The document discusses the attributes of an educated person in the 21st century. It analyzes views from various thought leaders on skills such as critical thinking, problem solving, communication, and lifelong learning. Additionally, it recognizes a strong consensus among sources that an educated person is equipped to handle most life situations through skills like reasoning, writing, speaking and making decisions. Formal education often overlooks these soft skills in favor of more easily assessable ones, but true education is an ongoing process not defined by degrees alone.

3.  The challenge of Numbers
 The challenge of Quality
 The challenge of Access
 The challenge of pedagogy
But the most important is the
challenge of the change of mindset.

4.  Inclusive education: imparting quality education to
increasing numbers…developing learning metrics
 Moving from the art of teaching to the science of
learning
 Building in the students the capacity
‘to learn how to learn’
 Adopting 21st century
communication tools for enhanced
learning experience

5. What does it mean to
know (something)?
How does a learner know
that he has learnt (what
he set out to learn)?
What are the attributes
of ‘an educated person’
in the 2nd half of the
21st Century?

6. A dmit a few naturally occurring good learners
A ppoint some naturally occurring good faculty
A ccommodate them in a nice campus
……and good learning would happen;
It does happen…….BUT

7.  It is not replicable
 It is not scalable
 It is not sustainable
 Hence not suitable
for inclusive
education
Only a technology
empowered model will
have the above
attributes

8.  It is not enough that a lecture was taken
 What about the learning transactions?
 Did learning take place?
 Did an interest in learning take
place?
 Did the learner learn how to learn?
 Did the learner learn how to think?
 Can the learner find meaning in large amounts of
data?

9.  Learning moments
 Epiphanic moment
 Eureka moment
 Jaw-dropping moment
 The moment of truth
 The Sputnik moment
 The ‘aha’ moment

10.  Excite me about what I am
going to learn, and describe it
in clear terms, and then tell
me about it.

11.  Videos
 Demos
 Animations
 Pictures
 Images
 Diagrams
 Mindmaps

12.  Give me tasks to provide evidence of my learning

13.  Give me feedback for me to improve my learning

14.  Extensions and Applications

15.  Let me find out more on my own and also reflect
upon my learning

16.  Learning Theories
 Cognitive Learning Styles
 Sensory Learning Styles
 Creating the ‘Teachable
Moment’
When the Learner is ready, the Teacher
will appear

17. 1 Deductive
2 Inductive
3 Discovery
4 Incidental
5 Apprentice

18. Verbal Learners
Visual Learners
Auditory Learners
Kinesthetic Learners

19.  Learned helplessness
 Learning goals not articulated
 Not ready for the present learning intervention
 Lack of adequate reading and comprehension rate
 Not devoting time required for
the learning tasks
 Inadequacy of available learning
technologies

20. MODE - 1

21. MODE - 2

22. MODE - 3

23.  Nano-learning Objects delivering well designed learning
experience categorised as learning moments: epiphanic,
eureka, sputnik, aha….
 Live real world learning with no prescribed curriculum
and constructing learning
from latest research, leading
technologies ,in domains where
no text-books are available.
 Personalised Learning Support
Network (PLSN)
 Apps, Tablets and Robots

24.  Information Seeking (Search Skills)
 Information Organizing Skills
 Information Presentation Skills
 Reflecting on one’s learning.

25. Modern Classroom
Virtual
Classroom
New Age Teacher
Classroom
anywhere Access Device
Social Media

27.  In the past, educated persons have demonstrated
different knowledge and skill sets.
 I have been exploring what would be the
attributes of an ‘educated person’ in the future.
 Some research led me to views of leading
Institutions (Harvard and Princeton) and thought
leaders on the same.
 Oliver Van Demille’s [American author and
Educator] ‘A Thomas Jefferson Education’
included Harvard’s list, in addition to two others.

28. Bill Gates (6th August 2010)

29.  He believes the web is where people will be learning in
five years from now, not Colleges and University.
 During his chat he said: Five years from (6th August
2010) now on the web for free you’ll be able to find
the best lectures in the world. It will be better than
any single University.
 Gates’ reasoning is based on the assumption that
education away from the classroom should count as
credit. So if MIT release courses on the web, a student
should be able to study them at home and get credit
for doing so.

