RECENT TRENDS IN EDUCATIONAL TECHNOLOGY UNIT –X

UNIT –X RECENT TRENDS IN EDUCATIONAL TECHNOLOGY

Online Learning:

1.      MOOC

2.      Video-based tutorials

3.      Flipped classroom

4.      Project based learning

5.      Mobile learning

6.      Gaming

7.      Social Media for enriching teaching and learning.

MOOC

Definition

MOOCs are courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free.

Criteria of different dimensions of MOOC
		Dimension definition of MOOC	Criteria deciding for a MOOC
M	Massive	An online course designed for large number of participants	Number of participants is larger than can be taught in a ‘normal’ campus class room / college situation (>150 = Dunbar’s number) The (pedagogical model of the) course is such that the efforts of all services (including of academic staff on tutoring, tests, etc.) does not increase significantly as the number of participants increases
O	Open	Course can be accessed by (almost) anyone anywhere as long as they have an internet connection.	- Course accessible to (almost) all people without limitations. [2a] - At least the course content is always accessible [2b] - Course can be accessed anywhere as long as they have an internet connection
		Open as in freedom of place, pace and time	Most MOOCs nowadays have a fixed start and end date and as such are not open in pace or in time. Next, a pre-defined pace and/or a fixed starting date and end date is not considered an explicit criteria to distinguish between MOOCs and other types of courses
		Open to everyone without entry qualifications	No qualifications / diplomas needed to participate in the online course
		Course can be completed for free	Full course experience without any costs for participants
O	Online	Complete course online	All aspects of course are delivered online
C	Course	Unit of Study	The total study time of a MOOC is minimal 1 ECTS (typically between 1 and 4 ECTS)
		The course offers a full course experience including
		1. educational content	1. educational content may include Video – Audio - Text – Games (incl. simulation) – Social Media – Animation
		2. facilitation interaction among peers (including some but limited interaction with academic staff)	2. offers possibilities for interaction, such as social media channels, forums, blogs or RSS readers to build a learning community
		3. activities/tasks, tests, including feedback	3. participants are provided with some feedback mechanism. Can be automatically generated (e.g., quizzes), only by peers (peer feedback) and/or general feedback from academic staff, etc.
		4. some kind of (non formal) recognition options	4. Always includes some kind of recognition like badges or a certificate of completion. A formal certificate is optional and most likely has to be paid for.
		5. a study guide / syllabus	5. study guide / syllabus includes instructions as to how you may learn from the presented materials and interactions

VIDEO-BASED TUTORIALS

Video based lectures can be a powerful teaching tool. They are growing in popularity within higher .The review of previously reported uses of videos defines three areas where they are especially effective .

1.      To grab students attention and motivate them to learn. The primary aim is not to use videos to teach the material itself but “they can stimulate the interest”

2.      To provide highly realistic depiction of reality which students would not otherwise have the opportunity to see, e.g. medical procedures.

3.      To watch again/ later recorded live face-to-face lectures.

Typically video based lectures are placed on the files server and students can connect to have

them streamed to their PC whenever they want. A limited access, e.g., for approved class members can be established by placing video lectures in VLE, e.g., Moodle. Video lectures can be also available as CD or DVD format.

Video lectures are :

1.      when directed video camera towards lecturer capturing his/her speech and presentation

2.      Recorded lecturer and displayed presentation along side in separate frame, and

3.      Recorded lecturer’s voice and captured graphic presentation.

Emerging technologies can automate the process insuring that lecturer needs minimal

technical knowledge and spends no additional time creating recordings.

Benefits of video lectures are

1.      Allow revisit any point of the lecture that student did not understand.

2.      Allow to stop, start, and rewind the video to address the specific need.

3.      Allow catching up if the student miss a face-to-face lecture

4.      Enable to adjust flexible learning patterns; student can choose when where to use the material and can spend as long or little time on each activity.

5.      Allow to improve preparation for assessment

6.      Provide opportunity to see an eminent speaker-lecturer who would not be able to travel to higher institution more than once to give the lecture.

7.      Allow to become self-sufficient learner

8.      Increase overall level of confidence with a course.

Negative aspects of video lectures:

1.      Possibility for adverse effect on attendance.

2.      Qualities of excellent public speaker can be lost when transferred to a video.

3.      The viewer is less forgiving of the lecturer’s minor mistakes and audience disruption

4.      Learning experience can become dull and repetitive

5.      Video lectures can promote the transfer of knowledge facts, whilst diminish the importance of constructing knowledge.

