreneurs - teachers who innovate, connect globally, and lead change. School leaders are encouraged to support teacherpreneurs and enable teacher leadership through flexibility, innovation, and empowering teachers to forge global relationships. When teachers and leaders collectively build capacity through mutual trust and shared purpose, it fosters a culture of success for flat, global learning.
Learning Theory, constructivism, education, ICT in education learning theory, theory, classroom implementation of learning theory, thought of learning theory, way of implementation of theory in ICT, constructivist classroom, methods in a constructivist classroom
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
1. Constructivism is an educational philosophy that involves students actively constructing their own knowledge by building on prior experiences and interactions.
2. Key constructivist theorists include Piaget, Vygotsky, Dewey, and von Glasersfeld. They emphasized that learning involves actively making meaning, social interactions, and building on prior knowledge to develop new understandings.
3. In a constructivist classroom, students take ownership of their learning, the teacher asks open-ended questions, and students are challenged to think critically and make connections through hands-on activities and dialogue.
This document discusses the concept of a digital footprint and connected learning. It begins by outlining some guiding questions about how technology can best meet the needs of learning communities and personal learning. It then discusses the idea of the "connected educator" and how students today are constantly connected via technology. The document discusses concepts like connected learning, personal learning networks, and communities of practice. It provides examples of how educators can develop learning communities using tools like Twitter, blogs, and online conversations. Overall, the document advocates for embracing connected learning and using digital tools and online networks to enhance collaboration and knowledge sharing among educators.
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
The document discusses challenges with eLearning implementation in universities and proposes connectivism as a framework to address these challenges. It summarizes that eLearning has largely been unsuccessful due to a lack of change in teaching practices. The HKU eLearning strategy aims to enhance learning but will not succeed without reconceiving teaching approaches. Connectivism provides a model of learning as an ongoing process of exploration and connection that could help change teaching in line with how knowledge is acquired today. While the LMS has limitations, it could potentially support connectivism if used creatively to connect learners to external resources and allow knowledge production and sharing.
7 Ways To Foster Innovation In Education | The Enterprise WorldTEWMAGAZINE
We list the top seven ways to foster innovation in education: 1. Expand your knowledge 2. Focus on individualized lessons 3. Encourage creativity 4. Leverage technology 5. involve all stakeholders 6. Ask questions
The digital learning landscape is being transformed by new media and communications technologies. Key trends include the rise of social media, Web 2.0 tools, and virtual spaces where people can socialize, learn, work and play. This shifting landscape has implications for how youth learn and socialize, challenging traditional schooling approaches. Effective digital pedagogy incorporates social learning, virtual environments, blended learning models, and learning networks that extend beyond institutional walls. Teachers must develop new digital literacy and technology skills to design engaging learning experiences in this new digital age.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
This document discusses using social media as a context for connected learning. It provides theoretical foundations for a problem-based approach using emerging technologies in a disruptive way that is responsive to learner needs. A four-part model of learning styles is also discussed. Questions are presented to help faculty select technologies that align with learning goals and problems. Potential issues include tools being confusing and lack of institutional support, so focusing on pedagogy first is advised.
Ada Pellert - Inclusion and Digital Accessibility.pptxEADTU
Diversity is an important consideration for universities undergoing digitization. The document discusses how to design digital teaching and learning processes to be inclusive of all students, recognizing differences in backgrounds, skills, resources, knowledge and needs. It provides examples of challenges like ensuring non-discriminatory communication and teaching methods that accommodate different learning styles. The document offers recommendations for various university departments, such as developing inclusive curricula and digital formats, providing learning support, researching barriers to access, and creating experimental spaces to test innovative approaches to management and teaching with a focus on equal opportunities for all.
Open Educational Resources Creative Commons Licenses.pdfDr. Mahesh Koltame
The document discusses open educational resources (OER) and Creative Commons licenses. It defines OER as digital or non-digital educational materials that can be freely used, shared and adapted. There are six main types of Creative Commons licenses that provide different levels of copyright permissions for sharing and reuse of materials. The document outlines the licenses and their key attributes, and encourages finding suitable OERs that meet different educational needs and contexts.
