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IIT Bombay X - Fdp101x Foundation Program in ICT for Education Course Journal

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IIT Bombay X - Fdp101x Foundation Program in ICT for Education Course Journal IIT Bombay X - FDP101x Foundation Program in ICT for Education Course Journal Prepared by S. Suneel Kumar Associate Professor, VJIT College of Engineer, Hyderabad, Telangana. Page 0 INDEX o INTRODUCTION TO FDP o WEEK-1: MOVING FROM PHYSICAL TO ONLINE CLASSROOMS o WEEK-2: WEB PRESENCE FOR TEACHERS o WEEK-3: LEARNING MANAGEMENT SYTEMS & FLIPPED CLASSROOM ACTIVITY, VISUAL PRESENTATION SKILLS o WEEK-4: CREATING YOUR OWN VIDEO RESOURCES o WEEK-5: PUTTING IT ALL TOGETHER o CONCUSION S. Suneel kumar Page 1 INTRODUCTION Teaching is a continual process to share the information to students or mentors through various processes like traditional teaching method using blackboard & chalk. As technology developed this type of traditional teaching may not reaching to brains of students. Now technical aspects of teaching required for students. For this teacher and students both should be technically skilled to teach and learn. This FDP on “Foundation program in ICT for Education” helpful for teacher to implement the Hybrid Technology in teaching. This course contents helpful in learning aspects related to basic computer applications utilization in preparation of contents, visual presentation skills, data storage and implementation through wordpress, course contents by using moodle and drupal, screen cast recording of video and creative contents preparation. This course helps in preparation of video to implementation of course for hybrid teaching process. S. Suneel kumar Page 2 1) INTRODUCTION TO FDP 1. Introduction by Prof. Deepak Phatak, the Principal Investigator of T10KT project at IIT bombay. 2. Introduction focused on reasons for technology education from conventional or tradition education as information provider to become learning facilitators. 3. The first FDP is on use of technology to facilitate Hybrid Learning. Hybrid Learning means that our learners are able to learn both from face to face interaction as we traditionally do and also from online resources such as registering for online courses. 4. IITBombayX designed the two FDPs. 5. The first FDP is a foundation program in ICT for education. Which deals with all aspects of technology that are useful for education. 6. The second FDP is designed to explain to us the pedagogy for online and blended or hybrid teaching-learning process. 2) MAINTAINING ACADEMIC ETHICS AND INTEGRITY 1. Prof. Deepak Phatak, explained related to 'Academic Ethics'. 2. In these FDPs particularly, concern about the following: First, respect for intellectual property rights, that means, if we are using any material that has been copyrighted or patented, we must obtain permission to use that material and we must quote that material reference. Second have to cite the source from which you have collected this information. The Third important point is that we must ensure that we individually and collectively prepare open educational resources and contribute these to the learning community. 3) GRADING POLICY 1. There are going to be 6 graded activities -Knowledge Quizzes (KQ) -Assimilation Quizzes (AQ) - Reflection Quizzes (RQ) S. Suneel kumar Page 3 - Resource Creation Assignments (RCA) - Lab Assignments (LA) and - a final Summative Assessment (SA). 2. All these 6 activities will together provide the 100 percentage of total score in this FDP. 3. The Knowledge quizzes will contribute to 30 percentage. The Assimilation quizzes, that are again assessment for assimilation of "Learning Extension Resources" will contribute to 10 percentage of total score. The "Reflection Quizzes" based on the Learning Experience Interactions that happen in the discussion forum will contribute to 10 percentage of total grade. The Resource Creation Assignments, where you will be creating resources using the ICT applications, this assignment is peer reviewed, will contribute to 15 percentage of total score. The lab assignments, which will be released on the day of synchronous interactions, will contribute to another 10 percentage in this total score. The summative assessment, which will be released in the final week, will contribute to the remaining 25 percentage of total score. 4. Now that have understood the total grading percentage, we will now look at the pass criteria for this FDP is 50 percentage of the total mark of this course, the people whose total score is greater than or equal to 50 percentage will be eligible for taking the next FDP. Summary: The Introduction helps in ● Why FDP foundation course ● Introduction to ICT tools using in classes ● Academic ethics ● Grading policy for FDP S. Suneel kumar Page 4 WEEK-1 MOVING FROM PHYSICAL TO ONLINE CLASSROOMS S. Suneel kumar Page 5 1) LED1.1 - Moving from Physical classroom to Online Classrooms 1. The pedagogic features available in this learning platform to ensure that you have an effective online teaching learning experience. 2. Teaching-learning experiences in a physical classroom. 3. In a physical classroom, there are three basic elements - the learner, the content and the teacher. 