Teaching Machines
Teaching
machines are electrical or mechanical devices used for self-learning. Although they appear as light and sound
devices, they have special learning components in them, some of which are given
below:
1. They
elicit overt or covert response of the student.
2. They
provide feedbacks to the learner.
3. They
contain logically arranged well structured programmes (e.g. Computer
Programmes, Programmed instruction etc.)
4. They
help the learner to proceed at his own speed.
5. They
supervise the learning of each individual student.
Technically speaking, teaching machines, present the
content to be learnt. In these devices,
programmes are important. These
programmes are based on learning theories and are effective in imparting
knowledge.
Forerunner for the emergence of teaching machines is
the development of automatic testing devices, by Pressey in 1920. This attempt led to the development of
teaching machine in 1950 and programmed instruction in 1960.
Though there are a number of teaching machines,
programmed texts, computer and computer-programmes are the most important among
the display devices that promoted educational innovations.
Educational Satellite (EDUSAT)
The “EDUSAT” or the Education
Satellite was launched by the Indian Space Research Organization (ISRO) on 20th
September 2004 from the Sri Harikota Space Research Centre located in Andhra
Pradesh, using a G.S.L.V. rocket.
The main purpose of this is to
provide education to all people, primarily children from remote areas of the
country who cannot go to schools or colleges.
The classes are conducted by various State Education Boards, NCERT,
CBSE, Universities etc. in a studio environment using PowerPoint presentations
as well as the common blackboard. Both
interactive as well as the common sessions are offered. As many as 5000 educational institutions
participate in these programmes and get benefitted.
As classes are conducted in a studio
environment, it is enough to use the services of a few highly qualified
competent teachers and telecast the proceedings to the entire nation. This eliminates the need for a large number
of qualified teachers often demanded in other forms of education.
These classes are beamed to
predestined areas using EDUSAT similar to regional television programmes on
‘Doordharshan’. Students attending the
classes could ask questions to the teachers conducting classes through SMS,
e-mail or other electronic mode of communication, something similar to a TV
talk show. To enable this, schools/colleges
should be having an interactive receiving terminal which is currently being
supplied free by ISRO to selected schools/colleges as the whole programme is at
an experimental stage. In future when
this programme is expanded, schools and colleges will have to purchase this at
a subsidized cost of Rs. 3000.
In addition, these classes could be
recorded on a CD and converted into computer file and made available on the
internet without the interactive session.
They will be available from the archives at any later date in future.
In a nutshell it could be said that
Indian Government is making all out preparations to provide education to all,
at a fraction of the present cost using space technology.
Advantages of EDUSAT
Assisted Instruction
1. Distance
education will get strengthened.
2. Education
could be made available at a fraction of its cost to a large number of
students.
3. A
large number of students can be educated by a very few extremely efficient
teachers who can reach them from the studios located in the universities or
education boards i.e. It eliminates the
demand for a large number of teachers.
4. Education
reaches the door steps of students; there is no need for students to go in
search of good education.
5. Students
can receive education at their own pace and convenience especially in the case
of those who are employed.
In short we can say
instruction through EDUSAT will give a thrust to Home-schooling.
INSTRUCTIONAL MODULES
Each learner is unique and is different from others
in background, experience, inherent qualities, habits and learning styles and
as such should be allowed to grow and develop to the fullest potential. Modular Approach is an attempt to make the
instruction individualized so that the students could learn at his own pace
according to his interests, capabilities and capacities.
Meaning of Module
A module is self-contained,
self-pacing and self-learning by the nature but a teacher has a positive role
to play in its use. The modules can be
prepared in different forms such as written materials, slides, tapes, pictures
etc. They can be sub-divided into
smaller module units to meet the needs of each individual student or group of
students.
Essential features of a
Module
A good module should have the
following features:
i. It
should be self-contained with learning activities, pre-tests, formative tests,
post-tests, assignments, answer keys etc.
ii. The
learning activities should be properly sequenced.
iii. The
subject matter should be correct, concise and presented in an interesting
manner.
iv. It
should provide opportunities for the learners to interact with other students
and the community.
Components of a Module
The following are the main
components of a module:
1. Title: The title must be clear and concise.
2. Introduction: It should give the background and rationale
of the module as well as the target population for whom the module has been
developed.
3. Overview: It introduces the learner to the theme of the
module, its purpose, structure, organization and uses.
4. Instruction
to users:
It should include clear instruction to the learner as to how he should
proceed and what he has to do after each step or stage.
5. Pre-test: The pre-test is taken by the learner to find
out the level of his knowledge and skills.
If his level of knowledge is up to the standard expected he can skip the
module and go the next. Otherwise he is
asked to study the module.
6. Objectives: The objectives should be stated clearly in
terms of expected learning outcomes.
7. Learning
Activities:
Learning activities should be provided in a sequence manner. They should be based on entry behavior of the
learner and his actual needs. They
should also take into account individual differences. Different media and methodologies also should
be employed.