This document provides an overview of open educational resources (OER). It defines OER as teaching, learning and research materials that are either in the public domain or licensed openly to allow free use. The document outlines the history and development of OER, noting key initiatives from 1999 onward. It discusses the need for OER in improving access to education and the benefits they provide like affordability and flexibility. Challenges to using OER like understanding open licenses are also covered.
The document discusses the future of education. Key points include:
- Teaching, training, and learning are changing substantially with technology and innovation driving new educational approaches.
- Skills like digital literacy, creativity, problem solving, teamwork and communication will be essential in the 21st century.
- Learning is increasingly happening individually beyond formal educational settings, requiring teachers to facilitate learning rather than just impart information.
- Predictions for the future of education include competency-based learning, personalized learning through technology, and a shift to more online corporate learning.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
Blended learning combines multiple learning approaches, including traditional classroom learning and technology-based learning. It uses a combination of different modes of delivery, teaching models, and learning styles. A common example is providing introductory content in a classroom setting, followed by additional online materials. Blended learning aims to blend the strengths of in-person and online learning to create an optimal learning experience.
The future of learning is global - a vision for leadershipJulie Lindsay
The document discusses flattening the classroom through global connections, citizenship, and collaboration using technology. It advocates for teacherpreneurs - teachers who innovate, connect globally, and lead change. School leaders are encouraged to support teacherpreneurs and enable teacher leadership through flexibility, innovation, and empowering teachers to forge global relationships. When teachers and leaders collectively build capacity through mutual trust and shared purpose, it fosters a culture of success for flat, global learning.
Learning Theory, constructivism, education, ICT in education learning theory, theory, classroom implementation of learning theory, thought of learning theory, way of implementation of theory in ICT, constructivist classroom, methods in a constructivist classroom
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
1. Constructivism is an educational philosophy that involves students actively constructing their own knowledge by building on prior experiences and interactions.
2. Key constructivist theorists include Piaget, Vygotsky, Dewey, and von Glasersfeld. They emphasized that learning involves actively making meaning, social interactions, and building on prior knowledge to develop new understandings.
3. In a constructivist classroom, students take ownership of their learning, the teacher asks open-ended questions, and students are challenged to think critically and make connections through hands-on activities and dialogue.
This document discusses the concept of a digital footprint and connected learning. It begins by outlining some guiding questions about how technology can best meet the needs of learning communities and personal learning. It then discusses the idea of the "connected educator" and how students today are constantly connected via technology. The document discusses concepts like connected learning, personal learning networks, and communities of practice. It provides examples of how educators can develop learning communities using tools like Twitter, blogs, and online conversations. Overall, the document advocates for embracing connected learning and using digital tools and online networks to enhance collaboration and knowledge sharing among educators.
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
The document discusses challenges with eLearning implementation in universities and proposes connectivism as a framework to address these challenges. It summarizes that eLearning has largely been unsuccessful due to a lack of change in teaching practices. The HKU eLearning strategy aims to enhance learning but will not succeed without reconceiving teaching approaches. Connectivism provides a model of learning as an ongoing process of exploration and connection that could help change teaching in line with how knowledge is acquired today. While the LMS has limitations, it could potentially support connectivism if used creatively to connect learners to external resources and allow knowledge production and sharing.
7 Ways To Foster Innovation In Education | The Enterprise WorldTEWMAGAZINE
We list the top seven ways to foster innovation in education: 1. Expand your knowledge 2. Focus on individualized lessons 3. Encourage creativity 4. Leverage technology 5. involve all stakeholders 6. Ask questions
The digital learning landscape is being transformed by new media and communications technologies. Key trends include the rise of social media, Web 2.0 tools, and virtual spaces where people can socialize, learn, work and play. This shifting landscape has implications for how youth learn and socialize, challenging traditional schooling approaches. Effective digital pedagogy incorporates social learning, virtual environments, blended learning models, and learning networks that extend beyond institutional walls. Teachers must develop new digital literacy and technology skills to design engaging learning experiences in this new digital age.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
This document discusses using social media as a context for connected learning. It provides theoretical foundations for a problem-based approach using emerging technologies in a disruptive way that is responsive to learner needs. A four-part model of learning styles is also discussed. Questions are presented to help faculty select technologies that align with learning goals and problems. Potential issues include tools being confusing and lack of institutional support, so focusing on pedagogy first is advised.
