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![Digital Natives or Digital Immigrants
Email is 54 [October 29th 1969] year old
ARPANET's
PCs [1984] are 39 years old
1990](https://image.slidesharecdn.com/veterode6-240505154155-5d59beb0/85/Digital-Learning-Ecosystem-The-Trigogical-Possibilities-9-320.jpg)
Digital Learning Ecosystem: The Trigogical Possibilities
- 1. DIGITAL LEARNING ECOSYSTEM: THE TRIGOGICAL POSSIBILITIES Dr.R.RAMNATH Department of Education Alagappa University Speaking is easy, but Listening is difficult. Speaking is a skill, but Listening is an attitude. Be happy in listening .
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- 8. Something + Something =Everything
- 9. Digital Natives orDigital Immigrants Email is 54 [October 29th 1969] year old ARPANET's PCs [1984] are 39 years old 1990
- 10. 1990 - TimBerners-Lee creates the World Wide Web program 1996 - Palm Pilot 1997 - AIM - Instant Messaging 1997 - Blogs 1999 - Napster
- 11. 2001 – Wikipedia 2002– iPod 2003 - My Space 2004 - Facebook and Podcast 2005 – YouTube 2007 - iPhone
- 12. Quality teaching and learningenabled by ICT There’s nothing magical about any tech tool. Real magic rests in the minds and hearts of teachers using digital tools to introduce students to new individuals, ideas and opportunities
- 13. It’s not aboutthe technology, it’s about the Pedagogy. Our use of technology needs to be driven by the teaching and learning The technology is only an enabler.
- 14. Digital Media Lifestyle(09.12.23) 4 petabytes data over 10 billions photos over 1 billion videos (720000 hours) served per day 3.02 million podcasts iTunes 600 million active blogs 500 million tweets per day Over 347.3 billion emails 1.13billion web sites
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- 19. Variance in WebVersion Activity Generation Chronology X 1965 and 1981 Boomers born between 1945 and 1964 Y or The Millennial 1982 and 1994 Z or Centennial born in 1995 and the youngest in 2010 Alpha generation After2010 Source: Iberdrola
- 20. highly influenced by thepower of the media constantly visually engaged driven by self- image, identity and acceptance multi- task well have a vast and diverse array of choices disenchanted with traditional learning are wired and wirelessly connected No waiting, no delay! Youth of today…
- 21. My goal inlife is to find ways in which children can use technology as a constructive medium to do things that they could not do before; to do things at a level of complexity that was not previously accessible to children. Prof .Seymour Papert 1998
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- 26. • To teach,is to make someone to learn... •Change is the end result of all true learning Motto
- 27. •Using previous knowledge •Providingfor individual difference •Readiness •Meaningfulness •Defining specific objectives of the lesson •Proceeding from simple to complex •Proceeding from concrete to abstract •Proceeding from general to specific •Proceeding from known to unknown Principles of Teaching
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- 29. Need of thehour It is incumbent upon educators today to begin preparing for the changing education paradigms of tomorrow.
- 30. Working Together, WeCan achieve our goal and expected qualities in higher education
- 31. Traditional Vs SmartClassroom Traditional Classroom Smart Classroom Classroom • Physical – limited size • Synchronous • Unlimited • Anytime, anywhere Content •PowerPoint/transparency/ etc • Textbooks/library • Video • Collaboration • Multimedia / simulation • Digital library • On demand objecives • Syn. & Asyn. Communication Personalisation • One learning path • Learning path and pace determined by learner
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- 33. Present Teacher ExpectedTeacher
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- 36. What is modern/ innovation?
- 37. “something new” “a newmethod or device” Why innovate?…
- 38. Innovation in the Classroom = A vehicle forProgress How can I get my students to….
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- 40. Key issues inthe introduction of innovation in institution 1. Organizational 2. Pedagogical 3. Technological 4. Evaluation-Dissemination matters
- 41. Some Types ofInnovation 1. Changes in the nature of our roles, – e.g., accountability, disaggregation 2. Changes in the form of our teaching – e.g., tech tools, Internet courses 3. Changes in the function of our teaching, – e.g., Active learning methods, such as Service Learning
- 42. If colleges don'ttrain students to use and think about digital tools in a thoughtful way, where else is it going to happen?"
