course journal a s kousal 2418 · lectures in fdp101x and information that i collected from...

Course Journal: Foundation Program in ICT for Education

FDP101x

This work is licensed under the Creative Commons Attribution-Share

Alike 4.0 International License. To view a copy of this license,

visit ttp://creativecommons.org/licenses/bysa/4.0/.

Foundation Program in ICT for Education

Course Journal

Submitted as part of coursework in FDP101x

This course journal is a parodic record of my understanding of online video

lectures in FDP101x and information that I collected from different websites

which has mentioned during course, as a part of LXI.

Prepared by:

Mr. Abhijit Shaligram Kousal,


FDP101X 1

Goal of FDP

To use the global technology by facilitators to maximize quality time spent by the learners in

their subjects of interest…...

Learning Objectives

After successful completion of this course participants will be able to:

• Identify various ICT devices and applications useful in teaching-learning

• Develop awareness towards ethical practices for use of ICT in education

• Make use of best practices for information dissemination using ICT


Facilitated by

Technology

Learner

ContentFacilitator

WEEK 1: (STARTED ON MARCH 8, 2018)

Led 1.1: From Physical Classroom to Online Classroom

Physical Classroom

Learner-Teacher: Teacher delivers lecture to learner.

Teacher-Content: Teacher using videos or books to deliver lecture and gave problem to solve.

Learner-Content: Learner uses/refers the content to solve the problem given by teacher.

Online Learning

Interaction between Online Classroom Elements.

Learner-Facilitator

Teacher is a facilitator, and interact online with the

Learners. Teacher prepare videos, resources like

slides, practice problems etc., for students to work

out.

Facilitator-Content

Teacher using videos to deliver lecture and give

problem, online assignments, Online MCQs to solve.

Learner-Content

The students interact with the content by accessing

the course, watching videos and doing problems.

Learner-Learner and Learner-Facilitator

Discussion forums

Led 1.2 Pedagogic Adaptation 1: Learning Dialogues

Pedagogy

“Pedagogy is leading people to a place where they can learn for themselves. It is about creating

environments and situations where people can draw out from within themselves, and hone the

abilities they already have, to create their own knowledge, interpret the world in their own

unique ways, and ultimately realize their full potential as human beings.”

……….Steve Wheeler


FDP101X 1

Adaptations 1

Adaptations included in an individualized education plan process are designed to help the

student to acquire and demonstrate the same learning as other students. The fact that they are

stipulated in the plan also ensures that they will be monitored.

Adaptations should have the following characteristics:

1. They allow the student to meet QEP requirements, like any other student. In other

words, they do not give the student an advantage; they therefore respect the principle

of equality.

2. They give the student access to the learning and evaluation activities proposed in the

classroom, by mitigating any obstacles the student may encounter as a result of his or

her personal characteristics; they therefore respect the principle of equity.

3. They do not change the nature or requirements of learning or evaluation situations,

since it is still the student who makes the choices and decisions, mobilizes the resources

and so on.

2

Teaching learning interaction in Class

room

Teacher delivering lecture

Asking questions to the students

Gives Tutorials to the Students

Attention in the class is must.

Lacunae in this interaction: It is Real time

activity so attention is must.

Online teaching learning interaction

The video can be paused whenever required and repeat the it till concept gets clear

The video can be watched whenever and wherever viewer wants.

1http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/adaptation_serv_compl/Precisions_flexibilite_pedagogique_en.pdf

2 https://www.pinterest.com/pin/126945283224266440


FDP101X 2

Discussion forum gives new ideas and question to think on it.

Teacher is also available on the forum to solve the doubts and questions

Advantage: Learning is time independent activity.

Disadvantage: You won’t get answer to your doubt or question in real

time.

Led 1.3: Pedagogic Adaptation 2: Learning by Doing Activities (Lbd)

3Learning by Doing Activities is shown in

image it has following output

1. Strengthening of the concept

delivered by teacher.

2. The learner gets a detailed

feedback about the wrong answer.

3. Motivation to watch up-coming

lecture

Led 1.4: Pedagogic Adaptation 3: Learning Extension Resources (Lxt)

Learning Extension Resources

1. Better understanding of content by referring learning extension resource like

videos, research papers, links to various web pages or documents that are already

available..

2. Assimilation quizzes help in assessing whether the learner has understood the key

concepts from the learning resources.

