EDU 13.2 Unit 1
Semester
III : EDU 13.2 – Emerging Trends and Practices in English Language Education
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2016
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Unit 1 : Modern
Instructional Strategies in English Education
n Collaborative
and Co-operative learning
Learning is the act of acquiring new, or
modifying and reinforcing, existing knowledge, behaviors, skills, values, or
preferences and may involve synthesizing different types of information. Our
ideas about the role of talking in the classroom have changed radically over
the years.
We no longer consider that a 'good'
classroom is necessarily a quiet one; we understand that learning is frequently
most effective when learners have the opportunity to think and talk together,
to discuss ideas, question, analyze and solve problems, without the constant mediation
of the teacher.
Most
of our thinking has been heavily influenced by the work of Lev Vygotsky, and
his concept of learning as a social process. In recent years, his ideas have
been reflected in a number of learning and teaching approaches, including:
§ co-operative
learning
§ collaborative
learning
COLLABORATIVE LEARNING:
Collaborative learning is a situation in
which two or more people work together or collaborative learning is based on
model that knowledge can be created within a population where members actively interact
each other by sharing their experiences.
It refers to methodologies and
environment in which the learners engage in a common task where each individual
depends on and is accountable to each other.
This includes face-to-face conversation
and computer discussion [online forum, chat-rooms etc….]
— Methods
of examining collaborative learning…..
Ø Conversation
analysis
Ø Statistical
discourse analysis
Collaborative learning is used as an
umbrella term for a variety of approaches in education that involve -joint
intellectual effort by students or students and teachers. Collaborative
learning is commonly illustrated when groups of students work together to
search for understanding, meaning, or solutions or to create an artifact or
product of their learning.
Collaborative learning activities can
include collaborative writing, group projects, joint problem solving, debates,
study teams, and other activities.
The
approach is closely related to cooperative learning.
Collaborative learning occurs when
individuals are actively engaged in a community in which learning takes place
through explicit or implicit collaborative efforts. Collaborative learning has
often been portrayed as solely a cognitive process by which adults participate
as facilitators of knowledge and children as receivers .
Some
of the examples for collaborative learning……………….
— Collaborative networked learning
– According to Findley (1987) "Collaborative Networked Learning (CNL) is
that learning which occurs via electronic dialogue between self-directed
co-learners and learners and experts. Learners share a common purpose, depend
upon each other and are accountable to each other for their success. CNL occurs
in interactive groups in which participants actively communicate and
negotiation meaning with one another within a contextual framework which may be
facilitated by an online coach, mentor or group leader."
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— Computer-supported collaborative
learning (CSCL) is a relatively new educational paradigm
within collaborative learning which uses technology in a learning environment
to help mediate and support group interactions in a collaborative learning
context. CSCL systems use technology to control and monitor interactions, to
regulate tasks, rules, and roles, and to mediate the acquisition of new
knowledge.
— Collaborative learning
development Enables developers of learning systems
to work as a network. Specifically relevant to e-learning where developers can
share and build knowledge into courses in a collaborative environment.
Knowledge of a single subject can be pulled together from remote locations
using software systems.
—
Collaborative learning
in virtual worlds Virtual worlds by their nature provide
an excellent opportunity for collaborative learning. At first learning in
virtual worlds was restricted to classroom meetings and lectures, similar to
their counterparts in real life. Now collaborative learning is evolving as
companies starting to take advantage of unique features offered by virtual
world spaces - such as ability to record and map the flow of ideas, use 3D
models and virtual worlds mind mapping
tools.
COOPERATIVE LEARNING
— Cooperative
learning is an educational approach which aims to organize
classroom activities into academic and social learning experience.
— It
has been described as "structuring positive interdependence.“
— Students must work in groups to complete tasks
collectively toward academic goals.
— Unlike
individual learning, which can be competitive in nature, students learning
cooperatively can capitalize on one another’s resources and skills [asking one
another for information, evaluating one another’s ideas, monitoring one
another’s work, etc]
— Everyone succeeds when the group succeeds.
Five
basic and essential elements for cooperative learning are:-
◦
Students must fully participate and put
forth effort within their group
◦
Each group member has a
task/role/responsibility therefore must believe that they are responsible for
their learning and that of their group
2) Face-to-face
promotive interaction
◦
Members promote each other's success
◦
Students explain to one another what they
have or are learning and assist one another with understanding and completion
of assignments.
3) Individual
and group accountability
- Each student must demonstrate mastery of the content being studied
- Each student is accountable for their learning and work, therefore eliminating “social loafing”.
4) Direct
Instruction of Social skills
Social
skills that must be taught in order for successful cooperative learning to
occur.
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Social
Skills include effective communication, interpersonal and group skills
— Leadership
— Decision-making
— Trust-building
— Communication
— Conflict-management
skills
5) Group
processing
Every so often groups must assess their
effectiveness and decide how it can be improved
Benefits and
applicability of cooperative learning:
— Students
demonstrate academic achievement
—
Cooperative
learning methods are usually equally effective for all ability levels
— Cooperative
learning is effective for all ethnic groups
— Student
perceptions of one another are enhanced when given the opportunity to work with
one another
— Cooperative
learning increases self-esteem and self-concept
— Ethnic
and physically/mentally handicapped barriers are broken down allowing for
positive interactions and friendships to occur.
