Mrs. Akhila Prabhakaran presented on reimagining education. She discussed how the current education system needs change to become more learner-centric and adaptive. She highlighted issues like lack of quality teachers and faculty, lack of employable skills in students, and absence of updated curriculum aligned to global standards based on surveys. She proposed building an education ecosystem that focuses on learner-centered approaches, uses technology to enable collaboration, understands social contexts of learning, improves teacher development, and leads to broader outcomes beyond standardized testing. She envisioned self-organizing learning centers that are integrated with communities and businesses to continuously improve based on evolving needs.
Four educational trends for the new decadeAdrianGearld
Recently, there has been a lot of developments in the educational sector. Educators, school managements and government has become more active and invested in the educational world to improve the workforce and entrepreneurs of tomorrow. However, experts predict that in the coming year of 2020 which is also the beginning of the new decade, more educational trends are coming in. These trends are going to change the educational system for good.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
What will education look like in the future?EduSkills OECD
The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
1) Adoption of e-pedagogy is inevitable for modernizing education systems and preparing students for the 21st century. Traditional education is not adequately equipping students with digital skills needed in today's world.
2) E-pedagogy allows for enhanced teaching methods like blended learning, collaborative learning, and digital assessment. It provides more opportunities for student-teacher interaction and access to open educational resources.
3) For education systems and teachers to fully realize the benefits of e-pedagogy, restructuring is needed including updating infrastructure, training teachers, and modifying curricula to incorporate more technology-based learning.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
The document discusses issues with India's current education system and envisions a future system. The traditional system is classroom-oriented with one teacher for many students and only one-sided conversation. It is local with poor student performance and teacher quality. The future system envisions serving locally but training globally using quality materials and information technology. Students could have an online global campus. The future aims to reduce inequalities through greater investments in public and private education that encourages innovation, creativity and entrepreneurship.
Four educational trends for the new decadeAdrianGearld
Recently, there has been a lot of developments in the educational sector. Educators, school managements and government has become more active and invested in the educational world to improve the workforce and entrepreneurs of tomorrow. However, experts predict that in the coming year of 2020 which is also the beginning of the new decade, more educational trends are coming in. These trends are going to change the educational system for good.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
What will education look like in the future?EduSkills OECD
The document outlines 4 scenarios for the future of schooling presented by the OECD:
1) Schooling Extended - Formal education continues to expand with individualized learning supported by technology. Traditional school structures and roles remain.
2) Education Outsourced - Learning occurs through diverse private arrangements as schooling systems compete in an education market. Structures are varied and teaching roles are diversified.
3) Schools as Learning Hubs - Schools prioritize local partnerships and resources to support flexible learning arrangements and community involvement. Teachers work within networks.
4) Learn-as-you-go - Distinctions between formal and informal learning disappear as technology allows education to occur anywhere. Traditional schooling is dismantled
1) Adoption of e-pedagogy is inevitable for modernizing education systems and preparing students for the 21st century. Traditional education is not adequately equipping students with digital skills needed in today's world.
2) E-pedagogy allows for enhanced teaching methods like blended learning, collaborative learning, and digital assessment. It provides more opportunities for student-teacher interaction and access to open educational resources.
3) For education systems and teachers to fully realize the benefits of e-pedagogy, restructuring is needed including updating infrastructure, training teachers, and modifying curricula to incorporate more technology-based learning.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
Education delivery in post Covid-19 eraTAYOArulogun
Learning in Nigerian educational Institutions majorly features physical interactions which make it challenging for learning activities to take place away from the classroom or without a physical meeting between the teachers and the learners.
The pandemic is changing the ways we do almost everything.
Education - including educational infrastructures, institutions, systems, curricula, Governments, parents, teachers, and students – remains the most affected
To update the norms and values in education delivery after COVID-19, the Government at all levels, parents, teachers, and students have key roles to play.
The document discusses issues with India's current education system and envisions a future system. The traditional system is classroom-oriented with one teacher for many students and only one-sided conversation. It is local with poor student performance and teacher quality. The future system envisions serving locally but training globally using quality materials and information technology. Students could have an online global campus. The future aims to reduce inequalities through greater investments in public and private education that encourages innovation, creativity and entrepreneurship.