6.      Large and long video files can course problems to download

7.      Technical limitations and quality issues are not simple problem and enabling technologies are not yet mature.

THE FLIPPED CLASSROOM

Definition

Flipped Learning is a pedagogical approach in which direct instruction moves

from the group learning space to the individual learning space, and the resulting

group space is transformed into a dynamic, interactive learning environment where

the educator guides students as they apply concepts and engage creatively in the

subject matter.

While often defined simplistically as “school work at home and home work at school,” Flipped Learning is an approach that allows teachers to implement a methodology, or various methodologies, in their classrooms.

To counter some of the misconceptions about this term, the governing board and key leaders of the Flipped Learning Network (FLN), all experienced Flipped Educators, have composed a formal definition of “Flipped Learning.” Explicitly defining the term may dispel some of the myths repeatedly promulgated by teachers, the media, and researchers.

These Flipped Learning leaders also distinguish between a Flipped Classroom and Flipped Learning. These terms are not interchangeable. Flipping a class can, but does not necessarily, lead to Flipped Learning. Many teachers may already flip their classes by having students read text outside of class, watch supplemental videos, or solve additional problems, but to engage in Flipped Learning, teachers must incorporate the following four pillars into their practice.

The Four Pillars of F-L-I-P

Flexible Envirunment

Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

Learning Culture

In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where

in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.

Intentional Content

Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what

they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning

strategies, depending on grade level and subject matter.

Professional Educator

The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional

Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur.

PROJECT BASED LEARNING 

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. The, Essential Project Design Elements include:

·         Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management. 

·         Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.

·         Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.

·         Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives.

·         Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.

·         Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.

·         Critique & Revision - Students give, receive, and use feedback to improve their process and products.

·         Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.

MOBILE LEARNING (OR)  M-LEARNING

Tablets and smartphones overcome the size, weight and mobility of PCs and laptops, and allow teaching to become more learner-centric. High definition screens, adjustable magnification, internal storage with the ability to hold thousands of books, magazines and articles, ability to instantly share materials on via conventional and social media and the ability to play embedded videos and follow links make tablets and e-readers an engaging alternative to the traditional textbook and journal. Students now have the ability to create their own, customisable learning environment using collaborative applications such as Dropbox, Delicious and Cheddar on these devices (Johnson et al., 2013). The ability to have a customisable learning environment could be especially useful for distance learners, off-campus students and part-time students juggling work and care commitments.

These devices are also widely being used to help students to navigate campus life through dedicated university apps, connected to the internet and social media. These allow students to access news, course materials and university information. Some institutions have already started handing out tablets with pre-loaded information to students as a learning tool. Students studying Social Journalism in a Mass Communications course at Virginia Commonwealth University in the USA were given iPads to create multimedia news stories, which were submitted for grading and uploaded to a local news website (Porter, 2012). Integrating tablets and other devices in this way is an excellent way of instilling, not just skills necessary for the course, but also digital literacy skills which are important for lifelong learning and development.

Pedagogically, M-learning could provide lecturers the opportunity to blur the lines between formal and informal learning. Lecturers could encourage students to use their devices and the collaborative tools they support (such as social media) to work together on assignments both in physical and virtual learning spaces (Lai, Khaddage, & Knezek, 2013). Mobile applications could increase interactivity between students and their lecturers through in-class tasks, allow students to leave the classroom and learn in places which provide more contextual meaning to their learning, and ultimately foster a more student-centred learning approach (Holzinger, Nischelwitzer, & Meisenberger, 2005).

GAME-BASED LEARNING

Game-based learning differs in gamification in that actual games simulating the concepts being taught are used to transfer skills and knowledge, instead of modifying existing course content or parameters using game elements. These games allow students to explore actual concepts and skills in a more informal environment.

Benefits

It has been argued that computer games can be considered to be complex learning environments requiring instructional support in cognitive activities, such as decision-making. An example of this is the game “Peacemaker” by Impact Games, , where players can play as either the Israeli Prime Minister, or the Palestinian leader, with the aim of finding a solution to the Arab-Israeli conflict.

Players are provided with a range of options to play the game based on actual policies used in the region, and the course of the game is affected by actions committed by the player, and computer-generated stakeholders based on actual parties involved in the conflict. The challenges of navigating the game can give students a powerful sense of how deep the issue is, and how certain policies and political stances can affect outcomes in the real world.

Other serious games have been explored to teach practical skills, including medical procedures. Knight et al, (2010) evaluated using game-based learning to teach triage and resuscitation skills in a Major Incident Medical Management and Support Course (MIMMS), and concluded that such games offered the potential to enhance learning and performance when compared to traditional educational methods.