Ada Pellert - Inclusion and Digital Accessibility.pptxEADTU
Diversity is an important consideration for universities undergoing digitization. The document discusses how to design digital teaching and learning processes to be inclusive of all students, recognizing differences in backgrounds, skills, resources, knowledge and needs. It provides examples of challenges like ensuring non-discriminatory communication and teaching methods that accommodate different learning styles. The document offers recommendations for various university departments, such as developing inclusive curricula and digital formats, providing learning support, researching barriers to access, and creating experimental spaces to test innovative approaches to management and teaching with a focus on equal opportunities for all.
Open Educational Resources Creative Commons Licenses.pdfDr. Mahesh Koltame
The document discusses open educational resources (OER) and Creative Commons licenses. It defines OER as digital or non-digital educational materials that can be freely used, shared and adapted. There are six main types of Creative Commons licenses that provide different levels of copyright permissions for sharing and reuse of materials. The document outlines the licenses and their key attributes, and encourages finding suitable OERs that meet different educational needs and contexts.
This document provides an overview of open educational resources (OER). It defines OER as teaching, learning and research materials that are either in the public domain or licensed openly to allow free use. The document outlines the history and development of OER, noting key initiatives from 1999 onward. It discusses the need for OER in improving access to education and the benefits they provide like affordability and flexibility. Challenges to using OER like understanding open licenses are also covered.
The document discusses assessment for learning, assessment as learning, and assessment of learning. It describes each type of assessment, including their objectives, focus, and the role of the teacher. Assessment for learning is designed to inform teaching and is formative. Assessment as learning focuses on developing student self-assessment and metacognition. Assessment of learning is summative and makes judgements about student learning. The document also discusses a shift from assessment of learning to assessment as learning and different strategies for 360-degree assessment.
This document discusses the preparation of an electronic portfolio or e-portfolio. It defines an e-portfolio as a collection of evidence that shows a learner's journey over time through various media like writing samples, photos, videos and reflections. E-portfolios are useful for job seekers to showcase their skills and abilities to employers. They allow access from anywhere in the world and enable storage of multiple media types. The document recommends including components like resume, work samples, projects, skills and coursework in an organized manner. It provides examples of e-portfolio templates and recommends tools like Google Sites and Wix.com for developing e-portfolios. In the end, it demonstrates how to create an e-portfolio using Google Sites.
This document discusses designing learner-centric MOOC learning experiences. It recommends taking two approaches: an individual self-learning approach and a social community learning approach. It suggests using various cognitive, affective, psychomotor, and social psychomotor learning activates for both individual and social learning. These includes assignments, projects, discussions, and games. The document also recommends using micro and macro learning experiences within the MOOC, such as reflective discussions, quizzes, and projects, to help learners contextualize and apply their knowledge. The overall aim is to develop leaders who can improve inclusive and equitable education for all.
Scientific Conduct- Ethics, Intellectual honesty & research integrity.pdfDr. Mahesh Koltame
The document discusses scientific conduct, ethics, intellectual honesty, and research integrity. It covers several topics: the importance of ethics in science and research, defining research ethics and their principles, and issues like honesty, responsibility, openness, and professional freedom in research. Intellectual honesty in research means ensuring objectivity and the pursuit of truth without bias. Research integrity involves adhering to ethical standards of reliability, honesty, respect, and accountability throughout the entire research process.
This document discusses methodology for developing effective e-content. It begins by discussing cognitive theory and how multimedia can enhance learning when used mindfully. It then discusses the differences between content creation and curation. Guidelines are provided for developing different types of e-content such as text, videos, images, audio, and learning experiences. The document stresses developing content in small, engaging chunks and providing interactivity. It also emphasizes designing content based on learning outcomes and learner needs.