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It begins by providing background on the Indian education system and challenges like low literacy rates and high dropout rates. It then discusses how open and distance learning and ICT have helped increase access to education in the region. Some key points made include that open universities have helped many learners pursue education, ICT has made learning more engaging and practical, and institutions in North-East India like Krishna Kanta Handiqui State Open University have seen increasing enrollment through open and distance programs enabled by ICT. The document examines how ICT and open/distance learning can help address educational issues in North-
6. challanges in elementary education in pakistanZahid Mehmood
Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
School Education Post Lockdown By Dr Bijaya Kumar SahooBijaya K Sahoo
The document discusses the impact of lockdowns on schools and short and long term measures schools can take. In the short term, schools will focus on safety protocols, digitizing processes, counseling, and restructuring schedules. This may involve a hybrid model of some in-school and online learning. Long term measures include more online and personalized learning, assessments, and a transition to student-driven education. Teachers will need retraining and to provide customized support. Parents will need training on technology platforms and greater collaboration with schools. The future of schools is moving towards more online and virtual options to continue education.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Pulling No Punches: Change Management at Oakhill CollegeShani Hartley
This is the slideshow presented at the Twenty-First International Conference on Learning at Lander College for Women, Touro College, New York City, USA, July 2014
This document summarizes a presentation given by Ebba Ossiannilsson, PhD from Lund University. The presentation focuses on quality in e-learning and benchmarking e-learning programs. It discusses driving forces for quality in e-learning, approaches to quality assurance like self-evaluation and benchmarking, and benefits that can come from benchmarking e-learning programs, such as improved processes, new ideas, and enhanced reputation. It also provides an overview of the E-xcellence quality assurance program for e-learning that was developed through the EADTU and involved benchmarking by institutions and reviews by quality assurance agencies.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
The document discusses the impact of COVID-19 on education in India. It notes that over 320 million learners in India were unable to attend school due to lockdowns. While online education has helped continue learning, digital infrastructure limitations in India, especially in rural areas, have posed challenges. Both students and teachers faced difficulties adapting to online platforms due to a lack of resources and training. However, online learning has also created opportunities to improve digital literacy and make education more accessible. Going forward, the document suggests India promote blended learning models and boost access to virtual learning to reduce inequalities exacerbated by the pandemic.
Head teachers – Community of Learning - ITfC Dec 2014 workshopKarnatakaOER
The document outlines the aims and work of the Teacher Community of Learning (TCOL) in Bangalore South 3 Block. The TCOL aims to bring teachers together to use new teaching methods using ICT, share resources, and support one another. So far the TCOL has conducted workshops on mathematics and Kannada and created school-level resources. They have also set up ICT labs in schools. The TCOL has learned that student learning levels are low and bridge programs are insufficient. They plan to continue their work on mathematics and Kannada while strengthening school infrastructure and teacher learning.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
Degrees of social inclusion: Emerging insights from the ROER4D projectROER4D
Degrees of social inclusion: Emerging insights from the ROER4D project
Henry Trotter & Cheryl Hodgkinson-Williams
Open Education 2017 / 12 October 2017 / Anaheim, CA, USA
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
The document discusses issues and challenges facing higher education in India. It notes that while India has a large young population, higher education quality does not meet global standards. It identifies emerging issues like student protests, low funding, poor research, and faculty shortages. Challenges include focusing too much on problems rather than solutions, mismatches between supply and demand, and proliferation of low-quality private institutions. Solutions proposed include making curricula more dynamic, increasing teacher pay, strengthening industry partnerships, and implementing a fair quality assurance system.
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
The COVID-19 pandemic has resulted in over 1.2 billion children globally being out of school. This widespread shift to online learning has highlighted issues of inequitable access to technology and risks of increased learning poverty. While some argue that a hybrid model of education may emerge with benefits of online learning, there are also significant gaps in access between privileged and disadvantaged students. Research has shown that online learning can increase retention of information and take less time, but a structured environment is still important for younger learners and the transition online may have hindered learning goals for some. Moving forward, teachers will need to relearn and adapt pedagogy for a future with greater online and technology-based learning.
