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Digital Pedagogy (Cybergogy)
The document presents an extensive analysis of digital pedagogy, covering models of digital teaching, tools for improved learning, and various strategies for implementing technology in educational settings. It discusses concepts like flipped learning, gamification, and the use of digital media such as online video lectures and virtual classrooms to enhance engagement and understanding. Additionally, it emphasizes the importance of digital literacy and support mechanisms for students in a digital learning environment.
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Digital Pedagogy (Cybergogy)
- 1. Digital Pedagogy K.THIYAGU, Assistant Professor, Departmentof Education, Central University of Kerala, Kasaragod CC-BY-NC-SA 1
- 2. • Startup • DigitalLiteracy Pyramid • Digital Teaching Model • Bloom’s Digital Taxonomy • Digi Tech • Effective Digital Learning • Final Remarks CC-BY-NC-SA 2
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- 8. Digital Literacy DevelopmentPyramid – Curriculum Context 8 Identity: Attributes Situated Practices Functional Skill Access I am …….. I do …….. I can …….. I have …. CC-BY-NC-SA
- 9. Models of DigitalTeaching CC-BY-NC-SA 9
- 10. Home Class Watching Video / Hearing the Audio lectures Studentspractice what they've learned through conventional schoolwork, (one-on-one time) Standard Inverted Classroom Model CC-BY-NC-SA 10
- 11. Home Class Instructors assign lecture videos,as well as any other video or reading related to the day's subject Class time is then devoted to discussion, debating, and exploration of the subject. Discussion-Oriented Inverted Classroom Model CC-BY-NC-SA 11
- 12. Video Demonstration Home Rewind & Observe Re-watching Discussion & ClearingDoubts Class Demonstration-Focused Inverted Classroom Model CC-BY-NC-SA 12
- 13. Class Watch Lecture Videos inClass Allowing them to review materials at their Own Pace Teacher offer individual support each young learner needs. Faux- Inverted Classroom Model CC-BY-NC-SA 13
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- 16. Phase IV :Evaluation Phase Analysis of Model– Expert Opinion Phase III : Implementation / Transaction Phase Platform for Transaction Modular Transaction Strategies Phase II : Developmental Phase E-modules Lesson Plan Template Instructional Strategies Phase I : Identification Phase Online Model Content Modular Elements Instructional Strategies Selection of Contents Unit 1 Unit 4 Unit 2 Unit 3 Development of E-Modules Home : e-video, e-text, PPT & e-references Class : Discussion, Debate, Chat & Quiz CC-BY-NC-SA 16
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- 18. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 18
- 19. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 19
- 20. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 20
- 21. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 21
- 22. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 22
- 23. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 23
- 24. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 24
- 25. Source: Jason Johnston –Instructional Designer www.higherelearning.com College of Social Work – University of Kentucky https://socialwork.uky.edu CC-BY-NC-SA 25
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- 28. The Human AnatomyAtlas app CC-BY-NC-SA 28
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- 31. The space industryis exploring AR / VR. ▪ Increased content understanding ▪ Learning spatial structure and function ▪ Learning language associations ▪ Long-term memory retention ▪ Improved physical task performance ▪ Improved collaboration ▪ Increased student motivation CC-BY-NC-SA 31
- 32. Artificial Intelligence Intelligent Tutoring Systems ITS is acomputer system that aims to provided immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher. CC-BY-NC-SA 32
- 33. Internet of Things Smart Board Attention toAttendance Significant Safety (IoT Sensors) Adjusting Disability Mobile Applications and Tablets CC-BY-NC-SA 33
- 34. Telecourse/Datacast Telecourses are highlyproduced videotaped course segments broadcast at scheduled times by television stations (public TV and others) or local cable access channels. Datacasting is the transmission of text, graphics, video, audio and other media over the airwaves along with the digital television signal. Datacast course materials can be downloaded to a computer or viewed on a television. It is Programme of teaching delivered through the medium of television CC-BY-NC-SA 34
