This document discusses whether there is a distinct pedagogy of e-learning. It begins by reviewing previous discussions on the topic, with some arguing there should not be a separate pedagogy while others argue there might be. The document then examines some key features of e-learning, like access to experts and personalization opportunities, that make it pedagogically important. It also reviews different models of blended learning and discusses skills and approaches needed for effective e-learning, such as digital literacy, facilitating discourse, and new teacher roles. In concluding, the document proposes that e-pedagogy be considered an extension of traditional pedagogy that incorporates curriculum innovation and digital literacies.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
The document discusses five key principles of language assessment: practicality, reliability, validity, authenticity, and washback. Practicality refers to evaluating assessments based on cost, time, and usefulness. Reliability means an assessment is consistent and dependable. Validity means an assessment accurately measures what it is intended to measure. Authenticity refers to how closely an assessment resembles real-world language tasks. Washback refers to the effects assessments have on teaching and learning, which can be positive or negative. Teachers should design assessments that adhere to these principles.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
The document defines and discusses different types of educational research. It begins by defining research as a systematic process of investigation that uses specialized tools and procedures to solve problems. Educational research specifically aims to develop a science of behavior in educational situations to determine the most effective teaching methods. The document outlines that educational research is purposeful, objective, and concerned with solving problems through quantitative and systematic analysis of collected data. It then describes the main types of educational research as quantitative (experimental, quasi-experimental, correlational) and qualitative (survey, case studies, documentary analysis, ethnographic, historical, philosophical). Several specific methodologies like experimental research, quasi-experimental research, and correlation research are also defined.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
The document discusses five key principles of language assessment: practicality, reliability, validity, authenticity, and washback. Practicality refers to evaluating assessments based on cost, time, and usefulness. Reliability means an assessment is consistent and dependable. Validity means an assessment accurately measures what it is intended to measure. Authenticity refers to how closely an assessment resembles real-world language tasks. Washback refers to the effects assessments have on teaching and learning, which can be positive or negative. Teachers should design assessments that adhere to these principles.
This document provides guidance to a teacher, Mrs. Thakur, on how to address weaknesses in English among her 7th grade students using action research. It defines action research as research conducted in a classroom to solve a specific problem encountered by a teacher. The expert recommends Mrs. Thakur conduct action research by first identifying the problem - her students' weakness in English. She should then define and delimit the problem, analyze its causes, and formulate hypotheses about actions that could improve English skills, such as weekly grammar tutorials or using programmed learning techniques. Conducting action research allows Mrs. Thakur to take immediate steps to solve the problem and apply conclusions directly.
The document defines and discusses different types of educational research. It begins by defining research as a systematic process of investigation that uses specialized tools and procedures to solve problems. Educational research specifically aims to develop a science of behavior in educational situations to determine the most effective teaching methods. The document outlines that educational research is purposeful, objective, and concerned with solving problems through quantitative and systematic analysis of collected data. It then describes the main types of educational research as quantitative (experimental, quasi-experimental, correlational) and qualitative (survey, case studies, documentary analysis, ethnographic, historical, philosophical). Several specific methodologies like experimental research, quasi-experimental research, and correlation research are also defined.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Educational Research methods and ToolsNSureshBabu4
The document discusses research methods and tools used in educational research. It defines research methods as strategies used to collect and analyze data to uncover new information on a topic. The two main types of research methods are quantitative and qualitative. Quantitative methods focus on measuring and analyzing relationships between variables, while qualitative methods aim to understand phenomena in their natural settings. Common quantitative tools include questionnaires, rating scales, and tests. Qualitative tools include interviews, observations, and document analysis. The document also provides examples and definitions of specific research approaches like experimental, descriptive, case study, and ethnography research. Common tools in educational research are questionnaires, interviews, observations, checklists, and scorecards.
