Use of ICT in teaching learning process -slide share

Use of ICT in teaching learning process -slide share

• 1.
  “Changing role ofteacher in 21st century” Learner ContentTeacher Transformation needed for teachers from information provider to learning facilitators Traditional teaching •Preparing lectures •Delivering lectures •Assignments •Home works Blended teaching •Acts as facilator •Prepare videos •Prepare slides •Practice problems •Discussion forums
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  Pedagogic adaptation Pedagogic adaptation3: Learning extension resources (LxTs) Pedagogic adaptation 1: Learning dialogues (LeDs) Pedagogic adaptation 2: Learning doing activities (LbDs) Pedagogic adaptation 4: Learning experience interactions (Lxls)
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  Self-exploration resources 1. Resourcecreation 2. Learning experience interactions
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  Web Presence forTeachers: Creation of website Wordpress Adding resources Creating assignments Discussion forums
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  Learning Management Systems:Creation of Moodle Adding resources Creating assignments Discussion forums Quizzes Peer Instruction
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  Flipped Class roomactivity: Creating your own resources Linux operating system For windows and osx
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  Resources creation activity RCA1: Create Your own Website using wordpress https://wordpress.com/stats/day/engineering604.wordpress.com RCA 2: Create online moodle course of your choice https://mzsengineeringtechnologies.moodlecloud.com/mod/quiz/view.php?id=11
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  Flipping the Classroom-Why? TraditionalClass Room During Class: information Transmission Instructor Students Lectures Takes notes Ask questions Respond Respond Ask questions Outside Class: Assimilation Problem sets Assignments Group activities Limitations 1. Student don’t pay attention 2. Student assume they understand 3. Few student participates 4. Assignments may be challenging for some students and may be boring for others
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  Flipping the Classroom-What? 1.Class time is spent in assimilation, rather than information transmissions 2. Class time is spent in higher cognitive levels (Apply, Analyze and Create), rather than lower level (recall, understand) 3. Support of peer instruction are available
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  Flipping the Classroom-How? Alert!Flipped class room is not • Instructor simply creating a learning video • Instructor simply watching lectures video • Instructor simply giving clarification in class room But it is…… 1. Give students an opportunity to gain first exposure to the topic before class 2. Provide incentives for students to prepare for (prizes, rewards, etc) 3. Facilitates the higher level cognitive activities in the class room (think-pair- share) 4. Provide mechanism to student to get feed back from peer and instruction (formative assessment)
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  Active learning: Why,What, and How? Instructor creates carefully design lectures which make students to talk, write, reflect, and express their thinking's. Students should be engaged in content and go beyond routine processes like read and write, to the application to content.
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  Active learning: Why,What, and How? Inside classroom Think-Pair-Share Team-Pair-Solo Analyze-evaluate-create Predict-observe-explain Think aloud-pair-problem solving Peer Instructions Student Voting Discussion Voting Discussion Teacher summary
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  Implementation of ICTin my lectures Winter 2018- Design of steel structures-I Out-class Activity: Posted four lectures of Prof. Dr. Damodar Maity from IIT Ghuwahati on my wordpress account. Asked students to watch with in a week and join to class room teaching In-class Activity: Asked a question on Think-Pair-Share active learning concept cc Which configuration will provide more load carrying capacity, when used as a built- up section
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  Implementation of ICTin my lectures Summer 2018- Concrete Technology Out-class Activity: Created a blog on wordpress, blogpost, and moodle account. Posted four lectures of Prof. Dr. B. Bhattacharjee from IIT Delhi on my wordpress account. Asked students to watch with in a week and join to class room teaching In-class Activity: Implemented Team-Pair-Solo active learning concept Students were group according to their practical batches and asked to prepare a mix design for predefined grade. They together design the mix, casted the cubes and were subject to questionnaires individually at the end.
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  Implementation of ICTin my lectures Other activities Conducted online and offline quizzes and puzzles Assignments and discussions