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- 45. The Root Words •Pedagogy: From the Greek word 'paidagōgía,' meaning 'leader of children.‘ Primarily deals with the strategies, techniques, and approaches used to teach children. • Andragogy: Rooted in the Greek word 'aner' or 'andros,' which means 'man,‘ Focuses on the methods and principles used to teach adults. • Heutagogy: Comes from the Greek word 'heutos,' meaning 'self,' and centred on self-
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- 60. Educational Technology The utilizationof modern machines and gadgets in the field of education to increase the rate of learning to develop the learners interest for effective and productive learning.
- 61. Educational technology isthe study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.
- 62. The Elder Sophists(450-350 B.C.) used the term ‘techne’ to refer to the process of applying knowledge in a systematic way to the practical art of instruction. Socrates (470-399B.C.) taught through question answer methods. In the 17th century Johann Comenius introduced textbooks for children. The first educational television station went on air in Houston, Texas, in 1953. In 1956 CCTV were established for instructional purposes. Programmed instruction was developed in the works ET- Evolution
- 63. Evolution of EducationTechnology TIME TIME IMPACT Internet: Greatest impact
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- 66. Technology in Schools:A Range of Use
- 67. STAGE-I Pre-Active Stage STAGE-2 Inter-Active Stage STAGE-3 Post-Active Stage TEACHING STAGE-I Pre-Active Stage Fixing up Goals& Content Decision about Strategies Diagnosis of the Learners Actions and Reactions Appropriate Testing Devices Feedback and Testing TEACHING PHASES OPERATIONS PHASES OF TEACHING ----- Philip. W. Jackson
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- 71. A complex network of stakeholders thatconnect online and interact digitally in ways that create value
- 72. “Interdependent group of enterprises,people and/or things that share standardised digital platforms for a mutually beneficial purpose, such as commercial gain, innovation or common interest”
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- 75. “Interacting organisations that are digitally connectedand enabled by modularity, and are not managed by a hierarchical
- 76. Evolution A fundamental shift from Personal Computersto the document cameras, interactive whiteboards, and mobile appliances
- 77. One of thebiggest goals for institutions today is to become 1 : 1, with one device for every student Right now, however, the 1:1 digital classroom is complex infrastructures that make teaching
- 78. Learning Ecosystem; nota Digital Ecosystem • Explore the origins of concept • Discuss what it mean, and its limitations • Explain how and why we are using those concepts
- 79. Multi-entity A range of traditionaland non- traditional stakeholders including, but not limited to: • Students • Teachers • Instiutional Leaders • Parents • Start-ups • Investors • Corporate and Industry • Advisors and Mentors
- 80. Mindset The New Ecosystem –Tata Consultancy Services •Purpose focused • Risk-embracing • Co-Opetition • Exponential growth and thinking • Thinking global
- 81. Benefits • More opportunities •Improved collaboration • Expand learning potential • Innovation is
- 82. Drives for Digitaltransformation • Information security • Student success • IT strategy • Data enablement • Student centric services • Affordability • Digital integration • Artificial intelligence
- 84. Institution as DigitalConstructs - Mal Lee and Roger Broadie Moving from a paper to digital construct, a shift to an increasingly sophisticated, powerful, flexible and naturally evolving tools allow institutions to continually provide an apt, ever richer, contemporary
- 85. In Institutional context A technicalplatform that supports • learning • course content • assignments • grades • shared documents and • study tools
- 86. Components 1- A senseof community 2- Essential questions 3- Captivating digital content 4- Assessment for learning 5- Multiple teaching tools 6- Designs for differentiation and accessibility 7- Supportive classroom environment 8- Engaging instructional strategies - Tim
- 89. Personalization in DigitalEcosystem
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- 94. da Vinci andthe Renaissance Embodies essence of the Renaissance ‘Rebirth’ of learning Thinking outside the box Ideas Discovery Experiment Change is good
- 95. Brainstorm Write down 5ways that your professors/teachers taught you Effective methods 1 2 3 4 5 Ineffective methods 1 2 3 4 5
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- 102. Active Learning? Time ofclass (min) 10 20 30 40 60 % Retained 50 100 50 0 lecture active learning From: McKeachie, Teaching tips: Strategies, research and theory for for college and university teachers, Houghton-Mifflin (1998)
- 103. We Learn andRetain 30% of what we SEE 10% of what we READ 20% of what we HEAR 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning.
