Jayadev Gopalakrishnan presents on how technology is being leveraged in test preparation and higher education markets. Presented at CSF's EdTech Media Workshop.
Using new technologies in the HE classroom focuses on three main topics:
1) The importance of knowing what learners know through diagnostic assessments and gathering evidence of learning.
2) The need for teachers and learners to work together using tools like Moodle, argument mapping and video to improve critical thinking.
3) Harnessing students' use of mobile technologies and social media to make the classroom more engaging and help develop skills needed for future jobs.
Global Imperatives and New arenas for Higher educationshashi2278
This document discusses global imperatives and new arenas for higher education. It focuses on financing of education in developed countries, South Asia, and India with economic reforms. Public financing of education is important for skill development and economic growth, but structural adjustment programs and economic reforms have led to decreased public expenditure on higher education in India. Reducing state support and increasing privatization of education may negatively impact skill generation, equity, and demand for higher education overall and from low-income groups.
Test preparation market in the us to 2018 – market study — report brief — ind...Indalytics Advisors
This report is a comprehensive study on test preparation for various standardized tests in the US. The report discusses the current and forecasted market size of test preparation space, followed by the key trends, as well as drivers that will impact growth of the sector. It also discusses the five forces analysis of test preparation, as well as the PEST analysis of the US, with respect to the test preparation market.
For a detailed understanding, the test preparation market has been segregated both, on the basis of level of education, as well as types of test preparation provided. For level of education, the market is segregated into school level, undergraduate level, and postgraduate and professional level. All the three levels have different types of standardized tests, and the test takers also prepare in different manner.
Regarding the types of test preparation provided, the market is segregated into classroom and one–to–one tutoring; online tutoring; official handbooks, guides, study materials and practice tests; additional books, study material and printed tests; and mobile and tablet applications.
The NAICS code, used to define the market is 611691 (Exam Preparation & Tutoring Industry).
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Paul Jeorett & Nicola Watkinson "Growing your own: how the innovative approac...CILIP ARLG
The document discusses the development of a new library and information studies course at Glyndŵr University. [1] It was created to provide professional development opportunities for current library workers and graduates in Wales. [2] The two-year part-time course includes modules covering key areas of the profession like information management, library services, and emerging technologies. [3] Student and employer feedback has been positive, praising its practical focus and mix of online and face-to-face learning.
The document provides an introduction to Universal Design for Learning (UDL). It discusses the origins of UDL and how it aims to increase access and participation for all learners by considering their individual differences. UDL is based on research about the human brain and how there are three main networks (recognition, strategic, and affective) that must be addressed through flexible methods of presentation, expression and engagement. The document outlines the principles of UDL and how applying them in education can help address learner diversity through appropriate goals, flexible materials and assessments. It also discusses how digital media can support UDL approaches.
This document outlines a presentation on flipped learning and creating flipped resources for professional development. It discusses the flipped classroom model and benefits of flipped delivery, including flexible access to learning and increased collaboration. Tools are presented for creating flipped resources, including screencasting tools like Screencast-o-Matic and Screenr, as well as software like Camtasia and Jing. Attendees participate in activities to create short guides and tours using Jing. Top tips for effective screencasting are provided. The Regional Support Centre can provide advice on developing online learning resources and using virtual learning environments to support training.
Using new technologies in the HE classroom focuses on three main topics:
1) The importance of knowing what learners know through diagnostic assessments and gathering evidence of learning.
2) The need for teachers and learners to work together using tools like Moodle, argument mapping and video to improve critical thinking.
3) Harnessing students' use of mobile technologies and social media to make the classroom more engaging and help develop skills needed for future jobs.
Global Imperatives and New arenas for Higher educationshashi2278
This document discusses global imperatives and new arenas for higher education. It focuses on financing of education in developed countries, South Asia, and India with economic reforms. Public financing of education is important for skill development and economic growth, but structural adjustment programs and economic reforms have led to decreased public expenditure on higher education in India. Reducing state support and increasing privatization of education may negatively impact skill generation, equity, and demand for higher education overall and from low-income groups.
Test preparation market in the us to 2018 – market study — report brief — ind...Indalytics Advisors
This report is a comprehensive study on test preparation for various standardized tests in the US. The report discusses the current and forecasted market size of test preparation space, followed by the key trends, as well as drivers that will impact growth of the sector. It also discusses the five forces analysis of test preparation, as well as the PEST analysis of the US, with respect to the test preparation market.