This document discusses reflective journals for teachers. It defines reflective journals as a teacher's written response to teaching events that allows them to reflect on experiences and trigger insights. Reflective journals are used to study language learning and teacher cognition. Keeping a reflective journal involves regularly writing entries that include the date, events of the day, a focus on one or two episodes, and analysis/evaluation. Teachers can focus journal entries with reflection questions on their teaching, student behavior, and professional development. Journal data can then be analyzed for patterns and significant events.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Microteaching is a technique used in teacher training where teachers practice teaching a short lesson to a small group of students. The lessons are recorded and reviewed to provide feedback on teaching skills. The goals of microteaching are to help teachers learn and master new skills, gain confidence, and receive feedback to improve. It involves teaching a small content unit for 5-7 minutes to 6-10 students. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback. Microteaching allows teachers to experiment with skills in a low-pressure environment and receive constructive criticism to develop their teaching abilities.
This document discusses various types of scaling scores used in educational testing and assessment. It begins by defining raw scores and derived scores. It then discusses three main types of derived scores: Z-scores (standard scores), T-scores (transformed scores), and C-scores. For each score type, it provides the meaning, calculation method, and examples of calculating the scores from raw scores. It concludes by discussing the utilities of each score type and providing some example problems for practice.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
The document discusses the purpose and benefits of reflection and maintaining a reflective journal. It describes several reflective models including Schön's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. Regular reflection allows students to improve their skills and deepen their learning through evaluating their experiences and making plans to improve.
The Differences between Syllabus and Curriculummardiatun nisa
The document defines a syllabus and curriculum. A syllabus is a lesson plan that lists the subjects, standards, competencies, materials, activities, evaluations, time, and resources for a course of study. It provides details for teaching a specific subject. A curriculum is a broader plan that establishes objectives, content, learning materials, and methods to guide instruction to achieve educational goals. While a syllabus focuses on one subject, a curriculum encompasses the overall content and framework for an educational system or course.
This document discusses unit planning and lesson planning for teaching. It begins by defining a unit plan as a comprehensive plan for instructing a unit of study that sits between a year-long plan and individual lesson plans. It notes that a unit plan should integrate related learning materials and activities. It then discusses the characteristics of a good unit plan and types of unit plans like teaching units and resource units. Finally, it defines a lesson plan as a plan for instructing a single lesson and discusses the three main types of lesson plans and the typical eight elements that make up a lesson plan, such as objectives, materials, and assessment.
kerala curriculum frame work - by fouziya kFOUSIYA K
Kerala has a long history of educational reforms led by social movements. It has implemented quality initiatives under programs like DPEP and SSA for over a decade, gaining insights from developing new textbooks and teacher materials based on an emerging educational paradigm and testing them at various levels. Critical pedagogy calls for recognizing that all education is inherently political and should promote justice and equality, addressing issues like race, class, gender, sexuality, religion, and ability, which are important domains of oppression. Schools should not blame students for failures.
Webinar conducted by Department of Education, Manonmaniam Sundaranar University on the topic 'History, Politics and Economics of Education', handled by the Resource Person
Mr. S. Lenin,
Assistant Professor,
Manonmaniam Sundaranar University,
Tirunelveli- 627 012
Glaser's Basic Teaching Model is a model developed by Robert Glaser in 1962 based on psychological principles. It divides teaching into four main components: instructional objectives, entry behaviors of learners, instructional procedures, and performance assessment with feedback. The model aims to make teaching more effective and systematic by explaining the basic components. It focuses on establishing a well-structured social system with an active teacher role and control, and emphasizes the importance of teacher competency, skills, training, suitable teaching methods, and evaluation techniques in ensuring student success.
The document outlines three phases of teaching: pre-active (planning), interactive (execution), and post-active (evaluation). It also describes three levels of teaching: memory (thoughtless), understanding (thoughtful), and reflective (upper thoughtful). At the memory level, the goal is factual recall and reproduction. The understanding level aims for comprehension, interpretation, and application. The highest reflective level focuses on developing critical thinking through problem-solving, analysis, and independent decision making. Different teaching methods and evaluations are used depending on the specific phase and level being targeted.
Administering,scoring and reporting a test pptManali Solanki
This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
The term ‘teaching aid’ is composed of two words— teaching and aid.
Teaching is the act of facilitating learning and aid means help or assistance.
