The findings, drawn from a larger study, are based on interviews with students. They were a mix of ages and most were working.
Most students said they took online courses because of the flexible schedule, and some older students said they preferred a virtual classroom because they didn’t have to interact with their younger classmates.
But most said they missed the personal back-and-forth of the classroom.
This presentation explains the different types of web 2.0 tools for Education. It also describes the different generations of web such as web 1.0 web 2.0, web 3.0, web 4.0 and web 5.0.
The findings, drawn from a larger study, are based on interviews with students. They were a mix of ages and most were working.
Most students said they took online courses because of the flexible schedule, and some older students said they preferred a virtual classroom because they didn’t have to interact with their younger classmates.
But most said they missed the personal back-and-forth of the classroom.
This presentation explains the different types of web 2.0 tools for Education. It also describes the different generations of web such as web 1.0 web 2.0, web 3.0, web 4.0 and web 5.0.
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More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
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E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
E Learning and Types of E Learning presentation covers almost all the aspects of E-learning, like modes/types of e-learning i.e. Synchronous and Asynchronous, tools of e-learning, choosing the correct mode of e-learning, etc. Presented by Akshara Dandgaval.
Student autonomy for flat learning and global collaborationJulie Lindsay
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Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Քանի որ Եվրասիա մայրցամաքը ունի մեծ ձգվածություն ինչպես հյուսիսից-հարավ, այնպես էլ արևմուտքից-արևելք` այստեղ նկատվում են բոլոր կլիմայական գոտիները` սկսած ՀԱՍԱՐԱԿԱԾԱՅԻՆԻՑ մինչև արկտիկական։
Flexible learning: transforming education, labour market and societyicdeslides
International outlook on learning and digitalisationICDE These are the slides from the inspiration seminar ICDE conducted in Oslo, Norway, on April 26, 2017.
This presentation, shows how flexible learning has the capacity to transform education, labour market and society, based on the societal needs and the agreed sustainable development goals. Initiatives and networks facilitated by ICDE create a vital force in the internationalisation of the ICDE member institutions and often in collaboration with important partners as the international ICDE member associations and governmental organisations as UNESCO and Commonwealth of Learning.
More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Moodle: Enhancing Students’ ESL & Motivation Using an E-Learning PlatformEdu Nile
This presentation proposes Moodle as an e-learning solution to enhance students' writing skills and increase their motivation level in the secondary education level.
Trends and approaches in medical education in the digital age Natalie Lafferty
The use of technology has become ubiquitous in medical education. Educational technologies have increased access to learning resources but there are also challenges and personal development needs for both staff and students to be considered. This presentation that I gave to the Galway Area Medical Education group at Galway Medical School on 7 March 2013 considers some of the emerging trends in using technology in medical education and approaches to their implementation with examples from across the continuum of medical education.
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
E Learning and Types of E Learning presentation covers almost all the aspects of E-learning, like modes/types of e-learning i.e. Synchronous and Asynchronous, tools of e-learning, choosing the correct mode of e-learning, etc. Presented by Akshara Dandgaval.
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.
Քանի որ Եվրասիա մայրցամաքը ունի մեծ ձգվածություն ինչպես հյուսիսից-հարավ, այնպես էլ արևմուտքից-արևելք` այստեղ նկատվում են բոլոր կլիմայական գոտիները` սկսած ՀԱՍԱՐԱԿԱԾԱՅԻՆԻՑ մինչև արկտիկական։
CONSERVATION OF NATURAL RESOURCES - PPTRishabh Kanth
A power point presentation on the conservation of natural resources with concise and best matter for presentation.
Ping me at Twitter (https://twitter.com/rishabh_kanth), to Download this Presentation.