In this regard, games-based learning could support a constructivist pedagogy, whilst by allowing students to collaborate, interact in virtual environments (in multiplayer games), manage problems and learn through virtual experiences.

SOCIAL MEDIA FOR ENRICHING TEACHING AND LEARNING

Social media

Social media is the collective of online communications channels dedicated to community-based input, interaction, content-sharing and collaboration. Websites and applications dedicated to forums, microblogging, social networking , social bookmarking, social curation, and wikis are among the different types of social media. Primarily internet or cellular phone  based applications and tools to share information among people.

 Social media Tools

• Social Media Monitoring Tools
• Video Tool
• Infographics Tool
• Content Discovery Tool
• Graphics Tool
• Social Branding Tool
• Similar Site Search
• URL Shortening and Tracking Tool
• Social Media Management Tools
• Mobile Apps
• Forum Tools
• Analytics Tool
• YouTube Tools
• Twitter Tools
• Facebook Tools
• Blogs
• Linked in

Advantages of Social Media

1. Worldwide Connectivity

2. Commonality of Interest

3. Real-Time Information Sharing

4. Targeted Advertising

5. Increased News Cycle Speed

Disadvantages of Social Media

1. Backlash

2. Cyberbullying and Crimes Against Children

3. Risks of Fraud or Identity Theft

4. Time Waster

5. Corporate Invasion of Privacy

SOCIAL MEDIA IN EDUCATION

Social media is an ingrained part of today’s society. Our students are constantly on Instagram, Facebook, Twitter, and likely many sites we’re not hip enough to know about, and by reading this blog, you’re interacting with social media at this very moment. If you want to bring the “real world” into the classroom, consider integrating social media into your lessons

When used carefully, social media can be a useful tool rather than a distraction. Education-based sites such as Edmodo, Edublog, and Kidblog provide alternative social media sites for posting status updates and announcements, blogging, and microblogging. But even the commercialized sites can be useful for demonstrating social media to students.

Create a Class Facebook Group

Facebook is known as a place to post status updates, announcements, photos, and video — all things that we likely use in our classes anyway. Create a Facebook group for each class, on which you can post assignments, make announcements, and remind students about important deadlines. Parents can also access the site to monitor what is going on in your class.

Start a Topical Twitter Feed

Like Facebook, Twitter offers a quick way to post class announcements and reminders as well as real-time information on class field trips (perfect for parents who can’t tag along). Twitter also helps classes track information on a topic.

Twitter is made not only for reading, but also for responding. Encourage students to interact with others via Twitter by posting their favorite quotes or facts from a particular lesson. Have them interact with experts by tweeting questions or comments. Many organizations offer Twitter chat sessions with which students can interact.

Require Students to Blog

Student writing improves the more they do it. Instead of traditional writing projects, blogs create great opportunities for students to write and display their writing on a larger scale. The topic ideas are endless. Have students reflect on lessons or field trips, document research for a larger project; or review movies, books, or audio recordings. Ask students to illustrate their thoughts with photos or videos.

Post Student Videos to YouTube

Like Facebook, YouTube is an excellent option for flipped classrooms in that students can watch lectures and resources before entering the classroom. We have all probably shown a YouTube clip or two to illustrate a point in the classroom. Instead of watching material created by others, why not have students create their own material?

Similar to blogging, the opportunities for student-created video are plenty. Students will enjoy watching each other explain a concept, review a book or movie, stage their own interpretation of a scene from a play, create public service announcements, or report on news stories. Again, like blogging, since the material will be seen by a wider audience, students will be more apt to do their very best in creating a video, and they will enjoy being able to express their creativity as they connect more deeply with course material.

Showcase Student Work on Instagram

If a picture is worth a thousand words, imagine what a carefully crafted class Instagram feed can say. Instagram can showcase student work by offering a place to feature student artwork or even interesting details about a student (i.e., a “meet a student” photo journal). Start a scavenger hunt in which students post pictures of items focused on a certain letter or theme. Have students post photos of items related to their favorite book or historical figure.

A Final World on Social Media

Privacy concerns are always an issue whether using social media for personal or educational use. Please read all social media platforms’ privacy pages, and ensure that your class feeds are set to private to protect students’ work. Review your school’s social media policy and if necessary, have parents sign consent forms for posting their child’s work online. Furthermore, make sure that students are well versed in etiquette and other proper use of technology.

In Short

Since students are already using social media away from the classroom, integrating it into the classroom helps students learn best practices for social media and offers an interesting new twist on lessons.