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![Fixed space
Inside class wall
Traditional
Classroom
Multipurpose space
Inter-connected lab
(E-LAB)
Modern
Classroom
Learner’s participation
is less practical
Time constraint
learning
Isolated work
Learner’s participation
is more practical
Learning occurs
anywhere
Collaborative
work
Que by students:
1] how does it work?
Que by students:
1] How do I build it?](https://image.slidesharecdn.com/ict-conceptmapping-151123094131-lva1-app6892/85/ICT-concept-mapping-11-320.jpg)
Uploaded byAnju Soman
ICT- concept mapping
This document provides information on various aspects of using information and communication technology (ICT) in education. It discusses how ICT can be used to support activities involving information gathering, data processing, data storage, and data presentation. It also outlines several ways ICT can enhance teaching and learning, such as providing access to online resources, catering to different learning styles, and enabling new forms of instruction like video conferencing. Both benefits and challenges of ICT-based and traditional education methods are presented.
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ICT- concept mapping
- 1.
- 2. ICT Gathering Data Processing Data Storing Data Presenting Data ICT is technologythat supports activities involving information.
- 3. Online admissions One window- one minute service Recordingof student attendance Issuing of books by library Musters for the non- teaching staff Security of the campus Feedback from students Record keeping Circulars and GRs Alumni association database
- 4. Access to onlineresources (video, text, graphics) Teach a whole class using technology Access to individualized curriculum Caters to different learning style Effective learning involving multimedia Construct rich multisensory environment
- 6. Subscribing e-journals Offer resourcesfor open situations Track the progress of research Support learner in evaluating, analyzing, structuring High degree of focus on a particular skill Enable discussion of reasoning, judgment and decisions
- 7. Keeping exercises and MCQson the Institutional websites Online examination Expertise teachers which are made available for guidance 24/7 Syllabus, notes, practical sheets and study material are published on the institutional website Results of the exams displayed Serve as a study cum evaluation and information centre
- 8. Traditional Rigid Outdated Teacher centered Syllabus was revised in 10years ICT based Flexible Updated Student centered Syllabus is revised in 3 years
- 9. Traditional Teacher is alwayscorrect Dictator ICT Based Teacher accepts knowledge from students Facilitator Ineffective teaching Activity based teaching Students are passive learners Students are active learners Used fixed methodology Uses variety of methods One way teaching Two way teaching and learning
- 10. From taking lectures andasking questions Brainstorming Mind mapping Collaborative learning Video conferencing Field work Web seminar
- 11. Fixed space Inside classwall Traditional Classroom Multipurpose space Inter-connected lab (E-LAB) Modern Classroom Learner’s participation is less practical Time constraint learning Isolated work Learner’s participation is more practical Learning occurs anywhere Collaborative work Que by students: 1] how does it work? Que by students: 1] How do I build it?
- 12. Terminal Evaluation Only knowledge is evaluated Evaluating memory ofthe Learner Classroom and paper based Not Comprehensive Continuous and comprehensive evaluation All aspects are evaluated Evaluating all skills of a Learner Online Grading and Semester system Old Evaluation System New Evaluation System
- 14. ▣ A computervirus is a program or piece of code that is loaded onto your computer without your knowledge and runs against your wishes. Don’t download unknown files Scan regularly Firewall ON Install Antivirus Manage Virus in following ways:
- 15. Install antivirus froma reputed co. Backup your data regularly Virus scan before opening a removable disk Firewall protection ON Configure scan each you reboot your PC Disconnect from internet when not in use Don’t do auto fill or auto login Avoid sharing files during online chat
- 16. SAFE : Don’treveal too much of your personal identity MEET : Meeting someone you have met online ACCEPTING : Don’t accept emails from unknown people RELIABLE : Everything on the internet is not true TELL : Tell your Parents or trusted adult who makes you feel uncomfortable, don’t deal alone.
- 17. Remember the Human Adhere tothe same standards of behavior online that you follow in real life Know where you are in cyberspace Respect other people's time and bandwidth Make yourself look good online Share expert knowledge Help keep flame wars under control Respect other people's privacy Don't abuse your power Be forgiving of other people's mistakes
- 18. Don’t reply to ‘replyall’ Properly format your email replies and be lazy Avoid irony in emails Let people know their email has been received Take another look before sending mails Use punctuation Use acronyms sparingly When in doubt don’t send rich HTML Resize pictures Talk about one subject per email
- 19.