Closing the Gap - flexible approaches to adult learningDiana Andone
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MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Students Co-creators of Digital EducationDiana Andone
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Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
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Today's institutions of higher learning bear little resemblance to the institutions that preceded them, as technological, economic, political, and socio-cultural factors transform societies and the institutions that exist within them. In this talk, I will explore the significant opportunities and challenges facing today's higher institutions of learning. I will discuss my research findings on social media, open online learning, and networked participation, and examine emerging models for learning, teaching, and scholarship. Through this discussion, we will reflect on the values and ideals of educational and knowledge systems and the congruency of these ideals with the systems that are currently being created.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
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Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
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Digital environment-&-teaching -26-mar-2015-deshmukh-mits
1. Digital Environment : Implications for
Teaching
S G Deshmukh
ABV-Indian Institute of Information Technology &
Management Gwalior
In AICTE sponsored workshop on
Innovations in Teaching & Research Methods,
QIP Centre, MITS Gwalior 26 Mar 2015
2. Acknowledgement
This presentation is based on the
discussions with
Prof PN Rao, University of Northern Iowa,
USA
http://www.slideshare.net/ramjirao/2015-emerging-trends-in-
educationpn-raogwalior
Prof B N Jain, VC, BITS, Pilani
26 March 2015 2
3. My Indicative sessions at MITS
Sn Title Date Theme
1 AICTE sponsored
workshop on Quality of
Technical Education
7 Mar 2009 Use of IT in
Engineering
Education
2 National conference on
Advances in ICT
28 Oct 2013 Relevance of
IT
3 Traning Programme on
Pedagogical Approaches
in Technical Education
3 May 2014 Engineering
research
4.
5. My talking points..
Today’s digital environment
Democratization of education
Role of Technology vis-à-vis teacher
Various technology tools available
Experience sharing of a course
Insights & observations
Concluding remarks
7. Quiz..
Students today depend too much
on paper .
They don’t know how to write on
slate
What will they do when they run
out of paper !!
School Principal , 1815
https://www.youtube.com/watch?v=D17P3kqB3_0
A different way to think about technology in education: Greg Toppo at
TEDxAshburn
8. Digital environment ..
Social Media
Mobile
Cloud environment
Big data and,
Numerous electronic gadgets
Every sector is getting affected by these
Education is NO exception..
9. Microsoft vision of Classroom of the
future
https://www.youtube.com/watch?v
=aJu6GvA7jN8
12. Again History..
“Books will soon be obsolete in the public
schools. Scholars will be instructed
through the eye. It is possible to teach
every branch of human knowledge with
the motion picture. Our school system
will be completely changed inside of ten
years.”
In “The New York Dramatic Mirror”,July 1913
14. Remarks..
Old paradigm of homogenization,
standardization and mechanization of
learning processes , outcomes and
assessment is questionable !.
Widening chasm between professional
learning needs and traditional university
course content and processes as
disciplinary knowledge proliferates,
professional work becomes both more
specialized and digitized, the curriculum
becomes more crowded.
15. Remarks..
Pedagogic affordances of digital
technology in the educational space
An abundance of all kinds of learning
resources on any topic freely available
to use and share
16. Remarks..
Current environment is about informalising, digitalizing,
socializing and authenticating university learning
where appropriate , accommodating vast array of
professional learning needs and new ways of
demonstrating rigour in academic standards beyond
the simple one-size-fits-all approach !
Traditional explicit and declarative knowledge is the
focus.
In a fast moving industry, the time needed for
universities to package knowledge in this way means
the university programs will always lack relevance and
currency
17. Remarks..
Much of the required skill and knowledge
base required in digital media is tacit or
procedural and is therefore learned in a
situated and authentic context rather than a
decontextutalised classrooms.
Flexible, personalized and student-driven
learning opportunities maximize student
engagement.
18. Remarks....
Curriculum needs to be changed rapidly. Frankly
speaking, universities are not designed to change
curricula and introduce new classes at the pace
required by changing industry requirements.
The pace of change is very fast.
The curricula must be open ended. Open learning is
to be welcomed. Flexible and adaptable curriculum
needs to be evolved.