For a detailed understanding, the test preparation market has been segregated both, on the basis of level of education, as well as types of test preparation provided. For level of education, the market is segregated into school level, undergraduate level, and postgraduate and professional level. All the three levels have different types of standardized tests, and the test takers also prepare in different manner.
Regarding the types of test preparation provided, the market is segregated into classroom and one–to–one tutoring; online tutoring; official handbooks, guides, study materials and practice tests; additional books, study material and printed tests; and mobile and tablet applications.
The NAICS code, used to define the market is 611691 (Exam Preparation & Tutoring Industry).
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Paul Jeorett & Nicola Watkinson "Growing your own: how the innovative approac...CILIP ARLG
The document discusses the development of a new library and information studies course at Glyndŵr University. [1] It was created to provide professional development opportunities for current library workers and graduates in Wales. [2] The two-year part-time course includes modules covering key areas of the profession like information management, library services, and emerging technologies. [3] Student and employer feedback has been positive, praising its practical focus and mix of online and face-to-face learning.
The document provides an introduction to Universal Design for Learning (UDL). It discusses the origins of UDL and how it aims to increase access and participation for all learners by considering their individual differences. UDL is based on research about the human brain and how there are three main networks (recognition, strategic, and affective) that must be addressed through flexible methods of presentation, expression and engagement. The document outlines the principles of UDL and how applying them in education can help address learner diversity through appropriate goals, flexible materials and assessments. It also discusses how digital media can support UDL approaches.
This document outlines a presentation on flipped learning and creating flipped resources for professional development. It discusses the flipped classroom model and benefits of flipped delivery, including flexible access to learning and increased collaboration. Tools are presented for creating flipped resources, including screencasting tools like Screencast-o-Matic and Screenr, as well as software like Camtasia and Jing. Attendees participate in activities to create short guides and tours using Jing. Top tips for effective screencasting are provided. The Regional Support Centre can provide advice on developing online learning resources and using virtual learning environments to support training.
C-SAP e-learning forum: Learning theory and RLOsCSAPOER
The document discusses the challenges of designing reusable learning objects (RLOs) for topics that involve creativity and interpretation, such as qualitative data analysis. It summarizes the approaches taken by the REQUALLO project to address these challenges, including providing multiple entry points for learners, opportunities for vicarious learning through case studies, support for exploring different approaches rather than prescribed steps, and a focus on the process of analysis rather than outcomes. The conclusion states that while RLOs may not replace human teachers, they can still support teaching creativity as long as they are designed with usability, multiple access points, and open resources.
The document discusses the challenges of designing reusable learning objects (RLOs) for topics that involve creativity and interpretation, such as qualitative data analysis. It summarizes the approaches taken by the REQUALLO project to address these challenges, including providing multiple entry points for learners, opportunities for vicarious learning through case studies, support for exploring different approaches rather than prescribed steps, and a focus on the process of analysis rather than outcomes. The conclusion states that while RLOs may not replace human teachers, they can still support teaching creativity as long as they are designed with usability, multiple access points, and open resources.
The document discusses two instructional design models: the ADDIE model and the ASSURE model. The ADDIE model consists of five phases - Analysis, Design, Development, Implementation, and Evaluation. It is a flexible guideline for building effective training. The ASSURE model focuses on analyzing learners, stating objectives, selecting appropriate methods and materials, utilizing the methods and materials, requiring learner participation, and evaluating outcomes. Both models provide stages for instructional designers to follow in order to help learners achieve instructional goals. The ADDIE model emphasizes formative and summative evaluation, while the ASSURE model incorporates learner participation and the integration of technology into the design process.
The document discusses e-learning development and instructional design theories. It covers three main learning theories - behaviorism, cognitivism, and constructivism. It also discusses how the ADDIE model of instructional design fits e-learning and how instructional theories are important for instructional materials. The conclusion suggests that while traditional instructional design models provide a starting point, a new flexible model is needed to address challenges and support learners' needs in e-learning.
The document outlines a workshop on flipped learning presented by Lyn Lall of Jisc RSC East Midlands. The objectives of the workshop are to understand flipped learning, explore tools for creating flipped resources, create a flipped learning resource, and learn how the RSC can support effective use of technology. Various tools for creating flipped resources are presented, such as Screencast-o-matic, Camtasia, Jing, and Audacity. Activities include creating short tutorials using Jing and creating flipped videos using TedEd or Brainshark. The RSC can provide advice on developing online learning resources and using tools and the VLE to support training needs.