This document provides an introduction to qualitative research. It discusses two paradigms of research methodologies - logical positivism and phenomenological inquiry. Qualitative research involves collecting and analyzing non-numerical data to understand concepts, opinions, or experiences. Common qualitative research approaches include grounded theory, ethnography, action research, phenomenological research, and narrative research. Data collection methods may include observations, interviews, focus groups, surveys, and secondary research. Analysis involves preparing, exploring, coding, and identifying themes in the data. Qualitative research has advantages like flexibility, studying natural settings, and generating meaningful insights, but also disadvantages such as unreliability, subjectivity, and limited generalizability.
Computer-based examinations have advantages over traditional paper-based tests by reducing logistical burdens and costs. They allow exams to be administered online, providing flexibility for test-takers. However, computer-based exams also face challenges like technical issues, internet dependence, and the potential for cheating. Overall, the document discusses the benefits and limitations of computer-based testing as an alternative to traditional paper exams.
A written examination is used to assess students' knowledge, skills, and abilities. It can be administered on paper or computer and is divided into parts covering different areas. A written examination tests competency through closed-book assessments involving writing rather than spoken answers. It serves the important purpose of allowing students to demonstrate their understanding and be evaluated in a standardized way.
Research: Data Collection methods, tools and techniques.pdfDr. Mahesh Koltame
The document discusses various data collection methods, tools, and techniques. It begins by defining data collection as the process of gathering and measuring information on variables of interest in a systematic way. It then covers the main types of data: qualitative, quantitative, and mixed. For each type, it provides examples and features. It also distinguishes between primary and secondary data collection. The document then examines specific methods like surveys, interviews, observation, and focus groups. It provides details on each, including types of tools and potential issues. In summary, the document offers an overview of key concepts and approaches to collecting data for research purposes.
NEP 2020 Transforming Assessment for Student Development.pdfDr. Mahesh Koltame
The document discusses proposed changes to assessment outlined in NEP 2020. It notes that currently, assessment is exam-oriented, focuses on rote memorization, and promotes coaching. NEP 2020 suggests assessment shift to be more formative, competency-based, and test higher-order skills. It recommends using AI to track student growth and provide career guidance. Progress cards would provide holistic, multidimensional reports on cognitive, affective, and psychomotor development. School exams would be conducted in Grades 3, 5, and 8 to track progress. Board exams would introduce flexibility and testing of core capacities to reduce coaching pressure. A National Assessment Centre PARAKH is proposed to guide this transformation of assessment.
NEP 2020 Curriculum Reforms and National Curriculum Frameworks (NCF).pdfDr. Mahesh Koltame
This document discusses reforms to curriculum and national curriculum frameworks according to India's National Education Policy of 2020. It outlines a vision for student-centered, holistic learning focused on developing 21st century skills. Key reforms proposed include making the curriculum more integrated, competency-based, reducing content to enable critical thinking, incorporating art, sports, and Indian knowledge systems. The document also discusses developing national curriculum frameworks for school education and teacher education to implement the new vision.
Why are 21st Century Skills so important?
Fundamental change in the socio-economic field
Global citizenship
The growth of a knowledge society
Knowledge-Economy
The digital age
The changing nature of work
Knowledge-based workers
How to Develop 21 st century skills through Education?
Useful pedagogical designs
Pedagogical strategies to integrate 21st-century skills into
teaching-learning practice.
Mindful assessment
Meaningful Feedback
Mindful Integration of Envirnmental litracy into the day-toda'ys teaching-lea...Dr. Mahesh Koltame
The National Policy on Education (NPE, 1986) proposed the National Curriculum Framework as a means of evolving a national system of education, recommending a core component derived from the vision of national development enshrined in the Constitution. In this policy Protection of the Environment is included as core component of the national curriculum.
Unfortunately curriculum integration is not transformed into pedagogical integration.
Most of our people believe they know more about the environment than they actually do.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. Warm-Up activity
Let’s go to
www.menti.co
m and use the
code 7501011
6/25/2022 Dr. Mahesh Koltame CC-BY 2
Q1. On what basis do you decide which
way or method of teaching to choose?
3. Content Outline
▪ Introduction
▪ What is constructivism?