Led 1.5: Pedagogic Adaptation 4: Learning Experience Interaction (Lxi)

Learning Experience Interaction

3

http://www.johannaharness.com/2015/11/serious-life-skills.html


FDP101X 3

1. Discussion revolves around the core theme without digressing

2. All learners know what has to be discussed.

Example:http://digitalstorytelling.coe.uh.edu/articles/Educ-Uses-DS.pdf

Information and Communication Technology

This is the wonderful Video tells us about Why ICT in education ? (example as a LXI)

Dr. Prabhar from IIT, Kanpur has given detail information about ICT

https://www.youtube.com/watch?v=KpyUBIBojIY

Led 1.6: Resource Creation 1: Course Journal

Course journal is process and record of contains by learners. It contents descriptions about

various activities in course, learner’s reflections on the content being discussed and

expresses emotions and understanding about them.

My Course Journal https://abhijit1975.wordpress.com


FDP101X 4


Web Presence for Teacher

Reflection Spot

Do you know what Internet is? Do you know how it works?

Do you know what Internet is?

1. Physical network of many computers.

2. Protocol for connection and communication.

3. Operated by peoples by using web pages and websites.

Do you know how it works?

Computers are connected to

internet through internet

cables. Mobiles are connected

to internet cable through

mobile mast. Internet is

transferring data at a speed of

nearly five times around the

earth per second. Things

which are transferred on the

internet are called digital information and are made up of ones and zeros. Servers can talk to

each other’s by sending codes and numbers to each other.

Reflection Spot

Do you know how information travels from your computer to other networks?

Information in the form of text, images, videos, is transferred on the internet are called

digital information which is encoded in ones and zeros. Servers can talk to each other’s by

sending codes and numbers to each other. Appliances connected to internet has their own

address which is called as IP addresses. Address with letters instead of numbers is called

domain name. Only servers have the domain name and not the computers or mobile.


FDP101X 5

Led 2.1 Tools for Web Site Creation

Websites are of two types simple and multifunctional. Wordpress can be used for creating a

simple website whereas Drupal is used for creating Multi Functional website. Wordpress

and Drupal are freely available open source.

Led 2.2 Basic Customisation In Wordpress

Following is the Customization in worldpress

Login to wordpress

Mysite

Admin dashboard

Change name of the site.

Change title.

Change colour and backgrounds

Change font

Header image

Widgets: A widget is a small application that runs within your website.

Sidebar

Add widget contact information, Calendar etc

The front page by default in Wordpress lists all the blogs that you've written.

Appearance: to change the title, colors, fonts, header image, menus, widgets and

how your front page must appear.

Led 2.3 Adding Content in Wordpress

There are two default contents the blog and the page. Web-log (Blog) essentially is like diary

on the web which may contain text, pictures. It may be periodic or unperiodic in nature and

it is time bound. Whereas pages are not time bound, thay may contain images, text, tables,

attachments, videos etc.

Led 2.4 Managing Content In Wordpress


FDP101X 6

A control panel allows you to manage your blogs, media, pages comments and so on and

several other site level action. WP- Admin or Wordpress admin is by default leading you to

what is known as a dashboard. Customization of blogs and pages. A sticky post is always at

the top of all the lists of post. Blog posts are normally arranged in a descending order of

time. Control panel provides facility of edit, quick edit, trash, publish and unpublish or

delete in bulk actions.

Led 2.5: Advanced Customisation In Wordpress

Media, pdf files, PowerPoint files, word files can be added to the pages from admin

dashboard. First the media must be uploaded to media library and then it can be added to

pages. Theme of the website can be changed. Theme can be customized for changing the

colours, backgrounds, headers etc. Widgets can be added and they can be customized.

Learning extension resource

USING DRUPAL TO CREATE A WEBSITE

Watch this YouTube Playlist that contains 63 video lessons about creation of website using

Drupal. Though you may not need to watch all the 63 videos, we recommend you to watch:

1. Lesson 2 - Introduction to Drupal

2. Lesson 3 - Why choose Drupal?

3. Lesson 9 - Drupal Content

4. Lesson 12 - Extend

5. Lesson 18 - Creating a Basic Page


FDP101X 7


Creating Your Own Video Resources

Visual Design Considerations

Five PPT (Lecture 1: abhijit28) based on any teaching course has designed in MS

PowerPoint and Uploaded in my wordpress site (https://abhijit1975.wordpress.com) under

the new page entitled as Course outline.