An old proverb also explains the same view:
I hear and forget.
I see and remember
I do and I understand.
The document discusses the core curriculum, which consists of common learning including knowledge, skills, and values that are considered essential for students. The core curriculum includes compulsory subjects as well as optional subjects like fine arts, home economics, languages, and music. It emphasizes providing all learners with a set of common and essential learning necessary to function in society, though selecting appropriate content and assessing performance can be challenging issues.
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
COMPUTERS IN EDUCATION - UNIT 6 - COMPUTER MANAGED LEARNING (CML) - B.ED - 8...EqraBaig
Computer managed learning (CML) is a technology that uses computers to manage the learning process through tasks like enrollment, assessment, and feedback. The computer's main role is record keeping and it does not provide direct instruction. CML individualizes instruction according to students' abilities and needs by monitoring progress, diagnosing weaknesses, and prescribing learning activities. It is an improvement over manual systems as it allows for more accurate analysis of student performance data to inform educational decisions.
The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.
This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
This document discusses reflective journals for teachers. It defines reflective journals as a teacher's written response to teaching events that allows them to reflect on experiences and trigger insights. Reflective journals are used to study language learning and teacher cognition. Keeping a reflective journal involves regularly writing entries that include the date, events of the day, a focus on one or two episodes, and analysis/evaluation. Teachers can focus journal entries with reflection questions on their teaching, student behavior, and professional development. Journal data can then be analyzed for patterns and significant events.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Microteaching is a technique used in teacher training where teachers practice teaching a short lesson to a small group of students. The lessons are recorded and reviewed to provide feedback on teaching skills. The goals of microteaching are to help teachers learn and master new skills, gain confidence, and receive feedback to improve. It involves teaching a small content unit for 5-7 minutes to 6-10 students. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback. Microteaching allows teachers to experiment with skills in a low-pressure environment and receive constructive criticism to develop their teaching abilities.
This document discusses various types of scaling scores used in educational testing and assessment. It begins by defining raw scores and derived scores. It then discusses three main types of derived scores: Z-scores (standard scores), T-scores (transformed scores), and C-scores. For each score type, it provides the meaning, calculation method, and examples of calculating the scores from raw scores. It concludes by discussing the utilities of each score type and providing some example problems for practice.
CURRICULAR AREAS OF PRE-SERVICE TEACHER EDUCATION PROGRAMMEarunillam2000
The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
The document discusses Bloom's Taxonomy, which is a system for classifying educational objectives. Bloom's Taxonomy divides educational objectives into three domains: the cognitive domain (knowledge), affective domain (feelings), and psychomotor domain (skills). Within the cognitive domain, the taxonomy further categorizes objectives into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation - moving from basic recall to more complex thinking skills. The document provides details on the objectives and verbs associated with each level of Bloom's Taxonomy, particularly within the cognitive domain.
The document discusses the purpose and benefits of reflection and maintaining a reflective journal. It describes several reflective models including Schön's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. Regular reflection allows students to improve their skills and deepen their learning through evaluating their experiences and making plans to improve.
The Differences between Syllabus and Curriculummardiatun nisa
The document defines a syllabus and curriculum. A syllabus is a lesson plan that lists the subjects, standards, competencies, materials, activities, evaluations, time, and resources for a course of study. It provides details for teaching a specific subject. A curriculum is a broader plan that establishes objectives, content, learning materials, and methods to guide instruction to achieve educational goals. While a syllabus focuses on one subject, a curriculum encompasses the overall content and framework for an educational system or course.
This document discusses unit planning and lesson planning for teaching. It begins by defining a unit plan as a comprehensive plan for instructing a unit of study that sits between a year-long plan and individual lesson plans. It notes that a unit plan should integrate related learning materials and activities. It then discusses the characteristics of a good unit plan and types of unit plans like teaching units and resource units. Finally, it defines a lesson plan as a plan for instructing a single lesson and discusses the three main types of lesson plans and the typical eight elements that make up a lesson plan, such as objectives, materials, and assessment.
kerala curriculum frame work - by fouziya kFOUSIYA K
Kerala has a long history of educational reforms led by social movements. It has implemented quality initiatives under programs like DPEP and SSA for over a decade, gaining insights from developing new textbooks and teacher materials based on an emerging educational paradigm and testing them at various levels. Critical pedagogy calls for recognizing that all education is inherently political and should promote justice and equality, addressing issues like race, class, gender, sexuality, religion, and ability, which are important domains of oppression. Schools should not blame students for failures.