The benefits of cooperative and collaborative:-
— Celebration
of diversity. Students learn to work with all types of people. During
small-group interactions, they find many opportunities to reflect upon and
reply to the diverse responses fellow learners bring to the questions raised.
Small groups also allow students to add their perspectives to an issue based on
their cultural differences. This exchange inevitably helps students to better
understand other cultures and points of view.
— Acknowledgement
of individual differences. When questions are raised, different students will
have a variety of responses. Each of these can help the group create a product
that reflects a wide range of perspectives and is thus more complete and comprehensive.
— Interpersonal
development. Students learn to relate to their peers and other learners as they
work together in group enterprises. This can be especially helpful for students
who have difficulty with social skills. They can benefit from structured
interactions with others.
— Actively
involving students in learning. Each member has opportunities to contribute in
small groups. Students are apt to take more ownership of their material and to
think critically about related issues when they work as a team.
— More
opportunities for personal feedback. Because there are more exchanges among
students in small groups, your students receive more personal feedback about
their ideas and responses. This feedback is often not possible in large-group
instruction, in which one or two students exchange ideas and the rest of the
class listens.
n Connectivism – A Learning Theory for a Digital Age
Works: Siemens’ Connectivism:
Learning as Network Creation (2005)
Downes’ An
Introduction to Connective Knowledge (2005)
Connectivism is a learning theory
promoted by Stephen Downes and George Siemens. Called a learning
theory for a digital age, it seeks to explain complex learning in a rapidly
changing social digital world. In our technological and networked world,
educators should consider the work of thinkers like Siemens and Downes.
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Connectivism is a theoretical
framework for understanding learning. In
connectivism, the starting point for learning occurs when knowledge is actuated
through the process of a learner connecting to and feeding information into a
learning community.
In the connectivist model, a
learning community is described as a node, which is always part of a larger
network. Nodes arise out of the
connection points that are found on a network.
A network is comprised of two or more nodes linked in order to share
resources. Nodes may be of varying size
and strength, depending on the concentration of information and the number of
individuals who are navigating through a particular node (Downes, 2008).
According to connectivism, knowledge
is distributed across an information network and can be stored in a variety of
digital formats. Learning and knowledge
are said to “rest in diversity of opinions” (Siemens, 2008, para. 8). Learning transpires through the use of both
the cognitive and the affective domains; cognition and the emotions both
contribute to the learning process in important ways.
In the theory, learning occurs through
connections within networks. The model uses the concept of a network with nodes
and connections to define learning. Learners recognize and interpret patterns
and are influenced by the diversity of networks, strength of ties and their
context. Transfer occurs by connecting to and adding nodes and growing personal
networks.
According to George Siemens,
"Connectivism is the integration of principles explored by chaos, network,
and complexity and self-organization theories. Learning is a process that
occurs within unformulated environments of shifting core elements – not
entirely under the control of the individual. Learning (defined as actionable
knowledge) can reside outside of ourselves (within an organization or a
database), is focused on connecting specialized information sets, and the
connections that enable us to learn more are more important than our current
state of knowing.
New information is continually being
acquired. The ability to draw distinctions between important and unimportant
information is vital. The ability to recognize when new information alters the
landscape based on decisions made yesterday is also critical
According to Siemens, learning is no
longer an individualistic activity. Knowledge is distributed across networks.
In our digital society, the connections and connectiveness within networks lead
to learning. Siemens and Downes have experimented with Open Courses and both
stress the importance of more open education.
Context of the
Theory
§ Continual flow of data and information.
§ Technologies change our ways of life, communication,
and learning.
§ Uncertainty of lifetime - career change.
§ recognition of the need for a theory of informal
learning
§
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§ recognition of the need for a theory of distributed
knowledge
§ Behaviorism, cognitivism, and constructivism do not
address the challenge of new knowledge creation.
§ Connectivism explains new knowledge creation.
Siemen's Principles of connectivism/ Learning in Connectivism
·
Learning and knowledge rests in
diversity of opinions.
·
Knowledge is networked and distributed,
and the act of learning is in the creation and navigation of networks.
·
Learning is a process of connecting
specialized nodes or information sources (networks).
◦
Neural networks
◦
Conceptual
networks
◦
Social/external
networks
·
Learning may reside in non-human
appliances.
·
Capacity to know more is more
critical than what is currently known
·
Nurturing and maintaining
connections is needed to facilitate continual learning.
·
Ability to see connections between
fields, ideas, and concepts is a core skill.
·
Currency (accurate, up-to-date
knowledge) is the intent of all connectivist learning activities.
·
Decision-making is itself a learning
process. Choosing what to learn and the meaning of incoming information is seen
through the lens of a shifting reality. While there is a right answer now, it
may be wrong tomorrow due to alterations in the information climate affecting
the decision.
Learning is actionable knowledge.
Learners:
◦ exploit the weak ties between
nodes
◦ recognize the patterns
◦ connect to the small world of
individual knowledge; meaning making
◦ extend personal network.
Alignment of Epistemologies and Learning Theories
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Facilitating
Learning - How does a connectivist teach?
A
connectivist nurtures and maintains connections for students by:
o
a brief introduction to weekly
activities through short podcast/paper/video or online presentation
o
moderating weekly discussions centered
around readings
o
short presentations from guests,
followed by discussion
o
daily emails summarizing key aspects of
the existing conversation to students.