Visual Presentation Skills 1

Reflection Spot

What visual parameters will you take care of during your slide design so that your website

visitors find it easier to understand?

There are two types of graphics Decorative,The second type is a photograph, which is a

depiction of the realistic way in which the object is 'Mnemonic Graphic': This conveys a

content or it communicates an idea with relevant to a visual form, 'Organizational Graphics':

A map is a very good example. What it tells us is a qualitative relation between two entities

within that graphic. For quantitative representation, graphs and pie charts are the best way

to communicate.

Transformational Graphic:when there is a changeover period kind of a concept involved, it

includes, what happens at a time? What happens after X number of hours have passed or

minutes have passed and so on and so forth?

'Interpretive Graphic': Here, the structure is depicted in a line art format, however, use of

arrows and colours can be very useful in explaining the process which is happening inside.

So how the air will come inside from, where will it come inside, how will it travel inside.

Actual objects and/or models can be used to make the audience see for themselves, what is

being spoken about. Infographics can be used, so that a lot of information can be conveyed

through graphical representations. Infographic tools include maps, tables, charts, and

graphs. Actual photographs of the subject in question, also help to a great extent in


FDP101X 8

establishing effective communication. Many times, in the absence of real

photographs, diagrams and sketches can also be used for conveying important

information. Videos are one of the best audio-visual aids, which enable people to actually

see how things happen, thus making them understand the subject even more deeply

Visual Presentation Skills 2

Reflection Spot

what do you think are the considerations you have to make when using fonts and colors in

slide design? How many font types, font sizes and colours will you use in the design of your

slides?

we can change font type, font style, size, font colour etc.

Typography guidelines: Stop thinking of typography as simply headlines and body copy

and start thinking of it as a design element. Typography is an ‘ART’

Impress guidelines: Forms and Function of words are important

Take away: Contents and application is important

General Guidelines: Use a Sans Serif font (Helvetica or Arial) like what I have used

here for presentations. On the contrary, use a serif font like Times Roman, Palatino or

Bordon for printing a document which has to be given in hand for reading. Look out

for the copyright issues about the use of graphics.Every search engine will allow you

to choose the graphics which are copyright free, use them.


FDP101X 9

Creative Commons Licensing4

The Licenses

Attribution

CC BY

This license lets others distribute, remix, tweak, and build upon your work, even

commercially, as long as they credit you for the original creation. This is the most

accommodating of licenses offered. Recommended for maximum dissemination and use of

licensed materials.

Attribution-ShareAlike

CC BY-SA

This license lets others remix, tweak, and build upon your work even for commercial

purposes, as long as they credit you and license their new creations under the identical

terms. This license is often compared to “copyleft” free and open source software licenses.

All new works based on yours will carry the same license, so any derivatives will also allow

commercial use. This is the license used by Wikipedia, and is recommended for materials

that would benefit from incorporating content from Wikipedia and similarly licensed

projects.

Attribution-NoDerivs

CC BY-ND

This license allows for redistribution, commercial and non-commercial, as long as it is

passed along unchanged and in whole, with credit to you.

4 https://creativecommons.org/licenses/by-sa/3.0/


FDP101X 10

Attribution-NonCommercial

CC BY-NC

This license lets others remix, tweak, and build upon your work non-commercially, and

although their new works must also acknowledge you and be non-commercial, they don’t

have to license their derivative works on the same terms.

Attribution-Non-Commercial-ShareAlike

CC BY-NC-SA

This license lets others remix, tweak, and build upon your work non-commercially, as long

as they credit you and license their new creations under the identical terms.

Attribution-Non-Commercial-NoDerivs

CC BY-NC-ND

This license is the most restrictive of our six main licenses, only allowing others to

download your works and share them with others as long as they credit you, but they can’t

change them in any way or use them commercially.

Spoken Tutorial Project

Spoken Tutorial Forums is a friendly online discussion forum. You can join existing

discussions or start new topics, and get lots of replies from the Spoken Tutorial community.

Registration to Forums is completely free and takes only one minute.Forums is very easy to

use, even for computer newbies. It's very easy to format forum posts with fonts, colors, and


FDP101X 11

any other options. You can attach files to your posts directly from your computer. You can

give links to webpages or videos from other video websites.

Software to create spoken tutorial

General Public License: Cam-recorder, Kazam etc.