Current Trend in Education - Online SchoolingVioletaGCordova
This document discusses the challenges of online schooling during the pandemic. It notes that many students who were previously successful are now struggling with hybrid and online learning models due to lack of social interaction, video fatigue, and technology issues. It also acknowledges that students from low socioeconomic backgrounds face even greater barriers. The document examines the different learning modalities used in the Philippines, and shares survey results from one school that found many students lack devices and internet access needed for online learning. It reflects on the poor academic performance from the previous school year that used primarily modular learning. Solutions proposed to address the digital divide include identifying students who can access online learning, tapping donors, using community spaces with internet access, and utilizing radio/TV-based instruction
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
Cisco is committed to transforming education systems to better prepare students for the 21st century. The presentation discusses Cisco's work in establishing Education Centers of Excellence around the world and developing the Education 3.0 framework. Education 3.0 proposes reforming curriculum, assessments, technology and leadership to focus on 21st century skills like problem solving. It aims to create a more student-centered and equitable education system where learning can occur anywhere, anytime through technology.
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
Effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It begins by providing background on the Indian education system and challenges like low literacy rates and high dropout rates. It then discusses how open and distance learning and ICT have helped increase access to education in the region. Some key points made include that open universities have helped many learners pursue education, ICT has made learning more engaging and practical, and institutions in North-East India like Krishna Kanta Handiqui State Open University have seen increasing enrollment through open and distance programs enabled by ICT. The document examines how ICT and open/distance learning can help address educational issues in North-
6. challanges in elementary education in pakistanZahid Mehmood
Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
School Education Post Lockdown By Dr Bijaya Kumar SahooBijaya K Sahoo
The document discusses the impact of lockdowns on schools and short and long term measures schools can take. In the short term, schools will focus on safety protocols, digitizing processes, counseling, and restructuring schedules. This may involve a hybrid model of some in-school and online learning. Long term measures include more online and personalized learning, assessments, and a transition to student-driven education. Teachers will need retraining and to provide customized support. Parents will need training on technology platforms and greater collaboration with schools. The future of schools is moving towards more online and virtual options to continue education.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Pulling No Punches: Change Management at Oakhill CollegeShani Hartley
This is the slideshow presented at the Twenty-First International Conference on Learning at Lander College for Women, Touro College, New York City, USA, July 2014
This document summarizes a presentation given by Ebba Ossiannilsson, PhD from Lund University. The presentation focuses on quality in e-learning and benchmarking e-learning programs. It discusses driving forces for quality in e-learning, approaches to quality assurance like self-evaluation and benchmarking, and benefits that can come from benchmarking e-learning programs, such as improved processes, new ideas, and enhanced reputation. It also provides an overview of the E-xcellence quality assurance program for e-learning that was developed through the EADTU and involved benchmarking by institutions and reviews by quality assurance agencies.
This presentation, Current Trends in Education Programs, will review training, learning & development, as well as their latest trends, methods, and technologies employed in each methodology.
The document discusses the impact of COVID-19 on education in India. It notes that over 320 million learners in India were unable to attend school due to lockdowns. While online education has helped continue learning, digital infrastructure limitations in India, especially in rural areas, have posed challenges. Both students and teachers faced difficulties adapting to online platforms due to a lack of resources and training. However, online learning has also created opportunities to improve digital literacy and make education more accessible. Going forward, the document suggests India promote blended learning models and boost access to virtual learning to reduce inequalities exacerbated by the pandemic.
Head teachers – Community of Learning - ITfC Dec 2014 workshopKarnatakaOER
The document outlines the aims and work of the Teacher Community of Learning (TCOL) in Bangalore South 3 Block. The TCOL aims to bring teachers together to use new teaching methods using ICT, share resources, and support one another. So far the TCOL has conducted workshops on mathematics and Kannada and created school-level resources. They have also set up ICT labs in schools. The TCOL has learned that student learning levels are low and bridge programs are insufficient. They plan to continue their work on mathematics and Kannada while strengthening school infrastructure and teacher learning.
Education is the yardstick for every country’s political and socio-economic development; which acts as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
Degrees of social inclusion: Emerging insights from the ROER4D projectROER4D
Degrees of social inclusion: Emerging insights from the ROER4D project
Henry Trotter & Cheryl Hodgkinson-Williams
Open Education 2017 / 12 October 2017 / Anaheim, CA, USA
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
The document discusses issues and challenges facing higher education in India. It notes that while India has a large young population, higher education quality does not meet global standards. It identifies emerging issues like student protests, low funding, poor research, and faculty shortages. Challenges include focusing too much on problems rather than solutions, mismatches between supply and demand, and proliferation of low-quality private institutions. Solutions proposed include making curricula more dynamic, increasing teacher pay, strengthening industry partnerships, and implementing a fair quality assurance system.
