Virtual Learning

TPCK

TPCK

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. Traditionally, teaching did not require that the instructor also be learner, but only expert. Those who taught could do so in communicative (non-)interaction with the learner in a manner of talking-at. This is no longer adequate. Techno-pedagogy demands that lifeworld experience be enmeshed in hyperlearning. Neither theory nor practice, singularly, is a viable method of instruction -- regardless of the discipline and its methodological heritage. Teachers must now interact with learners by talking-through.

Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting, derived from the Latin 'texere' (to weave or fabricate). Here, 'techno' is a qualifier; it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information. It may also be used to describe the medium-specific learning strategies inherent in each technological form: where the medium facilitates or contributes to the learning process in such a way that another medium would not be able to -- an environmental uniqueness. Techno-pedagogy, then, necessarily implies that there is not only one valid or legitimate method of instruction per discipline nor per medium (nor per learner!). Creativity is an essential aspect of the successful learning environment. Additionally, generating multiple strategies for learning (per concept, per medium and/or per learner) within one mediated learning environment (or product) brings to fruition the idea of a postmodern pedagogy, defined in terms of praxis. It is a metaphorical interweaving of fact and fiction, text and texture, imagination and myth, word and image, language and symbol. The educational media developer must always strive to reach as many factors involved in the contextual interplay as possible, simultaneously frustrated and awe-struck in awareness that such knowledge will never be complete.

Content Knowledge (CK)

Content knowledge may be defined as “a thorough grounding in college-level subject matter” or “command of the subject”. It may also include knowledge of concepts, theories, conceptual frameworks as well as knowledge about accepted ways of developing knowledge.

Pedagogical Knowledge (PK)

Pedagogical knowledge includes generic knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories about learning. This knowledge alone is necessary but insufficient for teaching purposes. In addition a teacher requires content knowledge.

Pedagogical Content Knowledge (PCK)

Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively. This is knowledge about how to make a subject understandable to learners. PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.

Technological Content Knowledge (TCK)

Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content. For example, digital animation makes it possible for students to conceptualize how electrons are shared between atoms when chemical compounds are formed.

Technological Pedagogical Knowledge (TPK)

Technological pedagogical knowledge refers to the affordances and constraints of technology as an enabler of different teaching approaches. For example online collaboration tools may facilitate social learning for geographically separated learners.

Technological Pedagogical Content Knowledge (TPCK)

Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies

TPCK image

Technology

Techno Pedagogy

Technology and Education

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. Traditionally, teaching did not require that the instructor also be learner, but only expert. Those who taught could do so in communicative (non-)interaction with the learner in a manner of talking-at. This is no longer adequate. Techno-pedagogy demands that life world experience be enmeshed in hyper learning. Neither theory nor practice, singularly, is a viable method of instruction -- regardless of the discipline and its methodological heritage. Teachers must now interact with learners by talking-through.

Pedagogical approach

Pedagogically speaking, cognitive and constructivist learning theories serve as anchors in the design process of our computerized learning environments. These theories define the role of the learner differently from the behaviorist model, where the student is seen as a funnel and the teacher, the information provider. Thanks to the work of the constructivists and cognitive scientists, we now know that the learner plays an active role in building his knowledge and that he has a unique and personal way of thinking and learning, although subjected to some universal cognitive limitations.

Techno pedagogy

Techno-pedagogy is a key deciding factor in whether an educational media product is successful or not. What exactly is meant by this term? Literally, 'pedagogy' refers to the art-science of teaching and 'techno' refers to the art-skill in handcrafting, derived from the Latin 'texere' (to weave or fabricate). Here, 'techno' is a qualifier; it intersects or crosses the meaning of 'pedagogy' with its own. Techno-pedagogy refers to weaving the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information.

What are the key elements of any ICT based pedagogical design?

In any pedagogical design the key elements are:

•      The learning needs

•      The public target

•      The learning objectives

•      The content

•      How to measure the outcomes

In the specific case of ICT:

•      The level of technology knowledge of the students

•      How we can use technology to improve the experience of learning

Talking Towards Techno-Pedagogy:

Ò 1) What are pedagogical approaches you use in social science classes?

Ò 2) Kinds of resources you encounter and need for class

Ò 3) What roles and responsibilities do you currently assume regarding the use and instruction of technology?

Ò 4) What goals do you have for collaboration in this area?

Ò 5) What resources are you considering devoting to its future development?

