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Course Journal FDP101x

Prachi Mahajan (prachi04)

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FDP101X Course Journal Prachi Mahajan (prachi04)

Page 1

Foundation Program in ICT for Education

Table of Contents Week 1 : Moving from Physical to Online Classrooms ....................................................................................................... 2

Pedagogic Adaptation 1 : Learning Dialogues (LEDs) ..................................................................................................... 2

Pedagogic Adaptation 2 : Learning by Doing Activities (LbDs) ....................................................................................... 2

Pedagogic Adaptation 3 : Learning Extension Resources (LxTs) ..................................................................................... 3

Pedagogic Adaptation 4 : Learning Experience Interactions (LxIs) ................................................................................. 3

Resource Creation 1 : Course Journal ............................................................................................................................. 4

Week 2 : Web Presence for Teachers ................................................................................................................................. 5

Video on ‘What is Internet?’ ........................................................................................................................................... 5

Video on ‘The Internet – How it works?’ ........................................................................................................................ 5

Web Link ......................................................................................................................................................................... 5

Video on ‘Web Browsers’ ............................................................................................................................................... 5

Week 3 : Learning Management Systems .......................................................................................................................... 6

Face to Face Interactions (19-20 Aug 2017) ................................................................................................................... 6

Week 4 : Creating your own Video Resources .................................................................................................................... 9

Spoken Tutorial – Creating a Video Open Education Resource ...................................................................................... 9

Other Screencasting Softwares ....................................................................................................................................... 9

Learning Extension Resources - Multimedia Principles .................................................................................................. 9

Video by Matt Gerberick ................................................................................................................................................. 9

Video by Prof. Richard Mayer ....................................................................................................................................... 10



Week 5 : Putting it all together ......................................................................................................................................... 11

Learning Extension Resources ...................................................................................................................................... 11

Summarizing FDP101x .................................................................................................................................................. 11


Page 2

Week 1 : Moving from Physical to Online Classrooms

Pedagogic Adaptation 1 : Learning Dialogues (LEDs)

Ques : What is the equivalent of such a video in a regular teaching-learning interaction within your

classroom? ( What is equivalent of instructor videos in a physical classroom?)

Ans : The equivalent is the lecturer taking the lecture.

Answer offered by facilitator: Teacher lecturing in front of students.

Ques : What additional features does the video provide you apart from the regular information

transmission of the content?

Ans :

1. Video allows the freedom to see it anytime from anywhere.

2. Allows rewind and play, fast forward of the content.

3. Proves to be self-paced

4. Allows time for review and analysis of content.

Answer provided by facilitator :

1. Play / pause the video, seek bar to go forward, backward, adjust playback speed from 0.5x to 2.0x,

volume control, increase screen size, ‘cc’ to see transcript, ‘quotes’ button to see transcripts on side

2. Reflection activity

a. Reflection Spots to make the learner pause the video, think, then write the answer

b. Allows involving the learner in a dialogue with facilitator

Pedagogic Adaptation 2 : Learning by Doing Activities (LbDs)

Ques : What advantages do you see in answering these questions immediately after watching the LEDs?

Ans : I feel that answering questions immediately offers following advantages

1. The advantage is that since the content is fresh in minds, the chances of answering the questions

correctly is high.

2. We get a chance to review all that we have studied

3. The difficult concepts can be viewed/ heard again and understood. Thus the doubts get solved

immediately.

Answer offered by Facilitator :

1. Reinforcing the key concepts discussed.

2. Additional advantage of getting detailed feedback of why one option is correct and why other options

are wrong. Highlights the major difference between teacher asking intermediate questions in physical

classroom and such videos.

3. Makes the learning process more learner-centric.


Page 3

Pedagogic Adaptation 3 : Learning Extension Resources (LxTs)

Points to Remember :

LxTs

Are used for extending your learning on what you have already learnt

Advanced resources that help you to go deep in a particular content eg: Videos, Links to Webpages or

documents, Research papers

These resources are not graded

Assimilation Quizzes - Graded quizzes

Ques : What is the function of Assimilation Quizzes?

Ans : The main function of Assimilation Quizzes would be to find if we have correctly and properly understood

the information and knowledge delivered.


1. Helps to test you whether you have assimilated the key concepts from the resources

2. Gradation of quizzes ensures sufficient premium to go through the learning resources

Pedagogic Adaptation 4 : Learning Experience Interactions (LxIs)

Ques : What are the advantages of having a structured group discussion?

Ans :

1. A group discussion has a tendency to deviate from the topic sooner or later.

2. A well-defined structure to this discussion will ensure that the discussion remains on track and is

concluded within the stipulated time.

3. The structure will also help any learner new to such discussion to know his role in the discussion.


1. Revolves around core theme without digressing

2. Discussions will be more engaging as learners are now familiar with the way discussions are to be

carried out.

Points to Remember about LxIs :

Consist of a focussed discussion having specific instructions on what to discuss and how to discuss

It is followed by a Graded Reflection Quiz

Quiz is based on discussions within the forum

Quiz will ensure that learners go through most of the discussions before trying to answer the quiz.