- 35. Audioconference An audioconference connectsinstructors and students using standard telephone lines for real-time discussion. Course times are scheduled and can include the entire class or small groups. CC-BY-NC-SA 35
- 36. Webconference Webconference combines theuse of a Web Browser for visuals and an audioconference for discussion. Students and instructors communicate and collaborate in real-time. CC-BY-NC-SA 36
- 37. Webcast A webcast capturesand records audio, video, slides and other types of digital data, then synchronizes it as a single streamed media presentation. The course is either viewed live over the Internet or linked to later. Instructors can interact with students by various means: email, chat, scheduled audioconferences, or other methods. CC-BY-NC-SA 37
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- 42. Content ? What Tools ShouldWe Use for CC-BY-NC-SA 42
- 43. Interaction ? What Tools ShouldWe Use for CC-BY-NC-SA 43
- 44. Independent Learning ? What Tools ShouldWe Use for CC-BY-NC-SA 44
- 45. Assessment ? What Tools ShouldWe Use for CC-BY-NC-SA 45
- 46. Students Support ? What Tools ShouldWe Use for CC-BY-NC-SA 46
- 47. Content ? What Tools ShouldWe Use for CC-BY-NC-SA 47
- 48. Delivery of Content ▪SmallModular Approach ▪Interactivity/richness of content ▪Availability within VLE Post Existing Lecture Slides on VLE Produce High Definition Video Content HTML documents: Clear Text easy-to-read Interactivity Material Hyperlinks CC-BY-NC-SA 48
- 49. Interaction ? What Tools ShouldWe Use for CC-BY-NC-SA 49
- 50. Interaction • Synchronicity • Richnessof interaction (video, audio, text...) • Provide a stimulus: discussion question, case study etc. • Provide clear expectation of contribution: time, length, style etc CC-BY-NC-SA 50
- 51. Independent Learning ? What Tools ShouldWe Use for CC-BY-NC-SA 51
- 52. Independent Learning ▪ E-portfolio/ Blogs / Wiki ▪ Personal Learning Blogs: Private (only visible to individual student and tutors) Benefits: • Monitoring of progress • Option for feedback • Student record of learning • Incentive to complete individual exercises CC-BY-NC-SA 52
- 53. Assessment ? What Tools ShouldWe Use for CC-BY-NC-SA 53
- 54. Assessment and Feedback •Continuous assessment element in each module (10-20%). • Badges • Leaderboard • All coursework, no exams. • Pre-submission feedback available. • All feedback provided electronically using Turnitin Grade mark • Automatic feedback mechanism CC-BY-NC-SA 54
- 55. Students Support ? What Tools ShouldWe Use for CC-BY-NC-SA 55
- 56. Student Support • Personaltutor sessions (Skype or telephone). • Encourage informal feedback • Staff available during office hours via Skype or telephone. • Act as guides through University central services and support structure. • AI Tutor • E-Advise {enquiry onwards}... CC-BY-NC-SA 56
- 57. VLE Single user log-in Secure– Restricted access Variety of Learning tools Reporting Functionality User Friendly Platform CC-BY-NC-SA 57
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- 63. Virtual Meetings /Conferencing ▪ Zoom ▪ Google Meet ▪ Cisco Webex Meetings ▪ Teamlink ▪ Jitsi Meet ▪ GoToMeeting ▪ FreeConference ▪ BigBlueButton ▪ UberConference ▪ TrueConf Online ▪ Skype ▪ Easymeeting ▪ Lifesize Go ▪ Slack Video Calls CC-BY-NC-SA 63
- 64. Live Streaming Facebook Live YouTubeLive CC-BY-NC-SA 64
- 65. Digital Content Tools ▪OBS Studio ▪ Apowersoft ▪ Free Cam ▪ TinyTake ▪ Screencast-O-Matic ▪ Screencastify ▪ Green shot CC-BY-NC-SA 65
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- 67. Interactive Presentation Tools ▪ MeetingPulse ▪Vevex ▪ Slido ▪ Wooclap ▪ Mentimeter ▪ Polleverywhere ▪ Flipgrid ▪ Pigeonhole Live ▪ Conferences i/o ▪ Ahaslides CC-BY-NC-SA 67
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- 69. Assessment Tools ▪ Quizizz ▪ Kahoot ▪Nearpod ▪ Quizalise ▪ Socrative ▪ Plickers ▪ Testmoz ▪ H5P CC-BY-NC-SA 69
- 70. Digital Instructional Approach ▪ FlippedLearning ▪ Gamification ▪ Purely online Learning ▪ Blended Learning ▪ Personalized learning CC-BY-NC-SA 70
- 71. Elements of theframework – the inner layer, ICT proficiency 71 @ European Union, 2017 CC-BY-NC-SA
- 72. Elements of theframework – Upper Middle Layer, Specialist Practice 72 @ European Union, 2017 CC-BY-NC-SA
- 73. Elements of theframework – Lower Middle Layer, Generic Practice CC-BY-NC-SA 73 @ European Union, 2017
- 74. Fifteen sub elementsof the Digital Capability Framework 74 @ European Union, 2017 CC-BY-NC-SA
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- 76. Acknowledgement Google /Pixabay Slideshare – Contributors Web site / apps - creators References’ – Authors MS office PowerPoint My Teachers My Students My Colleagues Organizing committee All Participants CC-BY-NC-SA 76
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