Educational Innovation

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 20^th 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.