- 20. Word processing InternetFile navigation Email Presentation packages Spreadsheets Databases SIS Curriculum Manager
- 21. E-learning is mostly associatedwith activities involving computers and interactive networks simultaneously.
- 22.
- 23. Learning materials packagedon CD-ROM or other media disk. •Learning and teaching takes place in same time while the trainer and learners are physically separated. •Telephone, online lectures • Trainer prepares the courseware material before the course takes place. The learner is free to decide when he wants to study the course. • Self paced courses taken via Internet or CD-Rom , recorded audio tapes .
- 24. Computer-assisted instruction (CAI)is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. •CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding.
- 25.
- 26. Students can study anywhere Self-paced learning Flexibilityto join discussion areas at any hour accommodate different learning styles facilitate learning through a variety of activities Develops knowledge of the Internet and computers skills .. .. Slow Internet connections No routine structures of a traditional class Instructor may not always be available Hands-on or lab work is difficult to simulate in a virtual classroom Students may feel isolated from the instructor and classmates complex for students with beginner-level computer skills
- 27. Extendibility, Accessibility, and Suitability Easy andaffordable training delivery Inexpensive worldwide distribution Installation options on private networks for security or greater bandwidth Reduced technical support Access is controllable
- 28. Limited formatting of content in currentbrowsers Limited bandwidth means slower performance Time required for downloading applications Cannot design and develop robust multimedia courses Web-based training has high-fixed costs Student assessment and feedback is limited
- 29. One-to-one interaction devote moretime to individual students Freedom to experiment with different options Self directed learning Learn more and more rapidly Self pacing May feel overwhelmed by the information and resources available Over use of multimedia may divert the attention from the content Learning becomes too mechanical Lack of infrastructure
- 30. Instructional Design Instruction Design A setof events that facilitate learning A creative pattern or a rational, logical, sequential process intended to solve problems Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and activities.
- 31. •Information Age. •This hasserious implications for what and how we teach knowledge explosion •What we teach is constantly evolving. •What students need to know is expanding. In the Information Age... Possible “teaching solutions” • Learner centered approach • Extended classrooms (web- based)
- 32. Identifying the problem Studying the existing technique Decidingthe technique of instruction Goal identification Actual implementation Guiding study Development of an instructional system Searching a method for the system Analysis of the instructional system Implementation
- 33. Syllabus Aims and goals Tools used inteaching method
- 34. Saves time and trouble Costeffective Promotes effective learning Systematic Very linear limits creativity Constraining Time-consuming to implement
- 35. ‘The variety ofself- regulation strategies that students can use to manage themselves as learners and direct their own behaviour, including their attention’ - (Graham, Harris, & Reid, 1992)
- 36. Reading the study material Learningby heart, recitation Revision
- 37. Scheduling your own time Student can achievesuccess by learning the subjects he likes Student is motivated towards self learning Student adopts a positive approach and improves himself Student develops different skills Student can evaluate his/her progress
- 38. No face toface interactions Limited feedback from teachers Computer is updated before joining online class The software should be pre-loaded Problems with internet connectivity
- 39. It the methodof presenting new subject matter to students in a graded sequence of controlled steps Students work through the programmed material by themselves at their speed. After each step there is a question and immediately the correct answer is given or additional information is given.
- 41. Smallest component Active response Studenttest Principle of lesson analysis Principle of conditioning Progress on one’s own speed Immediate verification
- 42. Emphasis on student differencesand involvement No fixed time for learning Learning by doing so student involvement is there Students are exposed to correct answers Feedback is provided for wrong answer
- 43. Difficult to develop instructionalprogramme Only cognitive objectives can be developed No chances for students creativity Development of programme is not economical
- 44. Mastery learning modelis a teaching approach involving presentation feedback, correction, till practically all students reach the desired mastery level.
- 45. 1. Diagnosis of learning difficulties 2. Compensatory programmed units 3. Presentation of instructional objectives 4. Teacher instruction 5. Supplementary instruction, exercise and review 10. Summative test 9. Co- operative smallgroup study 8. Enrichment programmes 7. Programmed units 6. Formative test
- 46. Learner has previous knowledgebefore moving into another unit Content is divided into units Requires Instructors to define instructional objectives
- 47. Not all learners progressat same pace Must have variety of materials for remediation It focuses only on knowledge and comprehension Must have several test for each unit