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
The COVID-19 pandemic has resulted in over 1.2 billion children globally being out of school. This widespread shift to online learning has highlighted issues of inequitable access to technology and risks of increased learning poverty. While some argue that a hybrid model of education may emerge with benefits of online learning, there are also significant gaps in access between privileged and disadvantaged students. Research has shown that online learning can increase retention of information and take less time, but a structured environment is still important for younger learners and the transition online may have hindered learning goals for some. Moving forward, teachers will need to relearn and adapt pedagogy for a future with greater online and technology-based learning.
Current Trend in Education - Online SchoolingVioletaGCordova
This document discusses the challenges of online schooling during the pandemic. It notes that many students who were previously successful are now struggling with hybrid and online learning models due to lack of social interaction, video fatigue, and technology issues. It also acknowledges that students from low socioeconomic backgrounds face even greater barriers. The document examines the different learning modalities used in the Philippines, and shares survey results from one school that found many students lack devices and internet access needed for online learning. It reflects on the poor academic performance from the previous school year that used primarily modular learning. Solutions proposed to address the digital divide include identifying students who can access online learning, tapping donors, using community spaces with internet access, and utilizing radio/TV-based instruction
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
Cisco is committed to transforming education systems to better prepare students for the 21st century. The presentation discusses Cisco's work in establishing Education Centers of Excellence around the world and developing the Education 3.0 framework. Education 3.0 proposes reforming curriculum, assessments, technology and leadership to focus on 21st century skills like problem solving. It aims to create a more student-centered and equitable education system where learning can occur anywhere, anytime through technology.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
The document outlines a conference on empowering sustainable education through outcome-driven transformation and academic agility. It discusses key topics that will be covered, including introducing outcome-based education and its framework, limitations to its implementation, and why academic agility is essential. The conference aims to address how to effectively align education with evolving needs through a student-centric and adaptable approach focused on achieving measurable learning outcomes.
E pedagogy a conditional promise to indian education system & its develo...jagannath Dange
1) E-pedagogy is an inevitable reality for the Indian education system to prepare students for the 21st century with digital skills and to provide quality education.
2) For e-pedagogy to be realized in India, the entire education system needs to be restructured, including updating infrastructure, training teachers, and revising curricula to accommodate digital learning possibilities.
3) An assessment of current technological status in schools is needed along with policies to provide infrastructure and training to facilitate e-pedagogy.
This document summarizes a seminar on quality assurance in higher education institutions in India. The seminar aimed to discuss the objectives and significance of the National Assessment and Accreditation Council (NAAC) and Internal Quality Assurance Cells (IQACs), as well as innovative teaching practices, monitoring excellence, and best practices in governance. Speakers included experts from NAAC and principals/faculty from colleges. The seminar sought to encourage colleges to understand accreditation positively to help institutions transform their education like a caterpillar transforming into a butterfly.
The document discusses higher education in India. It outlines key issues like low enrollment rates compared to global averages, the need to improve access, equity and excellence. It also discusses challenges around funding, quality assurance and the tension between viewing education as a public vs. private good. The document proposes several reforms and initiatives to address issues like governance, research, vocational education and improving faculty resources. It provides details on existing government schemes aimed at areas like research, rankings, international collaboration, improving institutions and teacher training.
This document provides an agenda and summary of a presentation by Professor Dr. Ebba Ossiannilsson on sustainable quality in open online learning. It discusses the challenges of globalization and digitalization, and the need to understand learners and focus on their engagement. It emphasizes key skills for lifelong learning like creativity, critical thinking, and community skills. It also discusses open education and its role in promoting social justice and participation at multiple levels. Finally, it argues that new teaching methods are needed to focus on learner experiences and outcomes to drive transformation in education.
Ashish Dhawan, founder of Central Square Foundation, examines the role technology can plan in improving student learning, teacher training, and accountability systems. Presentation given at a meeting of education leaders in the Bay Area.
Presentation used by me in a Panel Discussion in Sports & Cultural Club, Sector 15A, Noida, India. It gives an overview of School and Higher education.
The document discusses 21st century standards and curriculum. It begins by explaining how education has changed from focusing on the "3 R's" with teacher-centered instruction to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how curriculum and instruction can be designed to enable students to meet 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and incorporating real-world applications and multimedia tools. Current research suggests these skills help students address complex challenges and use technology to impact the world positively.