In FDP, sharing of experiences will have added advantage of exposing each one with varying teaching

learning resources thereby promoting collaboration.


Page 4

Resource Creation 1 : Course Journal

Ques : What did you learn while doing this entire activity of writing? (Advantages of this writing

activity)

Ans :

1. Writing gives clarity to thoughts.

2. Jotting down the important points, helps in quickly and effectively revising the content later.

Course Journal – Important Points :

It is a continued series of writings made by the learner in response to their interactions with the

course content

It is both – a process and a record

As a process

o Forces the writer to write (say) what he knows in a disciplined manner

o Proves to be a good exercise in thinking

As a record

o Can include descriptions about various content, activities mentioned in the course

o Can contain reflections on the content being discussed

o Can express emotions and understanding about the content

Record allows the process (by which the content is approached) to be examined and to arrive at

conclusions.


Page 5

Week 2 : Web Presence for Teachers

Video on ‘What is Internet?’ by Geoffrey Challen (Assistant Professor, Computer Science and

Engineering, University at Buffalo)

First level

o Interconnection of computer networks that bring billions of computers and thereby people

online

o Physical n/w

Second level

o Set of protocols that define how computers communicate with each other to accomplish

things

Third level

o People making the internet work for us by doing new and exciting things

Video on ‘The Internet – How it works?’ by Internet Foundation in Sweden

Explains

what people can do using the Internet

how servers and computers communicate using numbers and codes irrespective of local, regional

language

what are IP addresses and how they are interpreted

what are top-level domains

Web Link - What is the difference between webpage, website, web server, and search engine?

The web page explains various web-related concepts such as web pages, websites, web servers, and

search engines.

These terms are often confused by newcomers to the web, or are incorrectly used and hence the

web link proves helpful

Video on ‘Web Browsers’ by Google

Explains

What is a web browser

What a web browser does

Various popular web browsers


Page 6

Week 3 : Learning Management Systems

Face to Face Interactions (19-20 Aug 2017)

19 Aug 2017

Session @ 9.30 - Points to remember

Students can be broadly divided into two categories –

o good students who manage on their own and therefore at the risk of getting ignored, hence

they should not be ignored

o poor students who find it difficult to cope up learning the subjects, sometimes due to

language barrier, for them lectures can be recorded in native language

Just making online resources doesn’t mean that the students will assimilate. They should be made

to understand

Students should be motivated to take it up as well as complete it

Session @ 11.30 by Prof. Sunthar - Points to remember

Web presence for faculty members

Assignment – solve the following questions in a pair and discuss answers with partner

Q1 – On web, who is the audience you want to target?

Ans : Primarily the students – own students, but it can also be anyone who wants to learn the topic.

Q2 – What information do they seek?

Ans : Following information is sought :

Explanation of concepts

Industry related / Real-life examples

Additional reading resources

Visual design of web presence is important but focus should be more on content

User Story – What does the user want?

To form the user story

o Identify users

o Find out what information they require

o Decide the content to meet the requirements

o Use various tools to do this

User Story Template

As a _____ (user), I want _____ (info) so that I can ______ (goal)


Page 7

Eg : As a course student, I want to know the learning material so that I can revise what was taught in class.

Assignment – create two user stories, one with student as user and another with faculty as user, construct

a spreadsheet (table) for the user story

Session @ 2.00

Demonstration of mentor-mentee interaction

20 Aug 2017

Session @ 9.30 – Points to remember

MOOCs are learner centered courses

Each video is LED with ‘Reflection Spots’

Discussion should be structured and clarify / resolve the doubts within the classroom

Course Journals are individual records of learning

Immediately after content is discussed, activity should be given to students

Session @ 11.30 – Points to remember

Pre-requisite – watching two videos by Sameer Sahastrabudhe

Video 1

Planning – mindmapping, brainstorming, discussions, analysing & organising what content is

wanted

Executing – how you provide a particular flow of whole presentation

Impress – Create a presentation with appeal – proper colour scheme, fonts, effects

Graphics – two categories – static graphics eg: photos, drawings, images, motion graphics eg:

videos, animations, simulations

Decorative graphic – used only to attract the attention of reader / viewer, has only aesthetic value

Mnemonic graphic – conveys content or communicates an idea relevant to visual form

Organisational graphic – tells qualitative relation between two entities within the graphic

Transformational graphic – quantitative relation between two products, concepts

Interpretive graphic – structure is depicted in a line art format

Video 2

Colour – communicates mood, conventional meanings at times, has specific meaning in certain cultures

Thumb rule for colour – more contrast more readability

Typography / Use of Fonts – maximum 2 fonts to be used in presentation / document (one for heading,

other for body)

Form and function – both are important


Page 8

Importance of all the above mentioned points was demonstrated in the session.

Session @ 2.00 – Points to Remember

Demonstration of how the discussion forum is structured.

From coursework

Series of videos explaining various settings inside moodle – editing sections in a course, adding resources,

creating assignments, creating discussion forums, creating quizzes

All the settings explained in videos to explored using the demo moodle site, first as a ‘student’ and as a

‘teacher’


Page 9

Week 4 : Creating your own Video Resources

Spoken Tutorial – Creating a Video Open Education Resource


Open Education Resource also known as OER

Khan Academy, NPTEL, OCW, of course, MOOCs such as edX do have a lot of open educational

resources.