30. "Globalisation and Information
Technology revolution have gone to a
whole new level. Thanks to Cloud
Computing, robotics, 3G wireless
connectivity, Skype, Google, Facebook,
Linked in, Twitter, the iPad and cheap
Internet enabled Smartphones, the
world has gone from connected to
hyper-connected. This is the single most
important trend in the world today."

31. “Learning how to Learn is life’s most
important skill.” —Tony Buzan, originator
of Mindmaps
“ The illiterates of the 21st Century will
not be those who cannot read or write,
but those who cannot, learn, unlearn and
relearn.”
—Alvin Toffler , American author and futurist

32. 1. The ability to define problems without a guide.
2. The ability to ask hard questions which challenge prevailing
assumptions.
3. The ability to quickly assimilate needed data from masses of
irrelevant information.
4. The ability to work in teams without guidance.
5. The ability to work absolutely alone.
6. The ability to persuade others that your course is the right one.
7. The ability to conceptualize and reorganize information into new
patterns.
8. The ability to discuss ideas with an eye toward application.
9. The ability to think inductively, deductively and dialectically.
10. The ability to attack problems heuristically.

33.  Information-Assimilation – how to find, consume, and
comprehend information and identify what’s most
important in the face of a problem or challenge.
 Writing – how to communicate thoughts and ideas in
written form clearly and concisely.
 Speaking – how to communicate thoughts and ideas
to others clearly, concisely, and with confidence.
 Mathematics – how to accurately use concepts from
arithmetic, algebra, geometry, calculus, and statistics
to analyze and solve common problems.
 Decision-Making – how to identify critical
issues, prioritize, focus energy/effort, recognize
fallacies, avoid common errors, and handle ambiguity.

34.  Rapport – how to interact with other people in a way
that encourages them to like, trust, and respect you.
 Conflict-Resolution – how to anticipate potential
sources of conflict and resolve disagreements when
they occur.
 Scenario-Generation – how to create, clarify, evaluate,
and communicate a possible future scenario that
assists in decision-making, either for yourself or
another person.
 Planning – how to identify the necessary next steps to
achieve an objective, account for dependencies, and
prepare for the unknown and inevitable change via the
use of contingencies.

35.  Self-Awareness – how to accurately perceive and
influence your own internal states and emotions,
including effective management of limited energy,
willpower, and focus.
 Interrelation – how to recognize, understand, and
make use of key features of systems and relationships,
including cause-and-effect, second and third-order
effects, constraints, and feedback loops.
 Skill Acquisition – how to go about learning a desired
skill in a way that results in competence by finding and
utilizing available resources, deconstructing complex
processes, and actively experimenting with potential
approaches.

36.  The ability to think, speak, and write clearly.
 The ability to reason critically and systematically.
 The ability to conceptualize and solve problems.
 The ability to think independently.
 The ability to take initiative and work independently.
 The ability to work in cooperation with others and learn collaboratively
 The ability to judge what it means to understand something
thoroughly.
 The ability to distinguish the important from the trivial, the enduring
from the ephemeral.
 Familiarity with the different modes of thought (including quantitative,
historical, scientific, and aesthetic.)
 Depth of knowledge in a particular field.
 The ability to see connections among disciplines, ideas and cultures.
 The ability to pursue life long learning.

37.  The ability to understand human nature and lead accordingly.
 The ability to identify needed personal traits and turn them into
habits.
 The ability to establish, maintain, and improve lasting relationships.
 The ability to keep one’s life in proper balance.
 The ability to discern truth and error regardless of the source or the
delivery.
 The ability to discern true from right.
 The ability and discipline to do right.
 The ability and discipline to constantly improve.

38.  There’s a remarkably strong consensus from
independent sources (inside and outside
academia) about what it means to be an
“educated” person.
 An “educated” person is one equipped to
deal with most common life situations. Skills
related to these areas are the skills that will
be most useful throughout the course of life.

39.  Education is an ongoing process that is not
synonymous with certification: such programs
almost universally skip teaching these “fuzzy”
skills in favor of other skills that can be assessed
more easily.
 “Education” does not end with the award of a
Degree.
 The true test of these skills is how an individual
responds in situations that call for them through
life.