E-Learning

                   e-Learning is defined as ‘learning facilitated and supported through the use of information and communications technology (ICT).’ The e-learning and Pedagogy programme aims to ensure that e-Learning should be ‘pedagogically sound, learner-focused and accessible

                                                  Virtual learning environment (VLE)

A virtual learning environment (VLE), or learning platform, is an e-learning education system based on the web that models conventional in-person education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum website links..

                                                       Virtual field trip

Ò  A virtual field trip is a guided exploration through the world wide web that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience.

Ò  It is an inter-related collection of images, supporting text and/or other media, delivered electronically via the World Wide Web, in a format that can be professionally presented to relate the essence of a visit to a time or place. The virtual experience becomes a unique part of the participants' life experience.

                                                       Pedagogy and e-Learning

Ò  e-Learning and collaborative/co-constructive pedagogies go together. The dynamics of classrooms change when e-Learning is part of the regular learning environment.Using collaborative, interactive pedagogies that also foster co-operation, appear to lead to effective learning and better teacher/student relationships over time.Technology in classrooms becomes an effective tool when teachers deliberately use them in relation to appropriate and targeted pedagogical practices.

ICT in Class room

Ò  From Behaviourism to Constructivism

    - Psychological way of thinking

    - Construction of knowledge

    - Inquiry/ Scientific method

    - Learning through social interaction

    - Global society

    - Bring society into the class room

       (Internet & Multi- media merits)

Impact of ICT

   1. Higher order thinking

   2. Divergent thinking

   3. Scientific temperament

   4. Learning by doing

   5. Real & concrete experience

   6. Learner centered teaching & learning

   7. Concept of Multiple Intelligence

   8. Both IQ & EQ develops

   9. Equal opportunity to all

   10. Considering individual difference

   11. Co- operative & Collaborative learning

   12. Play-way method- Stress on games

How can the use of ICTs help improve the quality of education?

•      Motivating to learn.

•      Facilitating the acquisition of basic skills

•      Enhancing teacher training

•      Active learning

•      Collaborative learning

•      Creative Learning

•      Integrative learning

•      Evaluative learning

Internet as a Mass Media

Main functions:

   -Collection, distribution & interpretation of information

   -Provision of a medium for different types communication like text voice, on-line etc

   -Entertainment & Socialisation

   -Transmission of social heritage from one region to another & from one generation to other

   -Enrichment of economy & culture

   -Provision of a worldwide single communication channel

On-line teaching – Merits

-Informal & non- formal education

 -Low cost & time saving

 -Privacy

 -Self Pacing

 -Individual difference

 -No need for formal set up

 -Self motivation & self discipline

Content & Design of an on-line Teaching material

The scope of the materials should be determined & a creative treatment should be made. The subject expert should specify what will be taught & how it will be presented

How much content should an e-lesson include?

Ò  A single e-lesson should not take more than 30 minutes of learning time.

Ò  How many pages of content should the SME submit to create a single e-lesson?

Ò  There are no precise rules on this; it depends on the level of complexity and on the number of questions and interactions in the lesson. For a 30-minute e-lesson that included 30 screens (using an estimate of 1 minute per screen of, for example, a text/image or a feedback window), approximately 10-15 pages of content would be required.

Tips for developing a demonstration-practice lesson

Ò  You can use an animation (e.g. a flash animation) to demonstrate the procedure. This should be accompanied by a detailed verbal explanation, in the form of written text or audio comment.

Ò   Allow the learner to control the animation by providing play, pause, stop and reload buttons.

Ò  Integrate different media to present the example (e.g. a picture and text or audio narration). If the example is long or complex, break it up into smaller components.

Ò  Display on-screen text to provide the best readability and clarity. If possible, use diagrams, graphs and flow charts to help the learners understand the content.

What is blended learning?

Ò  This refers to learning models that combine traditional classroom practice with e-learning solutions. For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through chat, and are subscribed to a class email list.

Ò  “Blending” was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly one that dispenses with a live Instructor altogether.

Pedagogy and “webogogy”

Ò  The Internet provides a wide range of scope for integrating varied learning experiences  and making learning holistic. All of the resources developed by an individual teacher could be shared in a web forum for further refining the lesson plans.

The various skills and competencies to be developed on the part of student teachers would be:

•      Surfing the Internet and locating useful information from the Internet for the development of lesson plans.

•      Developing lessons plans incorporating student use of technology in the learning process.