Webinar conducted by Department of Education, Manonmaniam Sundaranar University on the topic 'History, Politics and Economics of Education', handled by the Resource Person
Mr. S. Lenin,
Assistant Professor,
Manonmaniam Sundaranar University,
Tirunelveli- 627 012
Glaser's Basic Teaching Model is a model developed by Robert Glaser in 1962 based on psychological principles. It divides teaching into four main components: instructional objectives, entry behaviors of learners, instructional procedures, and performance assessment with feedback. The model aims to make teaching more effective and systematic by explaining the basic components. It focuses on establishing a well-structured social system with an active teacher role and control, and emphasizes the importance of teacher competency, skills, training, suitable teaching methods, and evaluation techniques in ensuring student success.
The document outlines three phases of teaching: pre-active (planning), interactive (execution), and post-active (evaluation). It also describes three levels of teaching: memory (thoughtless), understanding (thoughtful), and reflective (upper thoughtful). At the memory level, the goal is factual recall and reproduction. The understanding level aims for comprehension, interpretation, and application. The highest reflective level focuses on developing critical thinking through problem-solving, analysis, and independent decision making. Different teaching methods and evaluations are used depending on the specific phase and level being targeted.
Administering,scoring and reporting a test pptManali Solanki
This document discusses administering, scoring, and reporting tests. It provides definitions for key terms like analysis, test, scoring, and report. It describes the important role of the test administrator in creating the right environment and putting students at ease. It discusses procedures for administering tests before, during, and after the test is completed. It also covers various methods for scoring tests including raw scores, percentile ranks, stanines, standard scores like z-scores and t-scores. Grading methods like letter grades, numbers, percentages, and checklists are also outlined. The document provides details on scoring essay questions, objective tests, and conducting item analysis to evaluate test quality. It emphasizes accurate and useful reporting of results to understand assessment
The term ‘teaching aid’ is composed of two words— teaching and aid.
Teaching is the act of facilitating learning and aid means help or assistance.
An old proverb also explains the same view:
I hear and forget.
I see and remember
I do and I understand.
The document discusses the core curriculum, which consists of common learning including knowledge, skills, and values that are considered essential for students. The core curriculum includes compulsory subjects as well as optional subjects like fine arts, home economics, languages, and music. It emphasizes providing all learners with a set of common and essential learning necessary to function in society, though selecting appropriate content and assessing performance can be challenging issues.
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
COMPUTERS IN EDUCATION - UNIT 6 - COMPUTER MANAGED LEARNING (CML) - B.ED - 8...EqraBaig
Computer managed learning (CML) is a technology that uses computers to manage the learning process through tasks like enrollment, assessment, and feedback. The computer's main role is record keeping and it does not provide direct instruction. CML individualizes instruction according to students' abilities and needs by monitoring progress, diagnosing weaknesses, and prescribing learning activities. It is an improvement over manual systems as it allows for more accurate analysis of student performance data to inform educational decisions.
The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.
This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
This document discusses research approaches for studying emerging e-learning practices and technologies. It focuses on learning analytics and social network analysis. Learning analytics can help understand learning behavior, provide evidence for improving learning environments, and support assessment/feedback, enquiry/sensemaking, and discourse. Examples discussed include open feedback tools, social networks to support knowledge construction, and discourse analysis. Combining different data sources through powerful analytics tools can provide insights. Resources on learning analytics and social network analysis of OER communities are also listed.