▪ Major beliefs of constructivism
▪ Constructivist approaches to teaching
▪ Useful pedagogical Models and designs.
▪ Three models of online/ digital learning
▪ Online collaborative learning Model
▪ Interactive teaching-learning model
▪ Design interactive learning experiences or activates for knowledge
construction
▪ Empathy is a key “E” in e-learning
▪ How to engage students in online and offline or blended mode?
▪ Questions and answer
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4. Introduction
today's life is exponentially more complicated and
complex then it was 50 years ago. This is a true for
civic life and also much as it is for work life. In the
21st century, citizenship requires certain level of
information and technology literacy that go far
beyond the basic academic knowledge that was
sufficient in the past.
"The illiterate of the 21st century will not be the ones
who can not red and write but those who can not learn
and unlearn and relearn" by-Alvin Toffler
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5. What is constructivism?
▪ Both behaviourist and some elements of cognitive theories of learning are deterministic, in the sense
that behaviour and learning are believed to be rule-based and operate under predictable and constant
conditions over which the individual learner has no or little control. However, constructivists emphasise
the importance of consciousness, free will and social influences on learning.
▪ There is growing evidence from research and observation that suggests students learn
best when they construct their own knowledge and understanding through having
experiences and then reflecting on them. This learning theory, known as Constructivism,
and based on works by Piaget, Vygotsky, Dewey and others, requires students to
be actively involved in their learning process.
▪ The external world is interpreted within the context of that private world. The belief that humans are
essentially active, free and strive for meaning in personal terms has been around for a long time, and is
an essential component of constructivism.
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6. Major beliefs of constructivism
▪ Constructivists believe that knowledge is essentially subjective in nature, constructed from our
perceptions and mutually agreed-upon conventions.
▪ According to this view, we construct new knowledge rather than simply acquire it via memorization or
through transmission from those who know to those who don’t know.
▪ Constructivists believe that meaning or understanding is achieved by assimilating information, relating it
to our existing knowledge, and cognitively processing it (in other words, thinking or reflecting on new
information).
▪ Social constructivists believe that this process works best through discussion and social interaction,
allowing us to test and challenge your own understanding with those of others.
▪ Constructivists argue that individuals consciously strive for meaning to make sense of their environment
in terms of past experience and their present state.
▪ One consequence of constructivist theory is that each individual is unique, because the interaction of
their different experiences, and their search for personal meaning, results in each person being different
from anyone else.
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7. Constructivist approaches to teaching
Learner-
centered
approach
Curiosity
Observation
Critical
thinking
Problem
solving
Creativity
Self-
learning
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8. Constructivist approaches to teaching
▪ Furthermore, knowledge is mainly acquired through social processes or institutions that are
socially constructed: schools, universities, and increasingly these days, online communities.
Thus what is taken to be ‘valued’ knowledge is also socially constructed.
▪ Constructivists believe that learning is a constantly dynamic process.
▪ Thus ‘constructivist’ teachers place a strong emphasis on learners developing personal
meaning through reflection, analysis and the gradual building of layers or depths of knowledge
through conscious and ongoing mental processing.
▪ Reflection, seminars, discussion forums, small group work, and projects are key methods used
to support constructivist learning in campus-based teaching, and online collaborative learning,
and communities of practice are important constructivist methods in online learning.
▪ Although problem-solving can be approached in an objectivist way, by pre-determining a set
of steps or processes to go through pre-determined by ‘experts’, it can also be approached in a
constructivist manner.
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10. Interaction Time
Q2. What areas of knowledge do you
think would be best ‘taught’ or learned
through a constructivist approach?.
Let’s go to
www.menti.co
m and use the
code 7501011
6/25/2022 Dr. Mahesh Koltame CC-BY 10
Although constructivist approaches can be and have been
applied to all fields of knowledge, they are more
commonly found in approaches to teaching in the
humanities, social sciences, education, and other less
quantitative subject areas.
11. Useful pedagogical Models and designs
▪ Teaching methods need to be used that help to develop and transfer specific skills
that serve both the purposes of knowledge development and dissemination, while at
the same time preparing graduates for work in a knowledge-based society.