Spoken Tutorial is an initiative of NMEICT, MHRD Government of India, is released under CC BY-SA,

Creative Commons Attribution- ShareAlike. and teaches open source software through audio-video

tutorials. Tutorials available in 22 Indian languages. Also offers side by side method to learn the

resource. In the Side-by-Side method, you can open the video in half the screen, and in the other

half of the screen, the software itself can be opened. For example, the video and the software Scilab

can be opened side by side.

To create the tutorial as a matter of fact we write the script first and then record the tutorials.

CD creation : This is for people who don't have access to Internet. So for example, if I want to create

an offline package, which can be used even without Internet.

Other Screencasting Softwares

The softwares marked with GPL (GNU General Public License) come under the Copyleft, allowing users to

freely distribute and modify the original program. The following non-GPL softwares are also popularly

used.

1. Screencast-o-matic

2. Techsmith Jing (for Windows and OSX)

3. Techsmith Camstatia (for Windows)

4. Quicktime (for OSX)

Learning Extension Resources - Multimedia Principles

Objective is to help teachers plan to create screencasts for flipped/blended/online classrooms, to create

pedagogically sound videos.

Video by Matt Gerberick on Redundancy, Coherence, Spatial Contiguity Principles


3 principles and how they are related to cognitive load theory and the cognitive theory of

multimedia learning

Principle 1 : Redundancy

o People learn more from graphics and narration than graphics, narration & on-screen text

Principle 2 : Coherence

o People learn more deeply from multimedia message when extremeness material is excluded

rather than included


Page 10

Principle 3 : Spatial Contiguity

o People learn more deeply from multimedia when corresponding words and pictures are

posted near rather than far on page or screen

Above principles can be used while developing content and instructions

Video by Prof. Richard Mayer in which he answers the question: "How might we best design video to

achieve its learning objectives in a higher education setting?"


Not media but instructional method causes learning

Temporal contiguity – audio should match video

Segmenting principle – segment or break down complicated content into smaller content pieces

Video by Prof. Richard Mayer in which he answers the question: "What do teachers or lecturers need

to know in order to be able to use video and/or multimedia effectively?"

Making technology available is not just enough, it has to be integrated into an instructional program in

such a way that it makes sense to teachers

Instructional design is therefore of prime importance

o Start with clear objectives – state what you want students to learn

Use video in service of these objectives to make the videos effective

Learning is caused not by videos alone but by good instructional design and sound instructional

methods

Video by Prof. Richard Mayer in which he answers the question : "How should we produce video in

order to increase the odds of it achieving its learning objectives for those who use it?"

Collection of focussed short videos rather than long ones

Personalization of videos – the actual person explaining his theory

Video is good for concretizing – seeing is believing and understanding it better

Production quality is also important


Page 11

Week 5 : Putting it all together

Learning Extension Resources

List of open source and free tools that can assist in Smart Classrooms (with an interactive whiteboard)

1. Open Sankore for Interactive Whiteboards

2. Mediawiki for asynchronous collaborations

3. Github for collaborations particularly useful for CS Teachers

Paid/proprietory applications

1. ConceptBoard or Realtimeboard for realtime collaborations

2. Confluence by Atlassian as a team collaboration software

Summarizing FDP101x – Video on ‘Understanding the Learning Purpose of activities’ (Week 1 to 5)

Week 1 – Exposure to IITBombayX, Document Editors, File Sharing services, through meaningful and

aligned activities

introductory week

course format, basic pedagogy, various features of IITBombayX for achieving this were explained

maintaining a course journal using the technology of Document Editors like, MS Word, Libre Office,

Google Doc, and this journal in file sharing sites such as Google Drive, Dropbox, One Drive etc., to

help understand the concept of file sharing. Also review of the journal by peers based on the criteria

specified by the course team.

Week 2 - Focus on web presence of the faculty

Familiarization with the content management systems that are available online

technology of WordPress

provision of learning extension resources for another technology - Drupal, that is increasingly

becoming a popular choice for creation of multifunctional websites

creation of own website using WordPress

Week 3 - Focused on learning management which goes beyond mere content management.

Introduction to MOODLE, an open source Learning Management Systems.

Provision of videos of MOODLE that was used in IIT Bombay and links to a Demo MOODLE site that

can be used for practice.

practice of modifying a course in demo Moodle site

synchronous interactions at remote centers, where Prof. Phatak, Prof. Sunthar, Dr. Sameer and me

interacted with participants across the country

demonstration of A-VIEW software that can be used for online interactions

familiarization with the idea of User Story technique to develop web presence


Page 12

few ideas on aspects of Visual Design that are needed while preparing slideshow presentations

Week 4 - Focused on a tool for audio-video content creation- Camstudio for screen casting

Provision of links to other popular tools that can be used for the same purpose

Creation of a screencast in own vernacular language

Mentor-mentee interactions through A-VIEW

Week 5 – Final week

put to use your skills of use of ICT.

two Resource Creation Assignments

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