Universal Design for Learning (UDL) is an educational framework that aims to make learning accessible to all students by providing multiple representations of content, multiple ways for students to demonstrate knowledge, and multiple ways to engage students. UDL is based on research showing that the brain learns best when information is represented in various formats that appeal to different learning networks. A key principle of UDL is flexibility - providing diverse learners with alternative ways to acquire knowledge through a flexible curriculum. UDL seeks to minimize barriers in education by building accessibility into the design of instruction from the outset rather than through adaptations added later.
Innovation is defined as the production, adoption, assimilation and exploitation of a novel value that renews products, services and markets or develops new methods of production. Innovation can be both a process and an outcome. Agile principles focus on individuals, collaboration, responding to change and frequent delivery of working software. Agile aligns well with innovation as it is iterative, dynamic and involves feedback. Examples where agile has enabled innovation include education through tools like SOLE that delegate learning to students, disaster management through goal-driven teamwork, and connecting IoT devices through collaborative development. The presentation concludes that agile provides values and an open framework to realize innovations faster through experimentation and opportunities.
The document discusses e-learning standards, focusing on the Sharable Content Object Reference Model (SCORM). It provides an overview of SCORM, including its components such as the Content Aggregation Model and Run-Time Environment that allow learning content to be shared across different learning management systems. The document also outlines the benefits of SCORM in allowing content reusability and interoperability between systems.
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules cover a single or group of related learning objectives and include varied learning activities, self-assessment, and an evaluation component. Modules allow students to learn at their own pace and receive immediate feedback. Some key advantages include flexibility, self-paced learning, and assessing mastery of individual objectives rather than overall grades. While effective for many students, modular teaching requires appropriate resources and may not be suitable for all learners.
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules are designed to be independent, self-paced, and cover a single topic or related set of learning objectives. The key characteristics of modules include being self-contained, allowing students to learn at their own pace, and assessing students through pre-tests, activities within the module, and post-tests to check for mastery of the material. Modules provide flexibility for students and teachers, allowing students to study on their own schedule while also catering to individual differences in learning needs and styles.
This document provides an overview of ways to move beyond basic use of Moodle by incorporating principles of Universal Design for Learning (UDL) and Quality Matters (QM). Specific Moodle tools like blocks, activities, resources, and groups are discussed for how they can improve navigation, introduction, collaboration, and student engagement. Guidelines from UDL and QM around these topics are presented. Resources for further exploring Moodle features and these frameworks are listed at the end.
Exploring employability through assessment and feedbackjisc-elearning
The document discusses using assessment and feedback to enhance student employability. It describes two projects focusing on this theme: COLLABORATE, which brings together staff, students, and employers to create employability-focused assessments using technology; and FAST, which integrates technology within assessment and feedback activities to improve employability. It also discusses drivers for increasing emphasis on employability in higher education, including student and employer demands, and the need for graduates to have skills applicable to the workplace.
Group 4 collaborative project the addie and assure models multimediajuando_m
This document compares the ADDIE and ASSURE instructional design models and proposes a hybrid model. The ADDIE model consists of 5 phases for designing training programs. The ASSURE model consists of 6 phases for classroom instruction. Both models emphasize analysis, objectives, materials selection, implementation, and evaluation. The hybrid model combines the systematic approach of ADDIE with the motivational tasks of ASSURE while incorporating Gagne's instructional events. It aims to reduce issues with online education implementation.
Change Management Leadership in Digital Age Educationdigimuve
This document discusses next practice innovation in digital age education. Next practice focuses on developing genuinely new approaches through disciplined imagination and connecting ideas to practical understanding. It involves empowering motivated practitioners to develop innovative solutions through support networks. The Next Practice model supports creativity while encouraging discipline and system-relevant work. It helps schools learn from resultant innovations so these can be taken to scale. Digital learning labs are proposed to define projects that drive innovation through regular meetings where staff develop skills and pedagogy while innovating with tools like iPads. Institutional structures are suggested to be rethought to promote guidance and support for a digital learning vision across the whole school community.
This document outlines an Essential Teaching Skills course for trainees. The course aims to develop trainees' interpersonal skills, classroom management strategies, and teaching approaches through various activities and assignments. It is a 100-mark course assessed through internal tasks like maintaining a reflective journal and presenting participatory teaching methods, and an external final exam. Learning outcomes include demonstrating professional behaviors, relating theories to practice, and improving teaching skills through evaluation and reflection. A variety of participatory teaching methods will be used for skill development.
PRODUCTION & OPERATIONS MANAGEMENT- QualityTrinity Dwarka
Department Of management- PRODUCTION & OPERATIONS MANAGEMENT- Quality
Total Quality Management
Total implies involvement of everyone and of all activities in the organization.