8. Formative
Tests:
They are given at the end of each unit to help the learner know whether
he has achieved the expected behavioural outcomes.
9. Summative
Evaluation:
It is done with the help of a post-test.
It helps the learners to know well he has attained the expected learning
outcomes.
Developing a Module
The following steps can be used in
developing a module:
·
Identify the target
group.
·
Identify the learning
needs of that group.
·
Decide terminal
behavior.
·
Identify entry
behavior.
·
Assess of entry behavior
through pre-test.
·
Prepare teaching frames
with objectives, learning activities, formative evaluation and summative
evaluation.
·
Try out the module.
·
Revise and finalize of
the module.
Limitations
Although the modules can serve
different purpose they are not free form certain limitations:
·
They cannot be used in
a system where all students are expected to progress at the same pace. For example in countries like India all
students are required to appear in an external examination after a specified
period of time.
·
The printing cost of
the modules is higher than many of the other types of instructional material
used in developing countries.
BUZZ SESSION
Definition
A buzz session consists in dividing an audience
into small groups to discuss an issue or carry out a task. The groups work simultaneously in the same
room (the word buzz comes from the resulting noise). The task is brief and relatively simple.
A buzz group involves every member of a larger
group, directly in a discussion process.
Buzz session are formed by dividing
large groups into small discussion groups of 2 to 15 people who meet
simultaneously for a specified time to discuss a specific question, problem or
issue.
Buzz sessions are short participative sessions that are
deliberately built into a lecture or larger group exercise in order to
stimulate discussion and provide student feedback. In such sessions, small
sub-groups of two to four persons spend a short period (generally no more than
five minutes) intensively discussing a topic or topics suggested by the
teacher. Each sub-group then reports back on its deliberations to the group as
a whole, or sometimes combines with another sub-group in order to share their
findings and discuss the implications.
Facilitator
needs to
·
Divide a large group into smaller groups (3-5)
·
Pose a question or topic
·
Allow a limited time
Ø 5 minutes
for a simple topic
Ø 10 minutes for a more
complex topic
·
Allow small group discussion to be valuable in its
own right
·
Or, ask each group to report (1-2) key thoughts from
their discussion
Conduct of Session
·
The session is incorporated into a large group activity, such as a
conference.
·
Groups may be set up in advance or on the spot. For example, in a
banquet-style room, participants sit at round tables with each table
constituting a discussion group. This is most appropriate arrangement. In the school-style
arrangement, participants sit at a table arranged in rows facing the stage.
Participants in even-numbered rows can be asked to turn around and discuss with
those in odd-numbered rows in groups of four to six. In a theatre-style
arrangement, where participants sit in rows without tables, participants can be
asked to move their chairs.
·
Describe the process: whether groups are supposed to choose a moderator
and a spokesperson, the duration of the session, the type of report required.
·
Specify each group’s task. It can be a common one for all groups, or two
complementary tasks can be assigned to one-half of the groups respectively or there
can be a different task for each group.
·
Ask participants to introduce themselves to each other before beginning
their discussion.
·
Let groups discuss for no more than 20 minutes.
·
Warn those two minutes before the end.
·
Gather the results of the discussions. Contributions should be brief and
focused. Avoid repetitions by asking for new input only. A report from each
group is often useless; participants may be simply asked if they have something
new to add or only a few examples can be collected. Reports can be submitted in
writing, compiled during a break and reported at the plenary session in the
form of a synthesis.
Variations of the Buzz Session
Phillips 66 Method
The Phillips 66
variation of buzz groups was developed by J. Donald Phillips. It can be used with small groups or large
groups. With this system, the large
group is divided into small groups of six persons with as little movement of
chairs as possible. The sub-groups are
then given a 6-minute time limit to discuss the issue or problem.
Clark’s
22 Method
The Clark’s 22 method
is best used when there is little possibility for movement in the room, such as
in a large auditorium with stationary seats.
Two people discuss the topic for 2 minutes. The presenter or discussion leader then calls
for reports from each group.
Huddle Method
In the huddle
method, 5 or 6 people meet to discuss the problem. It is much like a football or basketball game
huddle where in the group quickly discusses the alternatives and devises a
plan. In the huddle method, the group
usually begins by choosing a “Captain” or “quarterback” to lead the
discussion. Holmes and Mortensen (1983)
state that huddle groups are productive because the small group is conducive to
natural, non-forced, informal conversation.
Circular
Response Method
This method is very
similar to the general buzz group method except that responses to the problem
or issue are presented according to seating arrangement in the circle. It ensures participation of each group
member.
Progressive Buzz Sessions
The progressive
sessions are very similar to the general buzz group method except that at a
specified time, the groups rotate both topic questions and contributions. This allows each group to work on a number of
different topics and still benefit from the written contributions of other
group members.
Uses
·
To help expand thoughts and opinions about a
controversial topic; or to gather potential solutions to a problem.