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Learning, design and technology developmental evaluation and the experience api Charles Darwin University
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This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
The document summarizes the key points of India's draft National Education Policy, including:
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The document discusses 21st century standards and curriculum. It begins by providing background on how education has changed from focusing on the "3 R's" with traditional teaching methods to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how the standards and curriculum/instruction can be designed to enable students to satisfy 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and integrating multimedia tools. Current research suggests these skills and approaches help students deal with modern challenges and have successful futures.
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This document provides an overview of parallel programming with OpenMP. It discusses how OpenMP allows users to incrementally parallelize serial C/C++ and Fortran programs by adding compiler directives and library functions. OpenMP is based on the fork-join model where all programs start as a single thread and additional threads are created for parallel regions. Core OpenMP elements include parallel regions, work-sharing constructs like #pragma omp for to parallelize loops, and clauses to control data scoping. The document provides examples of using OpenMP for tasks like matrix-vector multiplication and numerical integration. It also covers scheduling, handling race conditions, and other runtime functions.
Hypothesis testing refers to formal statistical procedures used to accept or reject claims about populations based on data. It involves:
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Assessment and Planning in Educational technology.pptx
Re Imagining Education
1. REIMAGININGEDUCATION
8th February 2020
F R O M A U T H O R I T A R I A N T O D E M O C R A T I C E D U C A T I O N T O T H E G O A L O F L I B E R A T I O N
Presented by
Mrs. AKHILA PRABHAKARAN
IISc Bangalore
2. REIMAGININGEDUCATION
8th February 2020
F R O M A U T H O R I T A R I A N T O D E M O C R A T I C E D U C A T I O N T O T H E G O A L O F L I B E R A T I O N
Presented by
Mrs. AKHILA PRABHAKARAN
IISc Bangalore
3. 2
Reimagining Education
Current Education System (What?)
• History, Purpose and contemporary relevance
• Case for Change
Building an adaptive learning ecosystem (How?)
• Organizational Transformation
• Technology driven collaboration and engagement
• Understanding the Social context of Learning
• Teacher Education, Development, & Leadership
A broader set of outcomes (Where to?)
• Student Centered Learning
• Broader Learning Ecosystem
• Emergence of Self-organizing centres learning
A K H I L A P R A B H A K A R A N
4. 3
Education – History and Scope
• In the beginning, for hundreds of thousands of years, children educated themselves through self-directed play
and exploration. (world)
• Ancient India had the Gurukul system. (India)
• In America, in the mid 17th century, Massachusetts became the first colony to mandate schooling, the clearly stated
purpose of which was to turn children into good Puritans. (World)
• The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in
the 1830s. (India)
• Madras Presidency had 11,758 schools, and 740 centers for higher education in the Presidency, and with the exception of a few
European missionary schools were funded and managed at a community level. (Minutes on Native Education, in 1822 and 1826, Sir
Thomas Munro) (India)
• “Factory model of education” – Buckets, assembly lines, age-based cohorts, whole class instruction, standardization
• In recent times, the methods of schooling have become less harsh, but basic assumptions have not changed. Learning continues
to be defined as children's work, and power-assertive means are used to make children do that work.
A K H I L A P R A B H A K A R A N
5. 4
Education – Purpose
• Social order, awareness and upliftment
• Equip learners with a sense of purpose, knowledge, skills and values
• For individual and collective well being
– Access to material resources (income, wealth, job, housing)
– Quality of Life (healthcare, civic engagement, social connections, environment, life satisfaction)
• Provide manpower for science, technology, academia and industry
• Research & Higher Education as twin foci of universities
• Should result in full development of human personality and character
• Happy minds and thoughtful leaders
• Make a positive impact to society
Character is the most precious gift of education A K H I L A P R A B H A K A R A N
6. 5
Case for Change – Global Surveys
Teachers
• The world needs 68.8 million new teachers to reach the 2030 Sustainable Development Goals. (UNESCO Institute For Statistics, 2016)
• 77% of teachers feel they are in an innovation hostile environment. Talis Global Study, 2018
• 81% of teachers said they have considered leaving teaching in the last year because of the pressures of workload. National Education Union Survey, 2018
• 66% of parents fear their child will not find a job. Baker Dearing Trust, 2015
• 46% of parents are worried that their children are unhappy. Sturgeons Parent Survey, 2017
Parents
Business
• 88% of employers believe school leavers are not prepared for the workforce.