Quality implies conformance to customer requirements.
Management implies that quality can be managed and should be managed.
Father of the quality movement: Edward Deming
Elements of TQM
Customer-focused
Employee involvement
Process-centered
Integrated system
Continual improvement
Principles of TQM
What does Total Quality Management encompass?
Reinventing Education: What Does the Evidence Tell Us?CSFCommunications
Director of J-PAL, Professor Abhijit Banerjee, presents at the convening "Taking a Strategic Approach to Education CSR," where he discusses the role of CSR to design, fund, and test promising solutions that can impact remedial education programs. November 12, 2014
Promoting Quality School Education through Corporate Social Responsibility, A...CSFCommunications
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Innovation is defined as the production, adoption, assimilation and exploitation of a novel value that renews products, services and markets or develops new methods of production. Innovation can be both a process and an outcome. Agile principles focus on individuals, collaboration, responding to change and frequent delivery of working software. Agile aligns well with innovation as it is iterative, dynamic and involves feedback. Examples where agile has enabled innovation include education through tools like SOLE that delegate learning to students, disaster management through goal-driven teamwork, and connecting IoT devices through collaborative development. The presentation concludes that agile provides values and an open framework to realize innovations faster through experimentation and opportunities.
The document discusses e-learning standards, focusing on the Sharable Content Object Reference Model (SCORM). It provides an overview of SCORM, including its components such as the Content Aggregation Model and Run-Time Environment that allow learning content to be shared across different learning management systems. The document also outlines the benefits of SCORM in allowing content reusability and interoperability between systems.
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Learning from Technology Interventions in the Test-Prep and Higher Education Markets - Jayadev Gopalakrishnan
1. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
Jayadev Gopalakrishnan, Founder and CEO, Learnbow.
Technology interventions in the Test Prep
and Higher Education market.
3. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
Platform
TUTOR
CONTENT
Publish digital textbooks, test papers, lessons. Consumers purchase on preferred device.
Marketplaces are emerging.
4. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
Technology impact on Test Prep.
A. Making it meaningful:
- extension of existing models.
- increasing accessibility.
B. Leveraging the shift from offline to online:
- help 'mom and pops' upgrade to Ver 2.0.
- a single technology platform for multiple touch-points.
5. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
Tutoring-on-demand
One to one / One to
many tuition/test prep
combined with study
material, tests and
assessments, contact
classes.
Mobile/Online testing
Test prep modules in
practice and timed
modes with dynamic
network ranking and
reports.
Bundle with tutorials
Offer these as bundled
services to existing
tutorial networks.
Integrate with Social Networks.
+nTablet = A huge distance education market
(test prep, supplementary, comp exams)
Supplemented with digital content for self-learning
A new model?
6. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
2008.
Siemens and Downes.
The term 'MOOC' is born.
2,000 + students.
2011.
Thurn's AI class.
Ng's ML class.
2,00,000 + students.
2012.
Udacity, EdX,
Coursera.
2,00,00,00 + students.
8. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
Coursera student break-up:
India in top 3.
Source: Coursera.org
9. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
CSF-NUEPA workshop
Oct 30, 2012, New Delhi.
Disruptions create a new wave of skills.
10. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
CSF-NUEPA workshop
Oct 30, 2012, New Delhi.
Skills build upon each other.
11. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
CSF-NUEPA workshop
Oct 30, 2012, New Delhi.
“Knowledge and even some skills have a shorter shelf life
these days.
The traditional 'K12 university career' linear
education model needs to be transformed into a more
iterative and on-demand model.”
- Alex Zhu, Forbes (2012)
12. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
Disruptions require on-demand, learning systems.
13. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
The learning cycle is shifting.
14. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
CSF-NUEPA workshop
Oct 30, 2012, New Delhi.
Insights:
Driven by intrinsic motivation.
Focus is on acquiring specific skills and not a degree.
People value inputs from an expert even without the lure
of a recognized certification.
15. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
CSF-NUEPA workshop
Oct 30, 2012, New Delhi.
How MOOCs impact secondary schooling.
- Extended 'shopping week'.
- Supplementing school education.
- A leveller.
- Acquiring new skills.
- A new form of networking.
- 'Drop-out' transition.
16. CSF-NUEPA workshop | Oct 30, 2012, New Delhi. Jayadev
“Even though I only have a high-school degree, I'm a
professional student.”
- Bill Gates, on MOOCs