Pedagogical concerns for classroom practice
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The document discusses selecting learning activities when teaching including preparing students, presenting activities, asking questions, conducting drills, checking understanding, and providing practice. It also discusses computer-assisted language learning (CALL) and ensuring interfaces accommodate different learning styles. Finally, it discusses using ePortfolios to scaffold student learning and the need for collaborative CALL environments to match the social nature of language learning activities.
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The document discusses collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model to represent the iterative and incremental nature of collaboration. The model incorporates increasing levels of interaction across successive activity cycles. A variety of tools are discussed to support online collaboration, but the document stresses the human aspect is most important. It concludes by outlining what institutions need to do to effectively support online collaborative learning experiences.
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The document discusses online collaborative learning and proposes a model for designing collaborative activities that takes a developmental approach. It presents a helical teamworking model comprising an iterative teamworking cycle within a developmental helix. This model aims to gradually increase students' collaboration skills and the complexity of collaborative tasks over successive cycles of activity. The document also discusses benefits of collaboration, reasons for student reluctance, appropriate tools to support collaboration, and implications for institutions.
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The document discusses selecting learning activities when teaching including preparing students, presenting activities, asking questions, conducting drills, checking understanding, and providing practice. It also discusses the role of technology in language learning, noting that software needs to accommodate different learning styles and teachers should explain what skills each program aims to improve. Finally, it discusses ePortfolios and how they can scaffold deep learning as students review and reflect on their learning process.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Pedagogical concerns for classroom practice
- 3. Selecting learning activities Preparing students for new learning Presenting learning activities Asking questions Conducting drills Checking students´understanding Providing opportunities for practice of new items Monitoring students´learning Giving feedback on student learning and
- 4. As a kind of virtual teacher A teacher´s helper A guide An instrument A teaching tool A learning tool
- 6. An effective CALL environment perhaps needs to offer different interfaces or combinations of interfaces to accommodate different learning styles as appropriate to different skills. Explaining what skills each software package attempts to improve is an important task for teachers and learners
- 7. ePortfolio Learners link ideas to other ideas, construct relationships with prior knowledge, and provide evidence of restructuring ideas and evaluating the learning process.
- 8. The construction of the ePortfolio provides students with a structure, which scaffolds a move into a stages of “deep” learning as students review their learning
- 10. What is necessary for collaboration at the computer to take place is an environment which matches the social and interactive nature of CALL activities.