The
Roles of the Educator in Connectivism
•
master artist
•
network administrator
•
caretaker
•
curator (Siemens, 2007)
•
gardener (Siemens, 2004)
•
pattern-maker
•
community leader
•
technology steward
•
facilitator
•
change agent
The
Instructional Design
“Instructional Designers no longer create only instruction
sequences. They must create environments, networks, access to resources, and
increase the capacity of learners to function and forage for their own
knowledge.
Learning
design is primarily about creating guideposts, not describing how to walk on a
particular path. It is a mistaken assumption that design can create learning.
The best that a well designed course, workshop, or work-integrated learning
resource can offer is the climate in which a learner can choose to learn.”
(Siemens,
2005)
Assumptions/principles
for instructional design:
·
providing the most diverse opportunities
for learners to be able to connect with persons/ideas
·
building the learner’s ability to
navigate the information
·
adopting blogs, wikis, and other open,
collaborative platforms as a two-way process
·
connecting to diverse, outside
real-world conferences and experts
·
providing learners with a rich array of
tools and information sources to use in creating their own learning pathways
using multiple forms of assessment.
·
Learning Ecologies
An ecological approach to learning is
open, adaptive, decentralized, tolerates experimentation/failure, reflects a
need for simplicity, promotes trust and learning in safe environments, as well
as includes many tools for dialog and making connections.”
A
learning ecology includes the following:
•
A space for gurus and beginners to
connect (master/apprentice).
•
A space for self-expression (blog,
journal)
•
A space for debate and dialog (listserv,
discussion forum, open meetings)
•
A space to search archived knowledge
(portal, Web site)
•
A space to learn in a structured manner
(courses, tutorials)
•
A space to communicate new information
and knowledge indicative of changing elements within the field of practice
(news, research).
Move
from creating content to creating space in which content is explored
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Metacognitive Strategies in Second Language Teaching and Learning.
Metacognition can be defined simply as thinking about thinking.
Learners who are metacognitively aware know what to do when they don't know
what to do; that is, they have strategies for finding out or figuring out what
they need to do. The use of metacognitive strategies ignites one's thinking and
can lead to more profound learning and improved performance, especially among
learners who are struggling. Understanding and controlling cognitive processes
may be one of the most essential skills that classroom teachers can help second
language learners develop. It is important that they teach their students
metacognitive skills in addition to cognitive skills.
The distinctions between
cognitive and metacognitive strategies are important, partly because they give
some indication of which strategies are the most crucial in determining the
effectiveness of learning. It seems that metacognitive strategies, that allow
students to plan, control, and evaluate their learning, have the most central
role to play in this respect, rather than those that merely maximize
interaction and input--thus the ability to choose and evaluate one's strategies
is of central importance. Rather than
focus students' attention solely on learning the language, second language
teachers can help students learn to think about what happens during the
language learning process, which will lead them to develop stronger learning
skills.
Five
components for Meta-cognition
Metacognition combines various
attended thinking and reflective processes. It can be divided into five primary
components: (1) preparing and planning for learning, (2) selecting and using
learning strategies, (3) monitoring strategy use, (4) orchestrating various strategies,
and (5) evaluating strategy use and learning. Teachers should model strategies
for learners to follow in all five areas, which are discussed below.
1) "Preparing
and Planning for Learning"
Preparation and planning are
important metacognitive skills that can improve student learning. By engaging
in preparation and planning in relation to a learning goal, students are
thinking about what they need or want to accomplish and how they intend to go
about accomplishing it. Teachers can promote this reflection by being explicit
about the particular learning goals they have set for the class and guiding the
students in setting their own learning goals. The more clearly articulated the
goal, the easier it will be for the learners to measure their progress. The teacher
might set a goal for the students of mastering the vocabulary from a particular
chapter in the textbook. A student might set a goal for himself of being able
to answer the comprehension questions at the end of the chapter.
2)
"Selecting
and Using Learning Strategies"
Researchers have suggested that
teaching readers how to use specific reading strategies is a prime
consideration in the reading classroom (Anderson, 1999; Cohen, 1998; Oxford,
1990). The metacognitive ability to select and use particular strategies in a
given context for a specific purpose means that the learner can think and make
conscious decisions about the learning process.
To be effective, metacognitive
instruction should explicitly teach students a variety of learning strategies
and also when to use them. For example, second language readers have a variety
of strategies from which to choose when they encounter vocabulary that they do
not know and that they have determined they need to know to understand the main
idea of a text. One possible strategy is word analysis: for example, dividing
the word into its prefix and stem. Another possible strategy is the use of
context clues to help guess the meaning of a word. But students must receive
explicit instruction in how to use these strategies, and they need to know that
no single strategy will work in every instance. Teachers need to show them how
to choose the
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strategy that has the best chance of success in a
given situation. For example, unfamiliar words that include prefixes or
suffixes that the student knows (e.g., anti-, -ment) are good candidates for
the use of a word analysis strategy.
3) "Monitoring
Strategy Use"
By monitoring their use of learning strategies, students are better
able to keep themselves on track to meet their learning goals. Once they have
selected and begun to implement specific strategies, they need to ask
themselves periodically whether or not they are still using those strategies as
intended. For example, students may be taught that an effective writing
strategy involves thinking about their audience and their purpose in writing
(e.g., to explain, to persuade). Students can be taught that to monitor their
use of this strategy, they should pause occasionally while writing to ask
themselves questions about what they are doing, such as whether or not they are
providing the right amount of background information for their intended
audience and whether the examples they are using are effective in supporting
their purpose.