• Classroom
Teaching model
✓Learning by
listing
19th century
model
• Classroom
Teaching-learning
model
✓Learning by listing
✓Learning by talking
20th century
Model
• Blended and open learning model
✓Learning by talking
✓Learning by doing
✓Learning by experience
✓Learning by feeling
✓Learning by reflection
✓Online learning by MOOCs
21st century
model
Behaviourism
Cognitivism
Constructivism Connectivism
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12. Use of Constructivist approaches in online Teaching-Learning
▪ From a constructivist perspective, brains have more plasticity,
adaptability and complexity than current computer software
programs. Other uniquely human factors, such as emotion,
motivation, free will, values, and a wider range of senses, make
human learning very different from the way computers operate.
Following this reasoning, education would be much better served
if computer scientists tried to make software to support learning
more reflective of the way human learning operates, rather than
trying to fit human learning into the current restrictions of
behaviourist computer programming.
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13. Teacher taking
online lecture or
lesson at normal
class schedule
Student
participate in
lecture and
complete
homework later
Teacher gives
feedback in the
real time video
conferencing or
meeting
Asynchronous model or Homework
Model
Synchronous model or Real Time
Model
Teachers
assign task to
students
online
Students
complete tasks
and upload
text/picture/vid
eo as evidence
Teacher gives
feedback
individually by
either chat,
correcting task or
Calling on the
phone
Teacher taking real
time online or F2F
lecture or lesson
Teacher assign
learning tasks to
students online or
F2F mode
Teacher discuss
doubts and issues in
the real-time at live
class
Blended Model
Three models of online/ digital learning
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15. Asynchronous model or self-learning Model
Moodle
Canvas
Google classroom
Edmodo
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16. Interaction Time
Q3. Out of 100 points how much points will you
give to following?
a. Live lecture using conference tool
b. Pre-recorded lectures with assignments on
LMS
c. by the Use of social media
Blogs/Facebook/WhatsApp etc.
d. By the use of SMS and phone calls.
Let’s go to
www.menti.co
m and use the
code 1543998
6/25/2022 Dr. Mahesh Koltame CC-BY 16
17. Current online teaching-learning
Connecting to the learner is just the first step. The design
process is essential but predictably ignored in the current
pandemic crisis reaction.
▪ Old wine in new bottles: classroom-type online learning
model
Teacher poorly ported their classroom lesion plans to
online delivery, without creative design. College students
forced to learn online were often bored. Appropriate
design is even more important remote and digitally
connect learners.
The most important thing we ignored is that students
studying online are in a different learning environment or
context than students learning in a classroom, and the
design needs to take account of this.
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18. Online learning and teaching models
Online learning is increasingly influencing both classroom/campus-based teaching but more importantly it
is leading to new models or designs for teaching and learning.
▪ Old wine in new bottles: classroom-type online learning
▪ Online collaborative learning
▪ Competency-based learning
▪ Communities of practice
▪ 'Agile' Design: flexible designs for learning
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19. Interaction Time
Q4. What teaching-learning model are
you using to design your current online
teaching-learning?
Write your answer in brief
Let’s go to
www.menti.co
m and use the
code 1543998
6/25/2022 Dr. Mahesh Koltame CC-BY 19
20. Online learning and model
▪ Old wine in new bottles: classroom-type online learning
We start with classroom teaching methods that have been moved
into a technological format with little change to the overall design
principles. I will argue that these are essentially old designs in new
bottles.
✓ Classes using lecture capture
✓ Courses using learning management systems
The limitations of the classroom design model for online learning
▪ Old wine can still be good wine, whether the bottle is new or not.
What matters is whether classroom design meets the changing
needs of a digital age. However, just adding technology to the mix,
or delivering the same design online, does not automatically result
in meeting changing needs.
▪ This model may not be sufficient to meet the higher level skills
needed in a digital age.
▪ Just adding new technology to the classroom design is that we
may just be increasing cost, both in terms of technology and the
time of instructors, without changing outcomes.
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21. Online collaborative learning Model
▪ What is online collaborative learning?