40.  Traditional formal education systems have
almost no concern with these areas, and may
actually be counterproductive.
 Current trends in centralisation and
standardisation are leading to less emphasis
in these areas over time, not more.

41.  To improve in each of these areas, you must
invest time, energy, and resources learning
these skills on your own.
 Investment in learning skills related to these
areas is most likely to pay dividends in real-
world situations, either in money or overall
life satisfaction.

42.  What are you practicing right now?
 What skills are you actively developing?
 Are these efforts contributing to your
development as an “educated” person, or are
they coming in the way?

44.  Process of quantifying individual’s achievement,
personality, attitudes, habits and skills
 Quantification appraisal of observable phenomena
 Process of assigning symbols to dimensions of
phenomena
 An operation performed on the physical world by an
observer
 Process by which information about the attributes or
characteristics of things are determined and
differentiated

45.  Qualitative aspect of determining the outcomes of learning.
 Process of ranking with respect to attributes or trait
 Appraising the extent of learning
 Judging effectiveness of educ. experience
 Interpreting and analyzing changes in behavior
 Describing accurately quantity and quality of thing
 Summing up results of measurement or tests giving meaning
based on value judgments
 Systematic process of determining the extent to which
instructional objectives are achieved
 Considering evidence in the light of value standard and in
terms of particular situations and goals which the group of
individuals are striving to attain.

46. Instructional
a) Principal (basic purpose)
 to determine what knowledge, skills, abilities, habits and
attitudes have been acquired
 to determine what progress or extent of learning attained
 to determine strengths, weaknesses, difficulties and needs
of students
b) Secondary (auxiliary functions for effective teaching
and learning)
 to help in study habits formation
 to develop the effort-making capacity of students
 to serve as aid for guidance, counselling, and prognosis

47. Administrative/Supervisory
 to maintain standards
 to classify or select for special purposes
 to determine teachers efficiency, effectiveness of
methods, strategies used (strengths, weaknesses, needs);
standards of instruction
 to serve as basis or guide for curriculum making and
developing
 to serve as guide in educational planning of administrators
and supervisors
 to set up norms of performance
 to inform parents of their children’s progress in school
 to serve as basis for research

48. Evaluation assesses or make appraisal of
 Educational objectives, programs, curricula,
instructional materials, facilities
 Teacher
 Learner
 Public relations of the school
 Achievement scores of the learner
Evaluation conducts research

49. Evaluation should be
 Based on clearly stated objectives
 Comprehensive
 Cooperative
 Used Judiciously
 Continuous and integral part of the teaching
– learning process

50.  Diagnostic Evaluation – detects pupil’s learning difficulties
which somehow are not revealed by formative tests. It is
more comprehensive and specific.
 Formative Evaluation – It provides feedback regarding the
student’s performance in attaining instructional objectives.
It identifies learning errors that needed to be corrected and
it provides information to make instruction more effective.
 Placement Evaluation – It defines student’s entry
behaviors. It determines knowledge and skills he possesses
which are necessary at the beginning of instruction.
 Summative Evaluation – It determines the extent to which
objectives of instruction have been attained and is used for
assigning grades/marks and to provide feedback to
students.

51.  Validity
Content, concurrent, predictive, construct
 Reliability
Adequacy, objectivity, testing condition, test
administration procedures
 Usability
(practicality) ease in administration, scoring,
interpretation and application, low cost,
proper mechanical make – up

52. Classification of Tests
 According to manner of response:
Oral and Written
 According to method of preparation:
Subjective/essay and Objective
 According to nature of answer
Intelligence test, Personality test, Aptitude test, Prognostic
test, Diagnostic test, Achievement test, Preference test,
Accomplishment test, Scale test, Speed test, Power test,
Standardized test, Teacher – made test, Placement test

53. Standard Tests
 Psychological test – Intelligence test, Aptitude
test, Personality (Rating scale) test, Vocational
and Professional Interest Inventory
 Educational Test
Teacher – made test
 Planning, Preparing, Reproducing, Administerin
g, Scoring, Evaluating, Interpreting

54.  Effectiveness of distractors
A good distractor attracts the student in the lower group
than in the upper group
 Index of discrimination
The index of discrimination may be positive if more students
in the high group got the correct answer and negative if
more students in the low group got the correct answer.
 Index of difficulty
Difficulty refers to the of getting the right answer of each
item. The smaller the percentage, the more difficult the item
is.