Creating a learning culture with first-year undergraduatesFlorence Dujardin
This document discusses creating a learning culture with first-year undergraduates. It defines a learning culture as an environment that supports knowledge discovery, sharing, and application to help continual improvement. Components include stakeholders, formal/informal practices, beliefs and assumptions. Learning can be through acquisition, participation, or knowledge creation. The overview discusses design, facilitation, critique, and educators as "brokers" between students and institutions. Facilitating involves balancing challenge and support. As brokers, educators mediate disciplines, attend to social dimensions, help students learn, and understand benchmarks.
This document outlines a research study on STEAM education. It discusses the theoretical framework, which includes constructivism, transformative education, and social learning theory. The research design uses participatory action research methodology. The study explores how teachers can develop skills to implement STEAM pedagogy and increase learner competence in basic education in Nepal. Key findings indicate STEAM education provides opportunities for collaboration, problem solving, and developing job skills. It concludes STEAM education helps shift teaching and learning to prepare students for the digital world.
Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
This document summarizes an information literacy module for teaching future IL educators. The module uses reflective practice and Entwistle's Teaching-Learning Environments model as a framework. Students complete reflective tasks on IL definitions, information behavior, approaches to learning and teaching. Assignments require annotating sources and designing an IL intervention with critical reflection. Support for reflection includes lectures, workshops, and incorporating teacher reflections. The module aims to develop students' practical skills and understanding of IL concepts to prepare them to be reflective IL educators.
The Padagogy Wheel Presentation: China Dec 2015: The English VersionAllan Carrington
This is an English Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
This document provides a summary of Evrim Baran's educational background and research interests. It includes:
1) Her educational path, including obtaining a PhD in instructional technology and pursuing postdoctoral research.
2) An overview of her research focusing on topics like technological pedagogical content knowledge (TPACK), successful online teaching, and teacher knowledge development.
3) Information about her current position as an assistant professor where she continues to research technology in teacher education and emerging approaches.
This document discusses knowledge and education. It begins by asking how we gain knowledge and what knowledge can do. It then discusses pedagogy, design, and technology. It questions what is known about these topics and the current state of higher education. Finally, it provides biographical information about the author and their research interests, which include technological pedagogical content knowledge, successful online teaching, and how teacher knowledge develops in different contexts.
This document summarizes a presentation on navigating digital landscapes to foster creativity and innovation. It discusses the evolving timeline of e-learning technologies. It presents a pedagogical meta-model and examines approaches like drill and practice, mobile, situated and immersive learning. Emerging technologies like MOOCs, analytics and 3D printing are discussed. The importance of learning design and digital literacies is covered. Future challenges around topics like the disaggregation of education and skills gaps are also addressed.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Gráinne Conole presented on navigating the digital landscape. She discussed disruptive technologies versus pedagogies, provided an e-learning timeline, and outlined emerging technologies. Conole explored learning design, pedagogical approaches like MOOCs and OERs, learning analytics, mobile learning, social media/open practices, and digital literacies. She emphasized harnessing new media and adopting open practices to change roles in teaching, research, and emerging business models in education. Conole concluded technology enhances learning by supporting interaction, developing skills, and preparing students for an uncertain future.
Mainstreaming Open Educational Practice in a Research University: Prospects a...Liz Masterman
This document summarizes a study on mainstreaming open educational practice at a research university. The study used interviews and frameworks of openness to examine academics' recognition of open values, the influence of disciplines and organizational culture on teaching practices, and what constitutes optimal engagement with open education. Key findings included that research-informed teaching was well-suited to open practices by openly sharing research outputs and insights. However, barriers included the privileging of research over teaching at research universities. The conclusion discussed balancing open outreach with use of open educational resources, reciprocity, and fitting open approaches to institutional objectives of equipping students for the future.
A lecture about what teacher education is, what teacher education policy looks like, and some lenses for analysing teacher education policy. With a focus upon globalisation and new public management. Five case studies of teacher education policy make up the heart of the talk.
This document provides an overview of Athabasca University, a Canadian online university. It discusses the university's distance education model and enrollment statistics. The document then reviews different generations of learning pedagogies from instructivist to connectivist approaches. It presents a case study of Athabasca University's Elgg social networking installation called "Athabasca Landing" which was created to support both formal and informal online learning communities. The objectives of the project were to investigate individual and group learning in online environments, allow interaction and collaboration across the distributed university community, and explore next generation learning support systems beyond traditional learning management systems.