The way we learn should be our most personalized
experience because no two people process
information the same way.
19. Expectations of Student community
and Industry
Bombarded with technological gadgets (Mobile,
web, laptop etc.)
Low retention span
Role of teacher?
Teacher as a facilitator/coach
Employability ?
Dynamic requirements of industry
Gap between what is taught and what is
required
20. All pervading digital environment !!
Internet
Mobile
Multi-Media
Notebook
Ipad ,MP3, and
other gadgets
amazon.com, ebay.com,
shaadi.com, snapdeal
flipcartnaukari.com,
YouTube
Social
/professional
networks:Facebook
, Linkedlin
20
21. Engagement
Engagement of students is an issue
Retention and attention span ?
Guided by social media
Peer-to-peer learning ?
How to create interesting contents and
engage them.
26 March 2015 21
22. Courses..
Typical lecture course : 40 Hours
40 hours x 60 = 2400 minutes
Typically attention span is 12 minutes
So 2400/12 = 200 units of attention
So in a typical course we have about
200 concepts/ideas/units to be
delivered
26 March 2015 22
23. Insights..
Teacher can not be isolated from
Technology
Teacher competing with Technology
OR
Technology complimenting Teacher ?
26. Democratization Idea 2: 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!
26 March 2015 26
http://en.wikipedia.org/wiki/Massive_open_online_course
27. 26 March 2015 27
"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_mat
hplourde.jpg
28. Remarks..
David Cormier coind the term MOOC
Principles of the learning theory of
connectivism coined by George Siemens
and connective knowledge by Stephen
Downes
Learning is the process of making
connections
Knowledge is the network
26 March 2015 28
29. MOOC in Indian Higher Education
Formal (diplomas & degrees , traditional
higher education)
Non-formal (continuing professional and
vocational education, formal certification)
Informal (lifelong and adult learning)
Source: FICCI Vision paper by Higher Education Committee, Aug
2014
26 March 2015 29
30. Motivation for MOOC..
Huge shortage of faculty
Shortage of 3.8 lakh teachers expected
to grow to 13 lakhs in next 8-10 years
Report of the Task force on Faculty Shortage
and Design of Performance Appraisal
System, MHRD, 2011
MOOCs are way to address the issue of
scalability and quality of education for
traditional educational institutions
26 March 2015 30
32. Remarks..
Exploration in developing &
experimenting with alternative models
of course delivery
Based on competence Comprehensive
list of Mooc Courses
https://www.mooc-list.com/
26 March 2015 32
34. For profit, independent of any
institution
For profit, partnered with 33
institutions
Non-profit, currently six partnered
institutions
35. Digital Cultures’
• Cultural “divide”?
• Teaching and the teacher
• Teacher familiar and adaptable to
technology
• Technology as a tool
• The MOOC ‘platform’
• Digital comfort
36. Teaching and the teacher
Ability to handle
multiplicity of
media
Blackboard,
video, Virtual
room, etc.
Engaging
content ?
37. ‘One big difference between a MOOC
and a traditional course is that a MOOC
is completely voluntary. You decide that
you want to participate, you decide how
to participate, then you participate. If
you're not motivated, then you're not in
the MOOC.’
Downes, S. (2011). What a MOOC Does http://halfanhour.blogspot.com/2012/03/what-mooc-does-ch
Remarks..
39. Example: 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.
26 March 2015 39
http://timesofindia.indiatimes.com/city/delhi/Carnegie-Mellon-University-professors-launch-online-
business-education-courses-for-Indian-students/articleshow/17506783.cms?referral=PM
40.
41. 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.