·
To create an opportunity for discussion even in a large group. A buzz
session gets more people to participate and is less intimidating than a forum.
·
To identify an audience’s needs and points of interest.
·
To encourage the contribution of participants who would be reticent in a
large group.
·
To obtain participants’ feedback on the conduct of the activity.
·
To warm up a group before a forum.
Advantages
·
A large number of ideas, issues and recommendations can be collected in
a short time.
·
Each participant has an opportunity to speak.
·
Active participation is stimulated for the next activity.
·
The audience’s needs are met with greater satisfaction. Provides valuable information to resource
persons.
·
It allows everyone’s ideas to be expressed.
·
Participants learn to work in real-life situations where other’s
opinions are considered.
·
It sets the groundwork to get discussion started.
·
Because members are expressing opinions, it is good for dealing with
controversial subjects.
·
Constitute an excellent method of introducing variety into a
lecture, thus helping to maintain student attention.
·
Can be used to achieve a wide range of objectives, both cognitive
and non-cognitive.
·
Encourage students to become actively involved in a lesson.
·
Allow feedback to take place.
Disadvantages
·
Effectiveness of the group may be lowered by the immature behaviour of a
few.
·
It may not be effective for younger groups or groups that know each
other too well to take each other’s opinions seriously.
·
It can be time-consuming when dealing with very large groups.
·
Are most useful in a supportive
role as part of a larger lesson as they are not, by themselves, intended for
use as a front-line method of teaching basic facts and principles.
·
Need careful control, as the word 'buzz' signals.
Limitations
·
The group must be well prepared by the teacher in order to keep the
group on topic.
·
It
is not intended to be a full meeting but used as a supplement to other methods.
·
The task has to be kept simple. Examples: identify an advantage and a
disadvantage; make a suggestion; prepare a question, identify a problem, etc.
·
A theatre arrangement with stationary seats is not as conducive to this
technique. Participants can be asked to
discuss in groups of three, in which case the discussion should be brief.
e-Learning
What is e-Learning?
e-Learning is an abbreviation of the
term electronic learning. Electronic
learning in its literal meaning stands for the type of learning carried out,
facilitated or supported by some or the other electronic gadgets, media or
resources. It is quite a broader meaning
of the term e-learning. Judging in this
sense, the learning facilitated by the use of any electronic media or means
like microphones and listening devices or audio and video-tapes can be termed
as e-learning.
e-Learning is learning that takes
place in an electronically stimulated environment. e-Learning, Web-based training,
internet-based training and computer-based training are the next generation
instructional methods being developed today.
With e-learning, users can immerse themselves in a three-dimensional
environment to further enhance their learning experience. Today, e-learning is fast becoming a reality
through companies like Trainer soft and others.
e-Learning can include training, the
delivery of just-in-time information and guidance from experts. e-Learning can be done using an internet
connection, a network, an intranet or a storage disk.
e-Learning may be taken as an electronically carried
out learning facilitated and supported by the use of advanced learning
technology particularly calling for the services of computers, networking and
multimedia.
A contemporary author, Rosenberg (2001) tried to define the
term e-learning in the following words: e-learning refers to the use of the Internet
technologies to deliver a broad array of solutions that enhance knowledge and
performance.
e-Learning is an innovative
technique or a form of information and communication technology used in
providing learning experiences to the students on-line through the use of
Internet services and Web technology of the computers on the same lines as
witnessed by us in the form of e-mail, e-banking, e-booking and e-commerce in
our day-to-day life.
Nature and
Characteristics of e-Learning
1. e-Learning
is a generic term used to refer computer enhanced learning.
2. Its
use should be strictly limited to “on-line learning” carried out through the
Internet or Web-enabled technology.
3. It
conveys broader meaning than the terms ‘computer-based learning’ and
‘computer-aided instruction’.
4. It
should not be taken as synonymous to audio-visual learning, multimedia
learning, distance education or distance learning. It is true that the audio-visual and
multimedia technology and distance education programmes rest heavily nowadays
on the use of the Internet and Web services provided through the computers, yet
these are not identical but complementary.
5. It
should be made absolutely clear that the use of the term e-learning should be
restricted to the type of learning carried out, facilitated or supported
through Web-enhanced instructions and the Internet-based communication like
e-mail, audio and video conferencing, mail list, live chats and telephony.
The categories or
Levels of e-Learning
e-Learning falls into four
categories, from the very basic to the very advanced. They are:
1.
Knowledge
Data-base
2.
Online
Support
3.
Asynchronous
Training
4.
Synchronous
Training
Advantages of e-Learning
The advantages of e-learning include
the following:
1. Content
can be stored and reused by others.
2. Improved
efficiency: Learners can be devoting small blocks of time to learning new
skills.
3. Mobile
learning: Learning can take place
anywhere there is a computer, laptop or even Personal Digital Assistant.
4. Personalization
and interactivity.