•      Evaluating and selecting appropriate software for a particular subject and per student needs.

•      Generating printed documents like student assignments, newsletters, communication, etc. utilizing a variety of applications software like word processing and desktop publishing.

•      Managing student data ; using data management tools for efficiently managing learning.

•      Using technology to gather, organize, and report information about student performance like Excel and Access for database management.

  

•      Developing tools to evaluate technology-based student projects including multi-media, word processing, database, spreadsheet, PowerPoint, desktop publishing, and Internet/telecommunications.

•      Using the Internet to support professional development including locating professional organizations, communicating with other teachers electronically, and participating in on-line professional development workshops and seminars.

•      Developing assignments and project work for students; giving them broader and deeper knowledge in a field of study; developing critical thinking and infusing creativity among students.

Model Question Paper 1X

SECOND SEMESTER B.Ed. DEGREE EXAMINATION- Oct/Nov 2014

(Revised scheme- 2013)

Model Question Paper

Paper 1X- EDU 09.10 Theoretical Base of Social Science Education-II

Duration: 2 Hours                                                                                Maximum: 50 Marks

[Instruction: Answer all questions from Part A and Part B, four questions from Part C and one question from Part D.]

PART – A

                 (Select the most appropriate option from those given in the brackets)

1.    The Unit approach in organizing social science curriculum is -

(A.  Child centred, B. Content centred, C. Community centred, D. Teacher centred)

2.    The main advantage of a social science laboratory is -?

(A. To keep apparatus, B. To facilitate learning by doing, C. To make teaching interesting,

D. To keep archaeological materials)

3.     Action hypotheses are based on -

(A.  Theory, B. Causes of the problem, C. Experience of the Investigator, D. Previous research)

4.     Which of the following is an example of learner centred instructional strategy?

(A. collaborative learning, B. Problem solving, C. Discovery learning, D. All the above)

5.     Which of the following is an element of a teaching model?

(A. Syntax, B. Effects, C. Both of the above , D. None of the above)

6.     Research outlook can be developed mainly by -

(A.  Lecture  method, B. Question answer method, C. Supervised study method, D. Problem method)

7.    Which of the following is used as an activity for developing International Understanding?

(A.  Singing National Anthem, B. Arranging an exhibition, C. Celebrating birth days of world leaders, D. Celebrating National Days)

8.    Which of the following is a function of a good text book in social science?

(A. An assistant master in print, B. A self teaching device, C. A constant companion of the student, D. All the above)

9.     Which of the following is an example of historical community resource?

(A. Palace, B. Grama sabha, C. Banks, D. Sea shore)

10.   Which approach is based on the principle ‘whole to parts’ in organizing curriculum?

(A.  Spiral approach, B. Concentric approach, C. Topical approach, D. All the above)

                                                                                                   (10 x 1 = 10 Marks)

PART – B

(Answer all Questions in a paragraph)

11.  List some principles of curriculum construction.

12.  Examine the role of Social Science in promoting the spirit of Inter National      Understanding among the students.

13. What is the need for preparing a work book in Social Science?

14. Define Action Research and explain briefly the application of Action Research in a Social Science Class 

15. List the advantages of collaborative learning as an Instructional Strategy.

                                                                                           (5 x 2 = 10 Marks)

                                                              

 PART – C

(Answer any four Questions in one page each)

16.  Explain briefly the nature and significance of Community Resources in teaching Social   Science. What are the different ways of utilizing them in your class?

17.  Examine the advantages of Discovery Learning Strategy in Social Science.

18.  Explain the criteria of a good Text book in Social Science.

19.  Distinguish between Concentric and Spiral approaches in Curriculum Construction.

20.  Discuss the steps of Problem Solving Strategy and its advantages in teaching Social Science.

21.  As a Social Science Teacher, how will you equip your Class Room?

                                                                                                   (4 x 5 = 20 Marks)

PART – D

 (Answer any one Question in 3 pages)

22.  What is the meaning of National Integration? Explain the role of Social Science in promoting the spirit of National Integration among the students. Suggest some activities, inside and outside the class, to promote National Integration.

23.  Describe how you will organize and maintain the various materials and resources of teaching Social Science at secondary level. What are the various sources of these materials? As a teacher, how will you make the best use of these materials and resources?

                                                                                                   (1 x 10 = 10 Marks)

                                          Prepared by Dr.Sam V Daniel