4. The teacher utilizes various strategies and available tools to facilitate Effective teaching-learning interactions between these elements. Reflection Question Can you list the various interactions between these three components- Learner, Content and Teacher in physical classroom? Teacher or Trainer will prepare the notes or content to discuss with the Students or Learner and Students will note down the teaching notes from trainer. Physically teacher will clarify the doubts and discussed. ● Teacher explains the content to the learner through various interactive methods like Powerpoint presentations, Animations, Quiz, Activities, Question-Answer and Assignments etc. ● Learner learn the contents from the PPT, Quiz etc. ● After completion of the class, the question and answers will be discussed. 5. The facilitator would initially interact with the content and prepare videos, resources like slides, practice problems etc., for students to work out. 6. The students will interact with the content by accessing the course, watching videos and doing problems. 7. The instructor-learner interaction and the learner-learner interaction is facilitated through discussion forums. 8. Thus, three platform features emerge for an online instructor - Videos, Problems and Discussion Forums, to generate the various interactions that we had seen in the physical classroom as well. 2) LED 1.2 - Pedagogic Adaptation 1: Learning Dialogues or LeDs 1. In this video, explaining to you the first pedagogic feature that you will see in this learning platform - Learning Dialogues or LeDs. Q1) What is the equivalent of instructor videos in a physical classroom? S. Suneel kumar Page 6 ● Powerpoint presentations and in the presentation animations will be added for effective communication to students. ● Along with the presentation, videos also will be shown for better understanding. Q2) What additional features does the video provide in an online setting? ● Video lectures in classrooms will help in better understanding and provides play or stop the video, Rewind the video, Control Volume etc. and to explain many times possible. Where in the case of physical class room repetition possible in little extent. ● Flexibility for listening the video anytime, anywhere possible with online setting. What is the equivalent of such a video in a regular teaching-learning interaction within your classroom? 2. Reflection spots and speed of the video. 3) LED 1.3 - Pedagogic Adaptation 2: Learning by Doing Activities or LBDs. 1. In this video, explaining the second pedagogic feature that you will see in this learning platform, Learning-by-Doing Activities or LbDs. 2. One, explaining the various interactions in a teaching-learning environment and another, on the pedagogic modification of Learning Dialogues or LeDs. After each of these LeDs, you were also asked to do practice problems. Q1) What advantages do you see in answering practice questions immediately after watching LeD videos? It helps in quick response for the questions. Visual representations of any content increases attention of the learner and the duration for remembering the contents, so we can remember the contents of the watched videos for long time. We can watch the video number of times so quick check possible if not understood properly. It gives understanding levels of participant, whether paying attention or not. These questions will help to review the video for actual concepts and which improve the listening skills. 4) LED 1.4 - Pedagogic Adaptation 3: Learning Extension Resources or S. Suneel kumar Page 7 LxIs 1. In this video, explaining the third pedagogic feature that you will see in this learning platform is the Learning Extension Resources or LxTs. 2. From the very word 'Learning Extension', you will understand that these resources are meant for extending your learning on what you have already learnt. That is, they are advanced resources that helps you in going deep in a particular content. 3. Now, a learning extension resource could be videos, it could be links to various web pages or documents that are already available or it could even be research papers that have been written about a particular pedagogy or a technology. 4. Along with the learning extension resources, we also have assimilation quizzes. Unlike the learning-by-doing activities, these assimilation quizzes are graded. Q1) What is function of an Assimilation Quiz (AQ)? Ans: Assimilation quizzes are given in graded score and these grade scores will reflects the deep understanding of particular topic by Learning Extension Resources (LxTs). 5) LED 1.5 - Pedagogic Adaptation 4: Learning Experience Interactions or LxIs. 1. In this video, explaining the pedagogic feature of learning experience interactions or LxIs. 2. To understand this component, let us first consider the case of a physical classroom scenario where the teacher inquires about the learners experiences on the content that was elaborated by the teacher and then initiates a structured discussion in the classroom by the structured discussion is done by asking a very focus question to all the learners and also suggesting specific points to be discussed. 3. The teacher also provides specific instructions on how to conduct this discussion.
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