OCL theory provides a model of learning in which
students are encouraged and supported to work
together to create knowledge: to invent, to explore
ways to innovate, and, by so doing, to seek the
conceptual knowledge needed to solve problems
rather than recite what they think is the right answer.
While OCL theory does encourage the learner to be
active and engaged, this is not considered to be
sufficient for learning or knowledge
construction……In the OCL theory, the teacher plays
a key role not as a fellow-learner, but as the link to
the knowledge community, or state of the art in that
discipline. Learning is defined as conceptual change
and is key to building knowledge. Learning activity
needs to be informed and guided by the norms of
the discipline and a discourse process that
emphasises conceptual learning and builds
knowledge.
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22. Core design principles of OCL
▪ Harasim emphasises the importance of
three key phases of knowledge
construction through discourse:
▪ idea generating: this is literally
brainstorming, to collect the divergent
thinking within a group;
▪ idea organising: this is where learners
compare, analyse and categorise the
different ideas previously generated,
again through discussion and argument;
▪ intellectual convergence: the aim here is
to reach a level of intellectual synthesis,
understanding and consensus (including
agreeing to disagree), usually through the
joint construction of some artefact or
piece of work, such as an essay or
assignment.
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23. Online collaboration strategies?
• Online discussion
• Online Group project on google doc
or spared sheet or any other tool
• Online brainstorming
• Online concerts
• Online games
• Online puzzles
• Creation of concept maps
• Creation of Mind maps
• Warm up activates
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24. Community of Inquiry
The Community of Inquiry Model (CoI) is
somewhat similar to the OCW model. As
defined by Garrison, Anderson and Archer
(2000)
An educational community of inquiry is a
group of individuals who collaboratively
engage in purposeful critical discourse and
reflection to construct personal meaning
and confirm mutual understanding.
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25. Core design principles of COL
▪ Garrison, Anderson and Archer argue that there
are three essential elements of a community of
inquiry:
▪ social presence ” is the ability of participants to
identify with the community (e.g., course of study),
communicate purposefully in a trusting
environment, and develop inter-personal
relationships by way of projecting their individual
personalities.”
▪ teaching presence is “the design, facilitation, and
direction of cognitive and social processes for the
purpose of realizing personally meaningful and
educationally worthwhile learning outcomes”.
▪ cognitive presence “is the extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse“.
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26. Developing meaningful online discussion
For academic and conceptual development,
discussions need to be well organized by the teacher,
and the teacher needs to provide the necessary
support to enable the development of ideas and the
construction of new knowledge for the students.
✓ appropriate technology
✓ clear guidelines on student online behaviour
✓ student orientation and preparation
✓ clear goals
✓ choice of appropriate topics
✓ setting an appropriate ‘tone’ or requirements for discussion
✓ defining clearly learner roles and expectations,
✓ monitoring the participation of individual learners, and
responding accordingly
✓ regular, ongoing instructor ‘presence’
✓ ensuring strong articulation between discussion topics and
assessment.
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27. Interaction Time
Q5. What problem do you face in online
collaboration?
write your answers in a single word.
Let’s go to
www.menti.com
and use the
code 2436069
6/25/2022 Dr. Mahesh Koltame CC-BY 27
28. Learning
Cognitive
Affective
Psychomotor
Social psychomotor learning
activates
• Group project
• Group learning exercises like
puzzle
• Collaborative problem solving
• activates
• Brainstorming
Individual psychomotor
learning activates
• Assignment
• Individual projects
• Puzzles, games
• Skills practice activates
Social affective learning activates
• Sharing stores in the group
• Case or scenario-based group
discussion
• field visits
Individual affective learning
activates
• Watching media, documentary
• Puzzle games
• Small quizzes
Individual Cognitive learning
activates
• Reading course material
• Watching e-tutorial
• Solving problems
• Making notes
• Interactive reflective spots
Social cognitive learning
activates
• Reflective group discussion
with focus questions
• Case-based inquiry in group
• Interviews
Design interactive learning experiences or activates
29. Pedagogical alignment of Online learning Experience
Apply
Learn
Practice
Reflect
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Knowledge
Construction
30. TREY
research
Expectedlearningexperiences
• Split your content into small pieces
• Find the place to add learning experience which will elevate the learning
• Decide nature of learning experience
Micro learning experiences
This type of learning experience is useful to increase the
learning engagement of learners. It is a small scale non-
graded activity that helps learners to retrieve their
learning.