4) "Orchestrating
Various Strategies"
Knowing how to orchestrate the
use of more than one strategy is an important metacognitive skill. The ability
to coordinate, organize, and make associations among the various strategies
available is a major distinction between strong and weak second language
learners. Teachers can assist students by making them aware of multiple
strategies available to them-for example, by teaching them how to use both word
analysis and context clues to determine the meaning of an unfamiliar word. The
teacher also needs to show students how to recognize when one strategy isn't
working and how to move on to another. For example, a student may try to use
word analysis to determine the meaning of the ord antimony, having recognized
anti as a prefix meaning against. But that strategy won't work in this
instance. Anti is not a prefix here; antimony is a metallic chemical element
that has nothing to do with being against or opposed to something. When the
student finds that word analysis does not help her figure out what this word
means, she needs to know how to turn to other strategies, such as context
clues, to help her understand the word.
5) "Evaluating
Strategy Use and Learning"
Second language learners are
actively involved in metacognition when they attempt to evaluate whether what
they are doing is effective. Teachers can help students evaluate their strategy
use by asking them to respond thoughtfully to the following questions: (1) What
am I trying to accomplish? (2) What strategies am I using? (3) How well am I
using them? (4) What else could I do? Responding to these four questions
integrates all of the previous aspects of metacognition, allowing the second
language learner to reflect through the cycle of learning. Preparing and
planning relates to identifying what is to be accomplished, while selecting and
using particular strategies relates to the question of which strategies are
being used. The third question corresponds to monitoring strategy use, while
the fourth relates to the orchestration of strategies. The whole cycle is
evaluated during this stage of metacognition.
For example, while teaching the
specific reading skill of main idea comprehension, the teacher can help
students evaluate their strategy use by using the four questions:
1. What am I trying to accomplish? The teacher wants students to be able
to articulate that they are trying to identify the main idea in the text they
are reading and that they are doing so because understanding the main idea is
key to understanding the rest of the text.
2. What strategies am I using? The teacher wants the readers to know
which strategies are available to them and to recognize which one(s) they are
using to identify the main idea.
3. How well am I using the strategies? The teacher wants the students
to be able to judge how well they are using the strategies they have chosen,
that is, whether they are implementing them as
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intended and whether the strategies are helping them achieve their
goal.
4. What else could I do? If the strategies that students are using are
not helping them to accomplish their goal (i.e., identifying the main idea),
the teacher wants them to be able to identify and use alternate strategies.
Teachers need to make students aware of the full range of strategies available
to them.
Research shows that learners whose skills or knowledge bases are weak
in a particular area tend to overestimate their ability in that area (Kruger
& Dunning, 1999). In other words, they don't know enough to recognize that
they lack sufficient knowledge for accurate self-assessment. In contrast,
learners whose knowledge or skills are strong may underestimate their ability.
These high-ability learners don't recognize the extent of their knowledge or
skills. Kruger and Dunning's research also shows that it is possible to teach
learners at all ability levels to assess their own performance more accurately.
In addition, their research showed that for tasks involving logic and grammar,
improved
self-assessment corresponded with improvement in
the skills being assessed.
THE INTERACTION OF METACOGNITIVE SKILLS
Each
of the five metacognitive skills described in this digest interacts with the
others. Metacognition is not a linear process that moves from preparing and
planning to evaluating. More than one metacognitive process may be occurring at
a time during a second language learning task. This highlights once again how
the orchestration of various strategies is a vital component of second language
learning. Allowing learners opportunities to think about how they combine
various strategies facilitates the improvement of strategy use.
The teaching of metacognitive
skills is a valuable use of instructional time for a second language teacher.
When learners reflect upon their learning strategies, they become better
prepared to make conscious decisions about what they can do to improve their
learning. Strong metacognitive skills empower second language learners.
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n Webinar (Web-based seminar)
Short for Web-based
seminar, a webinar is a presentation,
lecture, workshop or seminar that is transmitted over the Web using video
conferencing software. A key feature of a Webinar is its interactive
elements: the ability to give, receive and discuss information in real-time.
Webinar is an educational,
informative or instructional presentation that is made available online,
usually as either video or audio with slides.
A
webinar is an online meeting that combines some kind of educational
presentation or training on the Internet. It is a one-way presentation of the
instructor or speaker to the participants, who usually sign up for and pay for
the webinar. There may be a question and answer session at the end.
Using
Webinar software participants can share audio, documents and applications with
webinar attendees. This is useful when the webinar host is conducting a lecture
or information session. While the presenter is speaking they can share desktop
applications and documents.
Webinars
are very popular due to the fact they are inexpensive and easy to produce and
can attract a large number of participants. The main advantage is that no one
has to travel to get to a webinar or make any special arrangements or
preparations. However, besides its advantages, there can be unexpected
disadvantage and problems with running or viewing a webinar.
Features
·
Power point and keynote slides can be
presented and the audience is engaged with a markup tool and a remote mouse
pointer.
·
·
It can display multimedia files, digital
video camera, and full motion webcam.
·
Another feature is the real time audio
communication by the use of headphones and speakers through a computer.
·
Web tours can be undertaken where URLs,
scripts and session data can be used to push through web based logons, clicks
etc.