26 March 2015 41
42. Indian Initiatives
http://www.swayamlearning.com/ -
(Study Webs of Active-learning for
Young Aspiring Minds)
http://www.mooconmooc.org/#/login
https://www.mooc-list.com/countrys/india
26 March 2015 42
http://economictimes.indiatimes.com/industry/services/educat
ion/delhi-university-set-to-launch-massive-open-online-
courses/articleshow/45955770.cms
44. MOOC platforms support
collaborative learning
Requirements What technology can offer
1. A shared task goal – for the teacher to specify ✓
2. Resources Weblinks, digital libraries, ✓
3. The means to discuss Online discussion forums, Blogs ✓
4. Guidance on the process Study guide: Roles, scripts, worksheets,
teacher role
-
-
(Laurillard 2012)
45. 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.
Source: Prof PN Rao
26 March 2015 45
46. Other Trends in Digital
environment
Flipped classroom/Blended instruction
Collaborative Group Working using Mobile
phones
Social media – Face Book, Linked In,
Research Gate, Blogs, …
TED Talk series (Technology
,Entertainment & Design)
Source: Prof PN Rao
26 March 2015 46
47. Experience sharing..
Course I taught at IIT Delhi
MEL420: Total Quality Management
An elective course for final year B The
students
48. Background to the course
Curriculum designed jointly by IIT Delhi,
Industry associations and industry
Focus on applications of TQM
Emphasis on “Learning-by-doing” through
the framework of Plan-Do-Check-Act
(PDCA).
It is 3-0-2 course (meaning 3 lecture hours + 2 lab
hours per week)
49. Course Design
Concept Through
Customer satisfaction Regular feedback, change in
behavior, acknowledgement from
them
Team working and
syndicate exercises [
Discussions in labs, a variety of
assignments, open-ended
exercises etc.
Focus on softer aspects
of TQM
By sensitizing students about team
work, leadership, group dynamics ,
difficulties in implementing TQM
etc.
Continuous process
evaluation and
improvements
Feedback, field level improvements
actually carried out
50. MEL420: Total Quality Management
Course Goals
To enable to
Appreciate importance of quality and its
historical evolution
Understand continual improvement, customer
satisfaction, process improvement and total
organizational involvement;
Understand both technical and philosophical
issues surrounding quality management;
Apply quantitative and qualitative tools and
techniques in appropriate ways to investigate
and ultimately resolve product or service quality
concerns; and,
Evaluate the use of TQM initiatives, tools, and
techniques in an organization
51. Course Overview ..1..
Module I: Fundamentals: Evolution of quality-Inspection,
quality control, quality assurance and Total Quality
Management, Customer-orientation: internal & external
customer concept, Quality philosophies of Deming, Juan,
Crosby, Ishikawa, Taguchi. TQM in manufacturing and
services. Tools and improvement cycle (PDCA), Various TQM
models.
Module II: Tools and Techniques: Seven QC tools
(Histogram, Check sheets, Ishikawa diagrams, Pareto, Scatter
diagrams, Control charts. Applications of these tools. Quality
Function Deployment. Statistical Process Control, Process
capability,
52. Course Overview..2..
Module III: Systems and Procedures: Poka-Yoke and system
of mistake-proofing, JIT and Elimination of waste, House
keeping and 5-S, Total Productive Maintenance, Six-Sigma
methodology, Quality Costs Standardization etc.
Module IV: Human Resources Management &
Implementation: Organizational, Communicational and Team
requirements. Attitude, value system and behavioral patterns.
Use of teams in process management. Group dynamics,
Quality circles, high performance and self-directed teams.
Motivation and leadership theories Empowerment. Human
resource polices in TQM. Quality strategy and policy. Quality
award models: Rajeev Gandhi National Quality Award Model,
European Quality Award, Deming prize, self-assessment,
Benchmarking ;Continuous vs breakthrough improvements.
Management of change. Implementation barriers. TQM
practices
53. Methodology
of Teaching-Learning Process
Lecture sessions
Hands-on lab
sessions
Case studies
Video films
Computer simulations
Guest lectures from
industry
Industry visits
Mini-projects
Quiz Minor
Tests
Major
Test
Mini-
Project
Lab Book Review
etc.