• Focus reflection spot in interactive video/text
• Small quizzes
• Case or scenario-based group discussion
• Practice template
• Puzzle /Games
• Make notes
Macro learning experiences
This type of learning experience is useful to
contextualize and apply their learning. It can be a large s
scale graded or non-graded activity that helps learners
to apply their knowledge in their won context.
• Reflective group discussion with focus questions
• Assignments
• Graded quiz
• Projects
• Collaborative activates
• Brainstorming
30
Dr. Mahesh Koltame CC-BY
31. Experiential learning: learning by doing model
There are many different theorists in this area, such as John Dewey (1938) and more
recently David Kolb (1984).
Simon Fraser University defines experiential learning as: “the strategic, active
engagement of students in opportunities to learn through doing, and reflection on
those activities, which empowers them to apply their theoretical knowledge to practical
endeavours in a multitude of settings inside and outside of the classroom.”
There is a wide range of design models that aim to embed learning within real world
contexts, including:
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32. Experiential learning strategies?
▪ laboratory, workshop or studio work;
▪ apprenticeship;
▪ problem-based learning;
▪ case-based learning;
▪ project-based learning;
▪ inquiry-based learning;
▪ cooperative (work- or community-based) learning.
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33. Blended and fully online Experiential learning strategies?
1. blended or flipped learning:
▪ Case based inquiry
2. fully online:
▪ e-portfolios
▪ multimedia for reporting,
▪ remote labs for experimental work
▪ Virtual field visits
▪ Virtual museum tour
▪ Virtual labs
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34. Empathy is a key “E” in e-learning
▪ Your students are under tress with uncertainty and
unclear pathways to the future. they are balancing
changes in every aspects of their lives: School, home,
community and family.
▪ If you are moving to new mode of teaching-learning
or design model, give yourself and students time to
gate comfortable and try to make them comfortable.
▪ Oure students need empathy: connection,
communication and authenticity.
▪ Empathy is not counselling or coaching. It is respect
for the deferent realities of your teaching-learning
discourse.
▪ Give them content, context, collaboration and
empathy.
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35. How to engage students in online and offline or blended mode?
In synchronous mode
▪ Use appropriate learning design model and method and plan lesson accordingly.
▪ Conferencing tool must be simple
▪ Light and nimble
▪ Content, learner activities, tools used and assessment vary, according to the changing
environment
▪ Experiential, open and applied learning
▪ Take a small breaks after every 30 minutes
▪ Give informal sharing space
▪ Give support and assign job aids
▪ Promote note taking
▪ Ask questions to keep learners engage
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36. In Asynchronous mode
▪ Use appropriate learning design model for learning experience design
▪ Learning tool or /LMS must be simple
▪ Give training of how to use LMS or other media
▪ Flexibility and accessibility
▪ Light and nimble
▪ Give human touch to text content
▪ Content, learner activities, tools used and assessment vary, according to the changing
environment
▪ Experiential, open and applied learning
▪ Take a small breaks after every 30 minutes
▪ Give informal sharing space
▪ Give support and assign job aids
▪ Promote note taking
▪ Give interactive, Quizzes,
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37. How blog will be more useful in teaching?
▪ Write blog according to the context
▪ Use simple language
▪ Keep short.
▪ Give human touch
▪ Make it more attractive by the creative use of icons, images, clipart's, graphics etc.
▪ Add video recording of relevant video clip
▪ Add stories and scenarios
▪ Promote discussion
▪ Promote collaborative blog writing or other group projects
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38. How to inculcate values through online learning?
▪ By the use of scenarios and stores
▪ Simulations
▪ Videos
▪ Through the open interaction
▪ Promote discussion of social matters
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39. In this pandemic, how can we give education to all rural and
urban?
By the Home school
partnership
By continuous
connectedness’ with students
(through WhatsApp, SMS,
Phone calls etc.)
Use of TV, Radio, and other
mass media
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