·
The presentation activity can be
recorded for later activity.
·
The presenter and the audience can mark
items on the slide presentation.
·
People connected to the meeting can text
chat for live question and answers.
·
It allows conducting polls and surveys.
·
Another feature includes the screen
sharing and application sharing where the participants can see anything that
the presenter has currently shown on the screen.
Advantages:
o
*Webinars are online, so are easy and
convenient to both presenters and participants, as no one has to travel to get
to the meeting.
o
*No type of special equipment is needed,
the presenter just broadcasts with a webcam to the participants.
o
*Less cost because it is based on the
number of people who sign up.
o
*Any invitations and registration forms
are simple for participants to fill-in online. No need to use the mail so these
are less likely to be late or non-existent.
o
*It is possible for an unlimited amount
of audience to attend since it is online.
o
*It can be recorded so that other people
can view in if they can’t attend the webinar.
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Disadvantages:
§ *Internet
speed must be adequate to allow participants to view the presentation without
distortion or lag time.
§ Audio
may be limited to the presenter doing a voiceover and participants can’t
interact directly.
§
If
audio is allowed, participants or presenters may have to pay for phone charges.
§ No
communication is possible through body language if no video feed is available.
§ A
webinar may not work with all kinds of Internet browsers.
§ May
not work on Mac computers or mobile devices. This is critical these days as
mobile devices such as tablets, smart phones, etc. are very popular and used
widely.
§ Other
types of technical problems could also occur with the result being the anger
and frustration of paying participants, i.e. business firewalls, slow Internet
speeds, system configurations incompatible, etc.
§ Audience
environment may be subject to interruptions or disruptions such as side
conversations, having to do other work at the same time, etc.
All
in all, a webinar offers great opportunities for both participants and
presenters, but if you are going to fun one or watch one, you should be aware
of the possible pitfalls along with the advantages of this type of online
training and plan accordingly.
q Videoconferencing
Video conferencing (VC) is the ability to hold
meetings using special equipment such as webcams, high-speed Internet
connectivity and a personal computer. With VC, those who participate in the
meeting can see, hear and speak to one another, regardless of their
geographical location in real time.
Conducting a conference between two or more
participants at different sites by using computer networks to transmit audio
and video data. For example, a point-to-point (two-person) video conferencing
system works much like a video telephone. Each participant has a video camera,
microphone, and speakers mounted on his or her computer. As the two
participants speak to one another, their voices are carried over the network
and delivered to the other's speakers, and whatever images appear in front of
the video camera appear in a window on the other participant's monitor.
Multipoint videoconferencing allows three or more
participants to sit in a virtual conference room and communicate as if they
were sitting right next to each other. Until the mid 90s, the hardware costs
made videoconferencing prohibitively expensive for most organizations, but that
situation is changing rapidly. Many analysts believe that videoconferencing
will be one of the fastest-growing segments of the computer industry in the
latter half of the decade.
Video conferencing connects people in real time
through audio and video communication over Internet who enables virtual meeting
and collaboration on digital documents and shared presentations. Like all
technologies, video conferencing has its advantages and disadvantages from
different point of view.
Advantages
of video conferencing
1. No
time constraint: Video
conferencing can be conducted at any time of the day. Time differences between
countries do not matter when people use this method of communication because
they do not actually need to travel to attend meetings.
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2. Dramatic
travel saving: Not only is video conferencing a
direct replacement for many in-person business trip, but also there is
virtually no cost for people to be involved in a virtual meeting, you can
easily bring the right them together.
3. Easy
communication: People can use video
conferencing to communicate with any collaboration tools such as whiteboard,
text exchange, file sharing, media sharing, screen sharing, remote control,
electronic voting, conference recording etc.
4.
Increased productivity:
By eliminating time and district barriers, meetings can be hold anytime,
anywhere with anyone. In this way, meetings are shorter and more effective. And
also with the rich collaboration tools, decisions can be made faster.
Disadvantages
of video conferencing
1) Lack
of personal interaction:
Some meetings require a personal touch to be successful. Video conferencing can
be less personal than meeting face to face, and it can be possible to miss out
on vital body language when you’re struggling with a pixelated image or
stuttering video.
2) Technical
problems: The major
disadvantages are the technical difficulties associated with smooth
transmissions that could result from software, hardware or network failure.
Remote connections are sometimes known to be hampered by environmental changes.
On some occasions, the absence of technical support personnel creates
difficulty for participants who are unfamiliar with the videoconferencing
technological concepts.
3) International
time zones: One of the very real
disadvantages of using video conferencing is that if you communicate regularly
with people in other countries
4) you
will be available at different times to them. Unfortunately without the skills
of a time lord there’s not really a practical way to overcome this.
5) High
cost of setup: Setting up video
conferencing in an office can be a bit expensive for small-sized companies.
Simple features can fit into the budget, but if advanced features are required,
and then a substantial amount of expenditure must be done.
Videoconference
for teaching and learning
Current educational trends internationally call for
language teachers and learners to be competent in ICT use. The benefits of ICT practices such as VC,
which allows access to native speakers, global communication and cultural
exchange are becoming evident from projects undertaken so far.