Non- General Public License: Screencast-o-matic, Techsmith Jing (for Windows and OSX),

Techsmith Camstatia (for Windows) etc.

Multimedia Principles5

The Principles Behind Multimedia Educational Applications

A multimedia learning environment, in order to be considered as effective, must follow

some basic principles that should be taken into account in the design of multimedia

educational applications. These principles are based on the nature of human learning and

according to Clark & Mayer (2008) are the following:

1. Multimedia Principle

The Multimedia Principle argues that the multimedia application must include a

combination of words and images, as information is transferred, processed, and maintained

better by the trainee when the teaching environment links its presentation with those two

elements. Consequently, based on the Cognitive Theory of Multimedia learning model, both

channels of sensation are used, creating in the long-term memory a fuller and more

structured representation that contributes to the acquisition of knowledge.

2. Contiguity Principle

5Resources:

• Clark R.C, & Mayer, E.R., (2008). E-learning and the Science of Instruction: Proven guidelines for consumers and designers of multimedia

learning. San Francisco: Pfeiffer

• Moreno R., & Mayer E.R., (2000), A learner-centered approach to multimedia explanations: Deriving instructional design principles from

cognitive theory, Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 2000, 2(2): E-pub


FDP101X 12

According to the Contiguity Principle it is preferable that the words be presented

simultaneously with the corresponding images, rather than separately in a multimedia

application. Clark & Mayer demonstrated that graphics must be present next to the text

mentioned, as distance generates increased cognitive load, to the already knowledge-limited

capacity of active memory, with the direct consequence of dissuading the learner from

active learning.

3. Modality Principle

A principle which is the specialization of the Multimedia principle and advocates the

presentation of the words as an acoustic narration rather than as a visual text on the screen.

It is possible to create better learning conditions when choosing modalities that do not

overload a single channel of recruitment but are complementary, as predicted by the Model

of Cognitive Theory for Multimedia Learning.

4. Redundancy Principle

This principle supports the narrative presentation with graphics rather than

graphics and narration andtext on the screen. This authority claims that the excess

information involved in learning, instead of facilitating, cognitively affects the trainee. The

cognitive burden can occur when the information itself is presented in multiple forms

(verbal and visual) or when presented without necessity in a complex way since the

processing capacity of each channel is limited. However, sometimes this principle is

overlooked when the teacher can adapt the application to its rhythm and needs, or it may

have difficulty in editing narrative.

5. Coherence Principle

The Coherence Principle points to the exemption of multimedia presentation from verbal

and visual information. At this point, the need to avoid unnecessary texts, sounds, and

images in multimedia teaching is emphasized, focusing only on the presentation of the

necessary information. Adding interesting but unnecessary material can hurt the learning

process since it risks the cognitive load.


FDP101X 13

6. Personalization Principle

The Personalization Principle emphasizes the use of a friendly and familiar way of

expression (narration on the first and second person), as well as the use of an effective

pedagogical agent, helping the learning process. Based on the Cognitive Theory of

Multimedia Learning, this approach approaches human discussion, and so learners are

actively involved in the learning process, trying to understand what the narrator means and

thus become more involved in cognitive processes of choice, organization, and integration.

7. Worked Examples

They are directed to the detailed presentation (step by step) of information in order to solve

a problem or to perform a task. According to the Cognitive Theory of Multimedia Learning,

active memory plays an important role in cognitive processes for the development of new

knowledge. The use of analytical examples contributes to better management of the limited

cognitive resources of the active memory, as this provides assistance mainly to novice users,

to see the solution process, thus automating the process with the consequence of reducing

the cognitive load. The basic design principles of worked examples are:

• Detailed explanations that emphasize the concepts that are behind each step of worked

examples. Worked examples are completed by applying the design principles for optimal

presentation of the information.

• Transition from worked examples to solving exercises, as learners progress from

beginners to advanced (fading).

• Encouraging learners to process the steps of worked examples with self-explanation

questions.

• Applying multimedia principles.

• Supporting the transfer of knowledge by effective design οf the content of worked

examples.

• Designing exercises that require learners to respond in the same way as they would at

their workplace.

• Providing explanatory feedback.

• Adjusting the amount and placement of unresolved exercises based on the performance

requirements of each task.


FDP101X 14

• Applying multimedia principles.

• Transition from worked examples to solving exercises (fading).

End of Week 3

End of Week 3

course journal a s kousal 2418 · lectures in fdp101x and information that i collected from...

Documents