[OOFHEC2018] Inger Marie Christensen: Device conscious teaching and learning ...EADTU
This document summarizes a presentation on implementing device-conscious teaching and learning in higher education. It discusses an experiment conducted at a faculty to limit device use in face-to-face classes in order to increase student engagement, attention, and learning. Student and teacher feedback found that device-conscious teaching led to improved focus, participation, note-taking, and learning outcomes, though some students felt restricted. The presentation emphasizes creating an efficient learning environment through teaching, social, learner and cognitive presence, and provides strategies for meaningful device use and student support.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Using Assistive Technology to Support LiteracySpectronics
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
3. Review & Preview
• InspireED series so far …
• What might be distinctive about an e-
pedagogy?
• What do we need to know and be able to do
to design and deliver a curriculum of the
future?
• Propose an extended pedagogy
5. Neil Winton
“There might be a pedagogy of e-learning
…. I’m going to sit on the fence and get
some splinters”
6.
7. What features make e-learning so
pedagogically important?
Ease of
access to
experts and
support
Logging
of
activities
Feedback
loops
Opportunity for
personalisation
Learners in
control
Stephenson, J (2002)
15. So what is there to learn?
a selection …
Digital literacy: what tools to use and when
How to use them in a pedagogically effective
way
Motivating and managing without visual cues
Technical fearlessness
Accessibility
18. New online pedagogic approaches
enable new roles for teachers
• Tutors - not sage, guide nor
ghost
• Learners as co-tutors and co-
learners
• New models of curriculum
design
25. References
• Staker, H (2011) The Rise of K-12 Blended
Learning [online at
http://www.innosightinstitute.org/innosight/
wp-content/uploads/2011/05/The-Rise-of-K-
12-Blended-Learning.pdf]
• Garrison, R., Anderson., and Archer, W. (1999).
Critical Inquiry in a Text-based Environment:
Computer Conferencing in Higher Education
The Internet and Higher Education, Vol. 2 (2 -
3), pp 87 - 105.
26. References
• Mayes, T (2001) Learning technology and
learning relationships. In Stephenson, J. Ed.
Teaching and Learning Online: Pedagogies for
New Technologies, London:Kogan Page Ltd:
Editor's Notes
I’m going to rest this talk on 3 sources:The literatureMy personal teaching experience – and I know that I share that experience with many of you here this afternoonMy own perceptions, based on conferences, seminars and other sources that the educational models and practices on which we’ve relied for so long are not wrong, but they may be no longer adequate for the future .
Prof Hartley – challenges the question – should there be a pedagogy of e-learning. Instead s/b pedagogy of learning – all forms of technology, a pedagogy that is all embracing. We have these tools let us go ahead and use them. Concentrate on what tools can do, what it is that we want students to do and how can we get them to do thatWhat can we do with technology?What do we want students to do?How can we get them to do that?– there should not … instead s/b pedagogy of learning. I agree with this in part. IN other words, e-learning is simply another, albeit complex, medium for doing what we have always done.
He proposed that he would sit on the fence and get some splinters – there might be a pedagogy of e-learning
Where Peter Hartley took his approach as an academic, Neil Winton as a practitioner and somewhat of a web2.0 expert, and I’m taking an academic developer’s approach. I suspect that there are not sides on this debate – it’s more a continuum of thought, depending at any one time on what we mean by e-learning or even blended learning – and I also suspect that our position on that, will vary according to the types of teaching that we are doing, and the types of technology tools that we’re using – I hope to involve you in that a little later on. So where does my practice I sit on that continuum?90% of my formal teaching activities are carried out online with students whom I’ll never meet face to face, and yes I have indeed had to adapt, to find new ways of doing things, new forms of engagement, interaction and ways of providing support. I work with educators who also find themselves in contexts where the students may be distance, international, or on campus and who are all keen to exploit what they see as the potential for elearning to enhance or even transform the learning experiences of their students.