How video conference works
In order to successfully learn a language online
through the use of video conferencing, you need a stable Internet connection, a
good webcam, and a good set of speakers. Most webcams come equipped with
microphones, but if you use a camera without a microphone you'll need to
purchase a mic also. The newer laptops and desktop computers have cameras built
right into the frame, so you can video conference by simply turning on your
computer and signing onto the program.
To begin a video conference, you will set up a day
and time with your instructor. Often, the instructor is a native speaker of the
language who takes the time to teach you the basics of the language, along with
allowing you to have one-on-one conversations with a native speaker.
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You may have lessons that you need to complete, or
your instructor may ask you questions that you answer online. Many video
conferencing websites make the instructor's schedule available to you, and then
you pick the day and time that works best for you. Learning a language.
Taking Part in a Video Conference Lesson
When you sign onto your language
program, you will connect to your instructor. You should be able to clearly
hear and see the instructor. It's vital that you fix any lags in the program,
because you need to be able to see and hear the instructor without the software
skipping or freezing. Once you sign on, your instructor will greet you and you
can begin conversing. Treat your online instructor like you would any other
teacher. Take the time to ask questions and make sure that you really
understand the language. Remember that the teacher can also see and hear you,
so if you need to show written work or a passage from a book or magazine, hold
it up and let the instructor see what you need help with.
Benefits of a Language Conference
The benefits of a language conference include being
able to converse directly with a native speaker, having the ability to ask
questions and get answers, and the opportunity to always learn something new.
Unlike CD programs where you are listening to a recorded voice and repeating
the sentences, you are getting to practice the language with a real person who
can critique your use of the langue and provide you with written assessments of
your progress. By combing video conferencing with online language activities,
you can become fluent in a second language fairly quickly.
q E-learning
E-learning is an abbreviation of the
term electronic learning. It is the type of learning that carried out by some
or other electronic gadgets, media or resources.
"The use of any electronic
technology to aid in the acquisition and development of knowledge and
understanding in order to demonstrable and positively influence
behaviors." The term eLearning is
really just an umbrella term which covers a wide set of electronic educational
applications and processes such as Web-based learning, computer-based learning,
virtual classrooms, and digital collaboration. It includes the delivery of
content via network, audio and video recordings, satellite broadcast,
interactive TV, and CD-ROM as well as many, many others.
ELearning
is naturally suited to distance learning and flexible learning situations so it
is primarily used for these types of training. However, it can also be used in
conjunction with face-to-face teaching, in which case the term blended learning
is commonly used.
Advantages
·
Is more cost effective.
·
Saves time without sacrificing quality.
·
Minimizes travel cost.
·
Offer More Individualized Instruction
·
Easy to update.
·
Anytime, anywhere.
Disadvantages
·
Lack of immediate feedback
·
More preparation time for instructor
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q Blended learning
Blended learning is a formal education program in which a
student learns at least in part through delivery of content and instruction via
digital and online media with some element of student control over time, place,
path, or pace. While students still attend "brick-and-mortar" schools
with a teacher present, face-to-face classroom methods are combined with
computer-mediated activities. The concepts behind blended learning first
developed in the 1960s, the formal terminology to describe it did not take its current
form until the late 1990s. In 2006, the term became more concrete with the
publication of the first Handbook of Blended Learning by Bonk and Graham.
Graham challenged the breadth and ambiguity of the term's definition, and
defined "blended learning systems" as learning systems that
"combine face-to-face instruction with computer mediated instruction.
“Blended learning is a term increasingly used to describe
the way e-learning is being combined with traditional classroom methods and
independent study to create a new, hybrid teaching methodology. It represents a
much greater change in basic technique than simply adding computers to
classrooms; it represents, in many cases, a fundamental change in the way
teachers and students approach the learning experience. It has already produced
an offshoot – the flipped classroom – that has quickly become a distinct
approach of its own.
Advantages
·
Effective than purely face-to-face or
purely online classes.
·
Support individual students who may need
individualized attention.
·
Students can work themselves with new
concepts.
·
Provides personalized training
experiences.
·
Students are able to utilize specific
multimedia activities that cater to their performance goals.
·
Gets personalized feedback.
·
Removes time and location limitations.
·
Blended learning also makes data
tracking more quick and convenient.
Disadvantages
·
Ineffective
use of learning technology tools can waste resources.
·
Learners must have basic technology knowledge or a willingness to learn.
·
High technology set up and maintenance costs.
q Virtual learning
“Virtual learning” is
also known as “digital learning” or “e-learning.”
The educational process
of learning over the internet without having face-to-face contact is known as
“Virtual learning”. Virtual learning uses
computer software, the Internet or both to deliver instruction to students.
This minimizes or eliminates the need for teachers and students to share a
classroom. Virtual learning does not include the increasing use of e-mail or
online forums to help teachers better communicate with students and parents
about coursework and student progress; as helpful as these learning management
systems are, they do not change how students are taught.
Virtual
class room is web based environment that allows participating in live training
events without need to travel. students can listen to lectures, participate in
lab exercises, ask questions and receive feedback just as he/she do in
conventional classrooms .It saves the
expenses and travel time to a training
site. These are the classrooms
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functioning in a system of virtual
reality. These are cyber classrooms, where the teacher and the students can
converse in real time. In every sense, a virtual classroom tries to stimulate,
in every way it can, the learning platform provided by a conventional
classroom. These classrooms are capable of replacing partially or totally the
conventional educational, evaluative and administrative functioning of a
regular classroom by adopting the advanced computer and ICT technologies like
the Internet, e-mail, online chatting, www, CD ROMs, DVDs, teleconferencing and
video conferencing.