- 104. How do welearn? • 1% through sense of Taste • 1.5% through sense of Touch • 3.5% through sense of Smell • 11% through sense of Hearing • 83% through sense of Sight 104
- 105. Alternative Pedagogy students solveproblems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class Active Learning Problem-Based Learning Cooperative Learning Learn By Doing Inquiry-based learning
- 106. Alternative Pedagogy increases; •student participation • student engagement • student retention • student ownership in course • exciting classroom experience • higher level thinking
- 107. If I cannot learn the way you teach, will you teach me the way I can learn?
- 108. Task Based Teaching GoalContent Methodology Ability to communicate Intend (i.e. a series of message- focused tasks) Fluency (i.e. focus on message conveyance)
- 109. A ‘Task’ 1. Goaldirected. 2. Involves a primary focus on meaning. 3. The participants choose the linguistic /resources needed to complete the task. 4. Has a clearly defined outcome.
- 112. A Focussed Task Canyou spot the difference? A B
- 113. Picture taken fromGoogle
- 115. Authentic learning? Focuses onreal- world, complex problems and their solutions, using role- playing exercises, problem-based activities, case studies and participation in
- 116. Five Kind ofQuestions 1. Inference Questions 2. Interpretation Questions 3. Transfer Questions 4. Questions about Hypotheses 5. Reflective Questions
- 119. Types of Task 1.Unfocussed tasks a. Pedagogic b. Real world 2. Focused tasks
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- 124. SKILLS in Knowledge •Procedural Knowledge • Decorative Knowledge • Episodic Knowledge • Holistic Knowledge • Mega Knowledge • Wisdom
- 126. Product Quantum innovations Quantum Process Quantity People Capacity Building Prestige CompetencyDevelopment Position Core Competence Power Teaching Intended for
- 127. Strategic Self RegulationSkills: POME • P repare • O rganize • M onitor • E valuate environmental structuring organizing & transforming keeping records, monitoring; reviewing tests self evaluation
- 128. INTERNALIZING THE SKILLS KnownProblems 1 Known Solutions Known Problems 3 System wide reforms Known Problems 4 Scaling the Peak Known Problems 2 Unknown Solutions
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- 130. LEARNING CYCLE FORSKILLS Concrete Experience Reflective Observation Active Experiments Abstract Conceptualization
- 131. Learning Styles CE Accommodators Diverges AERO Converges Assimilators AC
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- 134. Teachers should • havea variety of teaching styles. • if a child does not master a skill the first time, try again. • But, not necessarily the same way you taught it the first time.”
- 135. Questions to beasked by the Teachers themselves for Effective Teaching • Why to Teach? • Whom to Teach? • Who to Teach? • Where to Teach? • What to Teach? • How to Teach? • When to Teach?
- 136. Why to Teach? •Instructional objectives • Levels of instructional • Knowledge level (40%) • Understanding level (30%) • Application level (20%) • Skill level (10%)
- 137. Whom to Teach? Individualdifference among students in terms of….. • Intellectual ability • Interest • Motivation • Aptitude • Thinking styles • Attitude ect…
- 138. Who to Teach? •Qualification of the teacher • Subject specialization • Teacher Behavior in the Classroom • Teacher’s Personal variables • Teaching Competencies of the teacher • Personality of the teacher
- 139. Where to Teach? •Classroom? • Play ground? • Computer Laboratory? • Language Laboratory? • Science Laboratory? • Field Visits? • Which environment? • What facilities? • Library? • Simulated Environment?
- 140. What to Teach? •Curriculum • Content of the text • Instructional materials • Workshop activities • Library collections • References
- 141. How to Teach? •Lecture method • Demonstration • Brain storming • Experiential learning • Project method • Computer Assisted Instruction • Cooperative learning • CORI, CGI , PBL, SI, CBLS, CSG, IAP, CSCL, etc.
- 142. Multi sensory TeachingApproach • Verbal • Visual • Radio • Stills • Motion pictures • Video • Edu. TV • Exhibits • Study Trips • Demonstrations • Plays , Drama • Models , simulations • Direct Experience
- 144. P S PD P – Prediction S - Sustainability P - Profit D – De-Risking
- 145. G O SS A U Gathering Organization Storing Sharing Analyzing Utilizing
- 146. Classroom Cake • Concept= Dough – 80% • Method = Water – 10% • Evaluation = Sugar – 5% • Approach =Egg – 2% • Evidences = Yeast – 2% • Humour = Decoration – 1%
- 150. W W W WinWin Win Win for INDIVIDUAL Win for Organization Win for Society
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