5 % 25% 35% 15 % 15 % 5 %
54. Repository of Digital tools ...
NPTEL
Aview
Youtube
Slideshare
Blog
Facebook/linkedin
Google+ hangouts/Skype
26 March 2015 54
55. Digital tool : NPTEL Resource
NPTEL course on TQM
http://nptel.ac.in/courses/index.php?su
bjectId=110105039
26 March 2015 55
58. IIT Bombay uses A-VIEW for Training
more than 3800 Teachers online
59. Digital tool : YouTube
MEL420: Total Quality Management
Module : Fundamentals
1
De i g’s Theory of
Systems
http://www.youtube.com/watch
?v=2MJ3lGJ4OFo
14.49 Min
2
Jura ’s Theory http://www.youtube.com/watch
?v=umkh4pUnAhg
1.34 Min
3
Feige bau ’s Theory http://www.youtube.com/watch
?v=0FIyxz-F7LQ
o.47 Min
4
Philip Crosby http://www.youtube.com/watch
?v=YP2Y4NvaDpk
1.13 Min
5
Ishikawa http://www.youtube.com/watch
?v=iaMkckimA-g
0.37 Min
6
Interesting movie on
Chair assembly
http://www.youtube.com/watch
?v=bTE9kbEuMgQ
8.42 Min
7
On TQM http://www.youtube.com/
watch?v=OSA1q107IYg
2.31 Min
26 March 2015 59
65. What we did in the Course
Total Lab assignments: 10
Quizzes:2
Minors:2
Major:1
Book Review/PT : 1
Mini Project: 1
Youtube Links: 22+
66. Quality through digital sources
Memory based
teaching as opposed
to a more engaging
and creative learning
process
Acute shortage of
faculty
Outdated curriculum
Lack of linkage
between knowledge &
skills
Multi-media and
interactive tools to
make interesting
learning
Faculty resources can
be shared through IT
Dynamic curriculum
looking at the industry
needs
Web connectivity
67. Remarks..
Both teachers and students construct
knowledge collaboratively and the student
is an active partner in this process.
Teacher as a guide rather than a sage on
the stage !
Self-directed and life –long learning
Teacher's role not extinct but Distinct (Fr
Rex Angelo, 2009)
Teaching as a reflective practice not a
reflex practice
68. Implication : Interactivity
Interactivity being more recent in the IT
evolution
Enables to understand customer (student)
better
Helps in understanding various features and
add-ons by close interaction
Feedback through blogging/facebook etc.
68
69. Implication for Quality
Management: Connectivity !
Communication is anytime, anywhere via
any device : Person-to-person, person-
to-machine, machine-to-machine
Connecting to Information sources
Connecting to Change
Connecting to an ever-changing , far
reaching universe
Connecting to new issues and trends
Connecting to diverse resources
70. Insights..
Shift from the perspective of knowledge
giver/sender to the perspective of
knowledge receiver/recipient
Emphasis on Learning !!!
People do not select medium BUT they
adopt themselves to medium (Prof N Cho,
Hanyang University, Korea, 2 Jan 2009 at
IIITM Gwalior)
71. Strategy for TQM in a digital
environment
Active use of digital resources
Knowledge sharing
Stress on continuous improvement
Listening to the voice of
customer(internal or external)
71
73. The global demand for education requires
investment in pedagogic innovation for
MOOCs to deliver
TEL-based pedagogic innovation must support
students at a better than 1:25 staff-student
ratio
Teachers need the tools to design, test, gather
The global demand for education requires investment in
pedagogic innovation :Digital environment provides that…
Teachers need the tools to design, test, gather the evidence of
what works, and model benefits and costs
Designing learning experiences that use technology for
learning is challenging so resilience and robustness are
a must!
Teachers are the engine of innovation – designing, testing,
sharing their best pedagogic ideas
Concluding remarks.