How does a virtual class room work?
¢
Using Web-based interactive programs both the trainers and the
learners interact in a “real” time environment.
¢
At the appointed time both the students and
trainers come online to attend the class. Just like a regular, conventional
class.
¢
Once a session starts, everyone is a part of the
live session that is seen by all the students, however away they are from each
other.
¢
virtual class room works using audio and video
conferencing tools that are easily configurable and can also be used to show
pre-recorded video tapes and CDs as well.
¢
Students can interact with the trainers and they
can solve their queries instantly online. Not only this, students can also
interact with each other with the help of a chat tool feature. This is just
like ordinary chatting tools used by Web users all around the world.
¢
Just like the class room has a black
board, virtual class room also has a software tool called whiteboard – which
can be used to explain certain queries and draw diagrams, etc.
¢
Other standard tools like presentations, image
files, html files etc can also be uploaded on the whiteboard – thus if you
already have some study material then it can be easily plugged into virtual
class room.
¢
Online test and evaluation feature are also
available that constantly gauge the extent of understanding of the trainee and
provide feedback on assignments.
Virtual learning comes
in several forms:
ü Computer-Based: Instruction is not provided by a
teacher; instead, instruction is provided by software installed on a local
computer or server. This software can frequently customize the material to suit
the specific needs of each student.
ü Internet-Based: This is similar to computer-based
instruction, but in this case, the software that provides the instruction is
delivered through the Web and stored on a remote server.
ü Remote Teacher Online: Instruction is
provided by a teacher, but that teacher is not physically present with the
student. Instead, the teacher interacts with the student via the Internet,
through such media as online video, online forums, e-mail and instant
messaging.
ü Blended Learning: This combines traditional face-to-face
instruction, directed by a teacher, with computer-based, Internet-based or
remote teacher online instruction. In effect, instruction comes from two
sources: a traditional classroom teacher, and at least one of the forms of
virtual learning described above.
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Facilitated Virtual Learning: This is computer-based, Internet-based or remote teacher online
instruction that is supplemented by a human “facilitator.” This facilitator
does not direct the student’s instruction, but rather assists the
student’s learning process by providing tutoring or
additional supervision. The facilitator may be present with the learner or
communicating remotely via the Web or other forms of electronic communication.
Similar forms of virtual learning are sometimes grouped
into broader categories:
·
Online Learning: This is any form of instruction that
takes place over the Internet. It includes Internet-based instruction; remote
teacher online instruction; and blended learning and facilitated virtual
learning that involves these two virtual learning methods. It excludes
computer-based learning.
·
Full-Time Online: This is online learning with no regular face-to-face instruction or
facilitation. It is Internet-based and remote teacher online learning only,
though it may include some occasional interaction with human teachers and
facilitators.
Advantages
·
Can attend from anywhere and anytime.
·
classroom is portable
·
Extends communication and information
exchange beyond a physical classroom.
·
Aids and supports students learning
Disadvantages
·
poor computer literacy
·
Limited access to quality technology
·
Limited instructor interaction
·
Isolation from learning groups/ peers.
Advantage
of virtual classroom in Language
From the point of view of a language teacher
running classes in a virtual world an important advantage is a great range of
communication tools as well as availability of educational materials. Another
advantage is
increased
interest and engagement of learners. A teacher can use visualizations of maps,
reference plans, schemes and presentations. Methods that can be used include
e.g. role playing, simulations of communication situations, action learning.
Power-point presentations can be used instead of students’ and teachers’ books.
Simultaneous communication of members within a group as well as accessibility
of materials facilitates realization of competitions, quizzes or tests.
q
E-Tutoring
E-tutoring can be defined as teaching, support, management
and assessment of students on programmes of study that involve a significant
use of online technologies (TechLearn, 2000).
q MASSIVE OPEN ONLINE COURSE (MOOC)
A massive open online course (MOOC) is a free
Web-based distance learning program that is designed for the
participation of large numbers of geographically dispersed students.
The
word MOOC was coined in 2008 by Dave Cormier, from the
University of Prince Edward Island for a course offered by the University of
Manitoba, "Connectivism and Connective Knowledge."
A
MOOC is an online course with the option of free and open registration, a
publicly-shared curriculum, and open-ended outcomes. MOOCs integrate social
networking, accessible online resources, and are facilitated by leading
practitioners in the
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field
of study. Most significantly, MOOCs build on the engagement of learners who
self-organize their participation according to learning goals, prior knowledge
and skills, and common interests.
Online
course aimed at unlimited participation and open access via the web. In
addition to traditional course materials such as filmed lectures, readings, and
problem sets, many MOOCs provide interactive user forums to support community
interactions among students, professors, and teaching assistants.
A
number of web-based platforms supported by top universities and colleges
currently offer MOOCs on a wide range of subjects. Experts say MOOCs can be key
to promoting high quality education to people in places with internet access.
However, as demand for MOOCs grow rapidly, experts also see reasons for
concern.
Requirement
•
Should have an internet
connection.
•
Should have any of the devices –
PC / Lap / Tab / Mobile.
•
Should have Minimum experience in computers.
•
Should have Some time to spend .
Who can take a MOOC ?