Dialogue – one to many, many to one, synchronous, asynchronous, closed groups, open groups, many opportunities for that dialogue to be recorded and replayed as many times Logging of activities – for personal records, for monitoring, for sharing. (Wikis, tracking features in VLE) – importantly for learner analytics being a new field of researchLinks to other media – sound, tv, videoFeedback loops – either from teacher to student, student to student, within the materials themselves such as quizzesOpportunity for personalisation - choice of routes through materials, some offerings allow for students to choose resources according to their learning preferencesEase of Access to learning resources – data on an epic scale, means that the ‘course’ is no longer custodian of knowledge, and RSS feeds and Search engines makes it possible to navigate this data. Certainly there are many examples where technology is being used to replicate constructivist pedagogies using the traditional course structure, the role of the lecturer as ‘expert’ and the role of the student as consumer of knowledge. And there are many very good arguments for continuing to do that. Professional body requirements, student and staff expectations and the tyranny of the timetable to name but three. And to a certain extent, if we do continue to do that, then there’s less of an urgent need to think about an e-pedagogy. But when we think about fully online courses, where there’s little or no possibility for students and staff to meet face to face, then I think that’s a different story.
Many of the real changes that we have seen in education today, such as the flexibility of access which enables so many people to participate in education haven’t not be driven by technology at all – the primary drivers of these changes have been changes in organisational processes, procedures and structures. In fact many of these structural changes have sought to maintain and enhance some important pedagogical approaches. Face to face driver - most of the teaching is delivered fact to face, but any online resources are offered on an individual basis Rotation between self paced and face to faceFlex – mostly online but face to face support as requiredOnline lab – generally speaking campus based, online platform for all of the materials, but mostly students attend a lab – often scheduled timetables for this. Typically software packages are learned like this. Self blend – adding to learner creditsOnline driver – totally online with students working remotely. Often face to face induction, or periodic face to face interactions. Much of our international provision to overseas markets is delivered in this way. Let’s see how the continuum works in the room. These models are important because they help us to definie what it is that we are talking about.
There’s a very real fear that if we say that there’s not so much difference, same art and science with just a different medium, then it makes it much, much harder to academics to say ‘HELP – HOW DO I DO THIS?”Many of the students who come onto the BOE have little or no experience of technology, although most are extremely experienced teachers. They’ve never experienced what it’s like to learn online, so they find it very, very difficult to imagine how they should teach online. Many have never taken part in an online discussion and so their attempts to start an online discussion have often been lacklustre to say the least. By enrolling on the BOE – they feel like they’ve done something about the fact that they really didn’t know how to teach online. Not knowing how to do something can be intimidating when faced for the first time with a module which requires a level of expertise that we don’t feel we have. But different people can be intimidated by different things, and I want to explore that with you …
These children are more intent on play than learning
University Of Glasgow Gilmorehill Chemistry Class, 1890sA Chemistry class lecture at the University of Glasgow during the 1890s. The lecturing bench has scientific equipment laid out for a demonstration during the lecture.The class is full but the seat numbers by which the Professors noted attendance can be clearly seen. The photograph was taken after women were allowed to become matriculated students at the University.Women students were often required to sit at the front during lectures, emphasising the fact that they were in a minority and different.
Press F5 or use the tool bar to enter presentation mode in order to see the poll.\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:http://www.polleverywhere.com/multiple_choice_polls/LTQyNDE1OTk1NAIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Developing educators with traditional approaches which closely reflect our own educational experience may be dangerous – can we really develop in new lecturers the capacity to exploit the potential of new curriculum developments, of technological developments and students expectations for far more bespoke provision -but try to do all that with 50 year old pedagogies?QAA Regionalroadshow – accomodating variety of learner characteristics, need for flexibility, again and again, people say to me but we need to time to learn how to do all those things. They felt unable to take forward these ambitions for curriculum with their existing skill set.