British Chamber Of Commerce Workforce Survey, 2018
• 4 out of 10 employers in the EU report difficulties finding employees with the
right skills. OECD, Getting Skills Right, 2016
Students
• Only 36% of millennials feel they have the knowledge and skills they need
to thrive in economy 4.0 Deloitte Millennial Survey, 2018
• 87% of teachers wish that school prepared children to make a positive difference to
society, but only 36% think this is the case. Big Change YouGov Survey, 2019
• It’s going to take another 100 years for children in developing countries to reach the education levels achieved in developed countries.
(Brookings, Why Wait 100 Years, 2015 )
• At the current rate of progress it will be 50 years to reach an equitable education system. Education Policy Institute Closing The Gap, 2017
A K H I L A P R A B H A K A R A N
7. 6
Case for Change – India Surveys (continued)
• Over ½ billion people in the age group (0-26) by 2020.
• India needs close to 370 thousand new teachers to meet its demand for primary education. About
3 million recruitments will be required for the same by 2030. (UNESCO Institute of Statistics –
2015)
• Indian higher education system is now one of the largest in the world, with 51,649 institutions
GER – 26.3% Target – 32% by 2022
• Admissions rate at IITs has been < 2% for years, while other prestigious institutions like the
Christian Medical College, Vellore admitted a miniscule 0.25% of applicants in 2015.
• 374,520 applicants competed over 800 available seats in MBBS programs at India’s top-rated All
India Institute of Medical Sciences in 2018.
• Inbound degree seeking students: 44766, Outbound degree seeking students: 277387 (World
Education News and Reviews)
• More than 70% of Indian students in the U.S. are enrolled in STEM fields.
• India’s engineering programs pump out some 1.5 million graduates annually, but many of these
alumni cannot find quality jobs.
• Unemployment rate is highest among youth with education until diploma (37%), graduate (36%)
and post graduate and above (36%) [Kotak 2019]
• Agriculture sector employs the most people in India, accounting for 44% of all jobs. [Kotak 2019]
India aspires to take its place beside the United States and China as the third largest economy by 2030-
2032. Our ten trillion economy will not be driven by natural resources, but by knowledge resources.
A K H I L A P R A B H A K A R A N
8. 7
Case for Change – National Agenda (continued)
SOURCE: 2019 Deloitte Deans Survey
10.1
27.5
34.8
43.5
63.8
78.3
79.7Lack of quality faculty
Employability of students
(when they graduate)
Absence of fresh curriculum that is
benchmarked with global standards
Lack of global perspective
Lack of quality jobs
Increasing fees
Others
Problems faced by Higher Education in India (Deloitte Deans Survey)
A K H I L A P R A B H A K A R A N
9. 8
Case for Change – What is Needed? (continued)
• Meet the rising demand for education
• Reduce cost of access
• Improve quality of education, which will be a key part of the
transition to the knowledge economy
• Understand and restructure evaluation mechanisms for
learners, institutions and teachers
• Social and emotional skills (soft skills) including cultural
awareness and empathy, perseverance and grit, teamwork
and leadership, among others
• Need for an effective system with engaging, integrated and
flexible approach to learning
• Relevance of skills and achievements in the current context of
technological advances, major social and environmental
changes and globalization
• Align with global sustainable development goal – “inclusive,
equitable, quality education & promote lifelong learning”
A system that advocates lifelong learning– beyond standardised testing, skills assessment and careerism
A K H I L A P R A B H A K A R A N
10. 9
Building an Adaptive Learning Ecosystem
Redesigning
Learning Spaces
Technology
driven
collaboration and
engagement
Learner-centricUnderstanding
Social context of
learning
Teacher
Education
development
and Leadership
A K H I L A P R A B H A K A R A N
11. 10
Redesigning Learning Spaces
Teaching environment preferences for specific course-related activities and assignments
SOURCE: EDUCAUSE Faculty Study 2019
AI / Analytics Driven Student Success Tools
• Alerts for declining progress
• Suggestions about new or different academic resources
• Suggestions about how a student can improve performance
• Guidance about courses students might consider taking in
the future
Integrated Technology Experiences
• Communication Technologies
• Reliable Access to Wi-fi throughout campus
• Online/Virtual Technologies
• Support for getting work done remotely
• Web conferencing
• Security and Privacy
• Physically re-arranging classroom seating
• Smart display devices
• Access to mobile devices in classrooms