55. Essay type
 Advantages: easy to construct, economical, minimize guessing, develops
critical thinking, minimize cheating and memorizing, develops good study
habits
Objective type
 Recall type – simple recall, completion type
 Recognition type – alternate response (true/false, yes/no, right/wrong,
agree/disagree); Multiple choice (stem-and-options variety, setting-and-
options variety, group-term variety, structured – response variety,
contained-option variety)
 Matching type
 Rearrangement type
 Analogy type – purpose, cause and effect, synonym relationship, antonym
relationship, numerical relationship
 Identification type

56.  Stem-and-options variety : the stem serves as the
problem
 Setting-and-options variety : the optional respon-
ses are dependent upon a setting or foundation of
some sort, i.e. graphical representation
 Group-term variety : consist of group of words or
terms in which one does not belong to the group
 Structured: response variety: makes use of structured
response which are commonly use in classroom
testing for natural science subjects
 Contained-option variety: designed to identify errors
in a word, phrase, sentence or paragraph.

57.  It is the teacher’s blue print.
 It determines the content validity of the tests.
 It is one- way table that relates the
instructional objectives to the course content
 It makes use of Bloom’s Taxonomy in
determining the Levels of Cognitive Domain

58. Time Levels of Cognitive Abilities No. of Test %
Topic spent K C A HA Items
Step 1 Step 2 Step 9 Step 6 Step 4
Identify Determin Compute the number of items Determine Find the
the e the per topic per level the number % time
topics time of test spent for
to be spent in items per each
hours for Step 10
tested topic topic
from the each Determine the test item
syllabus topic placement and indicate it in the
cell per topic per level
Step 3 Step 7 Allocate % marks for Step 5
Total Find the the different levels Determine 100%
total time Step 8 Compute number of the total
spent items per levels test items

59. Mean – The most widely used and familiar
average. The most reliable and the most
stable of all measures of central tendency.
 Advantage: It is the best measure for regular
distribution.
 Disadvantage: It is affected by extreme
values
 What is the mean?
75,60,78, 75 76 75 88 75 81 75

60. Median – The scores that divides the distribution into
halves. It is sometimes called the counting average.
 Advantage: It is the best measure when the
distribution is irregular or skewed. It can be located in
an open-ended distribution or when the data is
incomplete (ex. 80% of the cases is reported)
 Disadvantage: It necessitates arranging of items
according to size before it can be computed
 What is the median?
75,60,78, 75 76 75 88 75 81 75

61. Mode – the crude or inspectional average measure. It
is most frequently occurring score. It is the poorest
measure of central tendency.
 Advantage: Mode is always a real value since it
does not fall on zero. It is simple to approximate by
observation for small cases. It does not necessitate
arrangement of values.
 Disadvantage: It is not rigidly defined and is
inapplicable to irregular distribution
 What is the mode of these scores?
75,60,78, 75 76 75 88 75 81 75

62. Quartiles
Deciles
Percentiles

63.  Point measures where the distribution is
divided into four equal parts.
Q1 : N/4 or the 25% of distribution
Q2 : N/2 or the 50% of distribution
(this is the same as the median of the
distribution)
Q3 : 3N/4 or the 75% of distribution

64.  Point measures where the distribution is
divided into 10 equal groups.
D1 : N/10 or the 10% of the distribution
D2 : N/20 or the 20% of the distribution
D3 : N/30 or the 30% of the distribution
D4 : N/40 or the 40% of the distribution
D5 : N/50 or the 50% of the distribution
D….
D9 : N/90 or the 90% of the distribution

65.  Point measures where the distribution is
divided into 100 equal groups
P1 : N/1 or the 1% of the distribution
P10 : N/10 or the 10% of the distribution
P25 : N/25 or the 25% of the distribution
P50 : N/50 or the 50% of the distribution
P75 : N/75 or the 75% of the distribution
P90 : N/90 or the 90% of the distribution
P99 : N/99 or the 99% of the distribution

66.  Range: R = highest score – lowest score
 Quartile Deviation : QD = ½ (Q3 – Q1)
 It is known as semi inter quartile range
 It is often paired with median
 Standard Deviation:
 It is the most important and best measure of variability
of test scores.
 A small standard deviation means that the group has
small variability or relatively homogeneous.
 It is used with mean.