•
Students and Researchers
•
Prospective students
•
Lifelong learners who can benefit after college - Teachers
•
MOOCs for professional development
•
People personally affected by the issue covered in a
MOOC
•
Any Other Learners
Strategies of MOOC
• Self Directed Learning
•
Peer Supported Learning
• Case studies and Authentic Projects
• Enable Integration into Blended Learning Programs
MOOCs and Collaborating
Universities
§ edX, the high-profile MOOC founded by Harvard and MIT
§ Coursera - Stanford University et al.
§ Udacity
§ Khan Academy etc.
Advantages
·
No tuition fees
·
Open access, exposing top level
professors at schools that would otherwise be unavailable to much of the
World's population
·
Open courses for all interested,
regardless of location, resulting in a more diverse student base
·
Students can collaborate with their
peers from different parts of the world.
·
Students can
share work, critique and receive others feedback. Provide online interaction
amongst students.
·
Some
enthusiastic professors have found global sharing of knowledge more appealing.
Many acknowledge that MOOCs help them reevaluate their pedagogical methods,
while improving knowledge sharing.
Disadvantages
§ They
make it easy for students to drop out.
§ MOOCs
do not provide active feedback due to large number of students.
§ Students
need to be responsible for their own work because MOOCs provide self-directed
learning.
§ Technical problems
§ Limited
real world engagement
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q Learning on the Cloud platform / Cloud-based learning
It is online learning, or elearning, that is
available in the cloud; meaning that resources are stored in a virtual
environment, accessed from various forms of web-enabled devices.
Cloud computing is a type of Internet-based
computing that provides shared computer processing resources and data to
computers and other devices on demand.
In 2009, the availability of high-capacity networks,
low-cost computers and storage devices as well as the widespread adoption of
hardware virtualization, service-oriented architecture, and autonomic and
utility computing led to a growth in cloud computing.
Online education is rising in popularity. The rise in elearning
popularity and demand is likely tied to the growth of cloud technology, as
businesses and educational institutions alike have turned to the cloud.
Cloud-based systems are the perfect environment for a virtual classroom as they
offer seamless access to information, easily sharable data and foster a means
for tracking multi-user collaboration.
Learning platforms were traditionally static software-based courses
filled with single-source content and at best patchy technology options for
collaborating. Today, online-learning platforms are flexible, dynamic and can
be accessed on the user’s preferred device, including smartphones and tablets.
Content can also come from a variety of sources, including crowdsourcing,
making the information more dynamic and varied for learning.
Online-learning platforms
offer entrepreneurs and businesses a flexible, but frameworked method for
ensuring they and
their staffs are getting the training they need.
Many solutions offer fully customizable white-label systems so you can create
and set up courses exclusively branded for your business.
Some of the new and up-and-coming cloud-based learning platforms that are
changing the online education marketplace are given below.
1.
TalentLMS
TalentLMS is an enterprise-friendly learning-management system, or LMS,
that can be white-labeled for use by businesses or educators. It’s a
mobile-friendly cloud platform where users can learn from their tablets,
smartphones or laptops. A readily white-labeled solution means enterprises,
universities and just about any team, organization or individual can
incorporate it, or even re-sell the platform as their own.
Added benefits
include complete reports, embedded tools and built-in tests.
2.
Moodle
2Moodle is a scalable and customizable open-source learning-management
system. It features blended learning, classroom management, built-in course
authoring, mobile learning, both asynchronous and synchronous learning,
certification management, social learning, video conferencing and more. It also
supports gamification to make learning fun and can be adapted to corporate and
business applications, though it is mainly marketed to educational
institutions.
§ Because it’s open source, it’s completely free to
use on your own servers. For those who need a little help, Moodle has a
selection of partners to help with consulting, training, theme design,
development and maintenance to make sure customers get the most of it.
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Advantages
§ Mobile, decentralized and just in time learning.
A more flexible learning mechanism is provided that
aligns itself more closely to the learners day to day activities. In taking
content outside the learning structures, cloud computing allows for the
delivery of learning anytime and anywhere.
§ Cost effective.
According to Marc Benioff, CEO of Salesforce.com,
ìthe cloud services companies of all sizes… The cloud is for everyone. The
cloud is a democracy. If used properly, it is highly cost effective as
institutes have to pay only for the server space they use and costs of
maintanence and updates.
§ Redundancy
Use of the cloud includes storage of data and information across many different servers. This means that even when a computer has a glitch the information is still easily accessible. There is no longer a need to save data to a physical source like your desktop or USB drive.
Use of the cloud includes storage of data and information across many different servers. This means that even when a computer has a glitch the information is still easily accessible. There is no longer a need to save data to a physical source like your desktop or USB drive.
§ Increased Collaboration
Being able to access materials online allows for flexibility and increased collaboration. Students and teachers are able to collectively contribute to projects online and build upon one another’s knowledge.
§ Increase Accessibility via Mobile computing
Because using the cloud does not require as many local resources (RAM, Disk Space, Processor Speed) it easily allows
Because using the cloud does not require as many local resources (RAM, Disk Space, Processor Speed) it easily allows
for mobile computing. This means that the user can
access anything on the cloud from multiple devices including smartphones,
laptops and tablets. Students and teachers are able to access materials
regardless from the geographic location as long as they have a reliable
internet connection. It can allow a student who has to miss school to access
information, or a traveling teacher to keep in touch with her class’ progress.
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