System wide Policies
• Online and blended degree/certificate programs
• CRM for covering student lifecycle
• Technology adoption
A K H I L A P R A B H A K A R A N
12. 11
Technology Driven Collaboration and Engagement
Increased accessibility
• MOOC
• Mobile learning
Innovative Learning Spaces
• Blended Learning Designs
• Adaptive Learning Classrooms
Engaging content
• Augmented Reality, VR, MR
Securing the learning footprint
• Blockchain
Transforming the ecosystem
• Analytics
• AI
• Virtual assistants
Incorporate, Evaluate and Upgrade Technology driven learning tools
Accessibility
(Accessibility standards, user-focussed
participation, equipment, cost-of-use)
Functionality
(Scale, ease-of-use, tech-support,
hypermediality)
Integration
With LMS, responsive design,
privacy and security
Social Presence, Teaching
Presence and Cognitive Presence
A K H I L A P R A B H A K A R A N
13. 12
Understanding the Social Context of Learning
• Integrate with Community (Community-centric Learning Goals)
• Integrate with Businesses to redesign curriculum to address skill gaps
• Communities of Learning” (CoL) that encourages schools that are
geographically close to each other to work together as a network in
addressing a shared student achievement challenge
• Systematic understanding and analysis of need for funding and integrate
it will community partners (CSR) and local government to enable
prioritizing community and national goals in curriculum
A K H I L A P R A B H A K A R A N
14. 13
Teacher Education, Development, and Leadership
The quality of higher education faculty performance is critical to society. University faculty are also top producers of innovative
research, enhance disciplinary progress, contribute to institutional visibility, & are the largest contributors to scientific progress
• Need faculty trainers and leaders to develop capacity and create support system for educator training
• Faculty Development programs especially in Higher Education, need to be aligned with learner expectations
• Align classroom technology with faculty teaching preferences
• Capitalizing on personalization, participation, and content creation
• Centers for learning excellence in higher institutions with new roles like instructor, content designers and learning specialists who plan,
delivery and assess learning experiences and interface with corporate and community requirements
• Evaluate and improve based on making the learning process much more dynamic, creative, and generative
A K H I L A P R A B H A K A R A N
17. 16
The Future: Broader Education Ecosystem
Collaborative design and delivery of
knowledge and need based evaluation
National Policies
Globalization
Community
Businesses
Continuously
evolving
learning goals
From formal
curriculum to need
based courses and
assessments
Instructional Designers and Learning
Specialists with Researchers, tutors,
course and lab assistants
A K H I L A P R A B H A K A R A N
18. 17
The Future: Emergence of Self-organizing Centres of Learning
Design Courses/Curriculum
• Collaborative Design and Decision Making (new roles and courses envisioned)
• Curriculum that is recalibrated to standards and constructively aligned
• Universal Design for Learning (UDL) principles incorporated in all courses
• Active lecture design
Delivery process
• Mastery-focused classrooms
• BEST evidence teaching approaches
Feedback loop / Improvement
• Learning and teaching analytics
• Reflection based upon multiple feedback sources (not just student feedback)
• Criterion based assessment
• Learning strategies for students
A K H I L A P R A B H A K A R A N
19. 18
Key Takeaways
• Institutions are learner-centric, self-organizing centres of learning
• Students (parents/community) and teachers are co-creators of knowledge
• Learning goals and curriculum is integrated with contemporary community needs
• Critical thinking, independent inquiry and quest for learning – recognized as goals
• Integrated centers of learning excellence work with corporates to strike a balance between
learning and job-readiness
• Evaluate and measure success based on parameters that simplify, sustain and grow
the ecosystem
• All agents continuously incorporate, evaluate and upgrade technology driven learning tools
• Recognize teachers as lifelong learners and the most important agents in the ecosystem
dedicated to the goal of creating lifelong learners
A K H I L A P R A B H A K A R A N
20. 19
तत् कर्म यत् न बन्धाय, सा विद्या या विमुक्तयय।
आयासाय अपरं कर्म, विद्या अन्या शिल्प–नौपणमर््
— श्रीविष्मणपणरामे प्रथर्स्कन्धे एकोनविंिोध्याय
That is action, which does not promote attachment; That is knowledge which liberates.
All other action is mere effort/hardship; all other knowledge is merely another skill/craftsmanship
A K H I L A P R A B H A K A R A N