Digital literacy (weaving in technology)Accessibility – every good lecturer is aware of trying to ensure that their provision is as accessible as possible, and … providing notes before hand, encouraging the recording of lectures, but how many are aware of the amazing array of assistive software, and how many know about the best way to present web links to make them most readable by screen readers? Many academics have vague understanding of the need for cream background and ariel font, but they have little understanding about why that is helpful, and what can be done to support student learning, and especially students with learning impairments in far more proactive ways. So how can pedagogic theory help? There’s a wide-growing and impressive literature which is underpinning thinking and practice in e-learning and curriculum reform and innovations. And I strongly feel that this should be more widely recognized.
My pedagogical aha moment …The community of inquiry model represents the process by which students and tutor(s) collaborate to conduct an academic inquiry related to a particular topic. Garrison, Anderson and Archer identify three crucial elements of an educational experienceCognitive presence – The extent to which participants are able to construct meaning through sustained dialogue. This involves a triggering event, exploration integration and resolution (provoking a sense of puzzlement, connecting ideas)Teaching presence – instructional management (structuring activities), direct instruction (correcting misunderstandings)Social presence – emotional expression, (humour, first names, sharing personal experience) open communication, group communication (encouraging interaction amongst the participants) Finding your voice online, and helping students to find theirs. So let’s move from theory back to practice …
Thank goodness that there is Still a very great deal of research on-going in to how best to teach online …I have numerous experiences of making a post, dropping my contribution into the conversation and hoping that it will create ripples of interest, perhaps curiousity or even puzzlement, only to find it killing a conversation dead. The research (on topics such as instructor intervention) in this area has really helped me to analyse some of the online dialogue that I have facilitated, and to base my conclusions on evidence based research rather than on anecdotes and on my pedagogical experience gained in a different environment. ( I have recently come to the conclusion that my messages that have sunk without trace, are mostly too long – and that short focussed messages may be more effective)Don’t find that kind of topic in your generic pedagogical syllabus!Let’s broaden it out from my experience, brings us nicely on to more broad aspects of the tutor role.
New online pedagogic approaches, enable new roles for teachers.Tutors not as sage, not as guide, not as even as ghostin the wings but co-tutors and co-learners. New pedagogical approaches enable the dulling of the bright line between tutor and learner, remoulding the traditional hierarchies that have been played out on campus. An example of this is where learners are given more control – encouraging encourage activities where students generate resources and lead activities. The student led seminars in our own programme are an example of that. I presented at SEDA last year about our experience of student generated content, great interest in how we might use SGC for PG Certs – but there was a cry from many of the delegates (who are themselves academic developers) about how they feared that they didn’t have the levels of digital literacy that would be required to implement such approaches. New models of curriculum design are going to call for new ways of managing resources, time and students. Calls for collaboration across institutions, and within institutions demand more pedagogical and professional flexibility than the traditional boundaries allow. The prospect of teaching in new situations in unfamiliar spaces is enlivening and invogorating, but it can also be a bit scary.
Understanding interactions in new spaces – social hang out areas.. Already having to deal with situations where students have used Facebook inappropriately which has called into question their fitness to practice in certain professional roles.Literature emerging around digital identities. That’s important ..Discussion forums themselves can be difficult spaces:There’s reports of ‘Trolling’ posts … anonymous, purpose is to provoke and to bully - I haven’t had to deal with that – but I have had to reckon with Pathological politeness – no effective challenging (check on seminar 3b)You can imagine that the width and depth of the dark side could be endless, and we have to be aware of that and make serious attempts to understand ... So where does that leave us visa vi the fence?
And the question of whether or not there is a pedagogy of e-learning. I suggest that a pedagogy of e-learning may not be a broad enough conception for the future. E-pedagogy – the art and science of teaching and learning with technology is only one plank in the fence. What I propose is an extended pedagogy … like this
There’s traditional pedagogy, and we’ve recognized that,There’s e-pedagogy and we’ve looked at some of the affordances of e-learning in relation to that I’ve mentioned the significance of digital literacyA lot of the developments in each of these areas, are certainly being informed, but perhaps even driven by developments in Curriculum innovation and reform. So is there a distinctive e-pedagogy?Yes, there is. But not e for electronic, e for extended.