67. Mean = fM
f
fM – total of the product of the
frequency (f) and midpoint (M)
f – total of the frequencies

68.  Median = L + c [N/2 - cum f<]
fc
L – lowest real limit of the median class
cum f< – sum of cum f ‘less than’ up to but
below median class
fc – frequency of the median class
c – class interval
N – number of cases

69. Mode = LMo + c/2 [ f1 – f2 ]
[2fo – f2 – f1]
LMo – lower limit of the modal class
c – class interval
f1 – frequency of class after modal class
f2 – frequency of class before modal class
f0 – frequency of modal class

70.  Learning analytics is the
measurement, collection, analysis
and reporting of data about learners
and their contexts, for purposes of
understanding and optimising
learning and the environments in
which it occurs.
 A related field is educational data
mining..

71.  The increasing interest in 'big data' for business
intelligence
 The rise of online education
 Emergence of Virtual Learning Environments
(VLEs), Content Management Systems (CMSs),
and Management Information Systems (MIS) for
education
 Manifold increase in digital data regarding
student background (often held in the MIS) and
learning log data (from VLEs).

72.  Learning Analytics uses several techniques
and approaches from different disciplines.
 Mathematical techniques (network and graph
theory).
 Sociological approaches to social networks.
 Statistical methods for predictive modeling
of successful learner behaviour.

73.  Application of 'business
intelligence' techniques to
educational data.
 The optimisation of
systems to support
learning.
 About getting to know
whether a student is
engaged/understanding
even if we can’t see them?

74.  Increasing focus on evidencing progress
 This focus leads to a teacher stakehold in the
analytics
 An increasing emphasis on the pedagogic
dimension
 This pressure is increased by the economic
desire to improve engagement in online
education for the deliverance of high quality -
affordable - education.

75.  Sociologists like Wellman and Watts...and
mathematicians like Barabasi and Strogatz.
 The work of these individuals has provided us with a
good sense of the patterns that networks exhibit
(small world, power laws), the attributes of
connections (in early 70's,
 Granovetter explored connections from a perspective
of tie strength and impact on new information), and
the social dimensions of networks (for
example, geography still matters in a digital
networked world).

76.  Social network analysis (SNA) - "the mapping and
measuring of relationships and flows between people,
groups, organizations, computers, URLs, and other
connected information/knowledge entities.
 The nodes in the network are the people and groups
while the links show relationships or flows between
the nodes. SNA provides both a visual and a
mathematical analysis of human relationships.
 Management consultants use this methodology with
their business clients and call it Organizational
Network Analysis [ONA]

77.  Discourse analytics aims to capture meaningful data on
student interactions which (unlike 'social network
analytics') aims to explore the properties of the language
used
 Social Learning Analytics which is aimed at exploring the
role of social interaction in learning, the importance of
learning networks, discourse used to sense make, etc.
 Disposition Analytics which seeks to capture data
regarding student's dispositions to their own learning,
and the relationship of these to their learning. For
example, "curious" learners may be more inclined to ask
questions - and this data can be captured and analysed
for learning analytics.

78.  Impact of interaction
 Prediction
 Personalization & Adaptation
 Intervention
 Information visualization, typically in the
form of so-called learning dashboards

79.  SNAPP - a learning analytics tool that visualizes the
network of interactions resulting from discussion
forum posts and replies.
 LOCO-Analyst - a context-aware learning tool for
analytics of learning processes taking place in a web-
based learning environment
 SAM - a Student Activity Monitor intended for
Personal Learning Environments
 Software that is currently used for learning analytics
applies functionality of web analytics software, to
learner interactions with content.

80.  Concerns have been raised regarding the ethics
of data collection, analytics, reporting and
accountability
 Data ownership
 Communications around the scope and role of
Learning Analytics
 The necessary role of human feedback and
error-correction in Learning Analytics systems
 Data sharing between
systems, organisations, and stakeholders

81. Thank you !
Email: mmpant@gmail.com
Website: www.mmpant.net
http://mmpant.wordpress.com/