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  1. Enhancing Pedagogy with Cyber Tools and Technologies Kuldeep Nagi, PhD August 5-6, 2014 IEC_2014

  2. About Me • Born in India, US citizen • Lived in Seattle, WA, USA for +25 Years • Fulbright Fellowship Award – 2006 to work at Assumption University • Dan Evans Award for Excellence in Teaching

  3. About Assumption University- Bangkok C AMPUS


  5. 1) INTRODUCTION • Traditional Face to Face (F2F) as well as the new web based learning are supposed to be real-time and capable of bringing instructor and student together at the same time in a live event. But due to large class size F2F contacts in traditional setting are becoming difficult (Figure-1). Pedagogy = Chalk + Talk • Expansion on Internet worldwide has drastically changed the waywe learn. • While there is considerable diversity among course delivery methods used by individual instructors, the Table-1 presents the prototypical course classifications that exist today. Figure-1: F2F Vs. Virtual Classroom

  6. 1) INTRODUCTION • Depending on the percentage of delivery of content, modes of learning can be divided into four major categories- • Traditional, • Web Facilitated, • Blended/Hybrid and • Online Table-1: 4-Types of Learning

  7. 1) INTRODUCTION 1.1. Nature of online Communication • Enormous distributed capacity of Internet is capable of providing facilities for dynamic and real-timeinteraction on one-to-one, one-to-many, or many-to-many basis. • Figure -2 shows various elements of asynchronous and synchronous learningevents and how they influence the dynamics of learning in today’s environment. • Traditional F2F learning in a classroom is largely passive. It involves listening, reading, viewing, thinking and self-direction whereas active mode of learning requires social interaction, active listening, dialogue, collaboration, and cooperation. Figure 2: Components of Synchronous and Asynchronous learning

  8. 2. NEW MODES OF LEARNING • Today a classroom can be physical (F2F), virtual or both. • eLearning makes possible new modes of learning that overcome distance barriers and logistical costs- providing huge economic savings. • Because the Internet is global, our classrooms can also be truly global. Designing a program to achieve this goal requires learning to combines both a series of well planned self-paced as well as collaborative tasks. • For centuries human beings have been learning from other people in formal, non-formal and informal settings but now they are also enhancing their learning through new portable, mobile and smart devicesand tools they interact with on daily basis. (Figure-3) Mobile: any device, anywhere Figure 3: New Modes of Learning

  9. 2. NEW MODES OF LEARNING • 2.1) Global Trends in Online Learning • Instructors all over the world and especially in USA are well aware of the continued growth in online education. A survey done by Allen et. al. (2014) of 2800 instructors in USA indicated that 90% of academic leaders believe that it is likely or very likely that majority of higher education students will be taking at least one or more online course in five years’ time. • Even with the changes observed in 2012, there has been a long-term pattern of improved impressions of the quality of online education among higher education institutions in USA. Comparing the responses from institutions that have some form of online offerings for 2012 and 2013 shows no changes- the results for this year mirror those observed in 2012.

  10. 2. NEW MODES OF LEARNING • Nearly one-quarter believe online outcomes to be superior, slightly fewer than 20% think them inferior, with the remainder reporting that the learning outcomes are the same for the two delivery methods. (Figure-4) • Similar findings are also reported in Europe and Australia. Figure 4: Learning Outcomes in an online course compared to F2F institutions with online offerings

  11. 2. NEW MODES OF LEARNING • 2.2) Scenario in Thailand • After more than a decade of growth in online programs there is very few government or state schools in Thailand which provide their own online learning content. • Many Thai students as well as instructors tend to believe that learning outcomes for online instructions are inferior to F2F learning. • Usually it is the institutions with smaller number of students who refrain from adopting technologies for enhancing their pedagogies. (Figure-5) • With integration of AEC approaching next year, lack of efforts to implement online programs will have a serious impact on overall quality of learning in Thai institutions . Figure 5: EducationScenario in Thailand

  12. 2. NEW MODES OF LEARNING • For most of the 20th century, education has been viewed as a process of transferring information from teachers down to the students, and learning, as a series of steps to be mastered. • New tools are potential mediators of learning, because these tools are a global phenomenon and instantly usable. (Figure-6) Figure 6: Enhancing Pedagogy with technology

  13. 3. OLD PEDAGOGIES VS. NEW TECHNOLOGIES • Online programs can enable students residing anywhere in ASEAN to pace their learning in their own ways. This may be a critical difference between (F2F) and online learning. • The most relevant feature of online learning is that it brings engagement. It easily brings information and data in various formatsto wide variety of digital devices being used by students and can be easily interpreted with click of a mouse. • With enhanced translation capabilities provided by the Internet browsers (Google Chrome, Internet Explorer and Firefox, etc.) all the information can be translated into any language. (Figure-7) • Online programs can also address different learning stylesand provide built-in capabilities for immediate assessment. Figure 7: Advantages of eLearning

  14. 3. OLD PEDAGOGIES VS. NEW TECHNOLOGIES 3.1) New Cyber Tools and Technologies There is tremendous opportunity in ASEAN to enhance investment in the following three sectors (Section 3.1 to 3.3) to promote online learning. Learning Management Systems (LMSs), Learning Content Management Systems (LCMSs), Content Management Systems (CMSs) and content authoring tools have become an integral part of new pedagogy. (Figure-8). More than 20 new cutting edge technologies are changing our ways of learning . Figure 8: Learning Management System (LMS)

  15. 3. OLD PEDAGOGIES VS. NEW TECHNOLOGIES Figure -9 A: Social Media • 3.2) Social Media for new Pedagogy • Social Media is an amazingly tool capable for analyzing participant’s engagement in both formal and informal settings. • As recently as January 2014, Facebook dominates among all other types. An average Thai user spends 55 minutes of their time on Facebook on daily basis. • As shown in Figure-9 B the largest age group of user of social media is, currently 18-24 followed by the users in the age of 25-34. • Growth of online content has alsoenhanced the domains of social cohesion, personal relations, group level interactionsand macro social structures across the world. Figure -9 B: Male / Female Ratio

  16. 3. OLD PEDAGOGIES VS. NEW TECHNOLOGIES • 3.3) Integrating Cloud into Learning • Cloud based services extend personal learning by providing access to a large autonomous system not owned by any educational organization. (Figure-10) • Still, what benefits are there to using the Cloud? Here is a quick list of advantages that would be especially useful for both students and educators: Backup, storage, accessibility, collaboration, time bound and any time availability of assignments so that students are able to access these assignments, complete them, and save them in a folder to be reviewed later. • Cloud computing provides anytime/anywhere service that can be accessed from any device. Figure 10: Using Cloud for Education

  17. 3. OLD PEDAGOGIES VS. NEW TECHNOLOGIES In addition to Cloud computing (CC) some other new technologies and trends that are influencing Teaching and learning (Figure-11): Collaborative environments Mobile Applications Social Networking Augmented Reality Learning Analytics MOOCs Personal Learning Environments (PLEs) Collective Intelligence Internet of Things Natural User Interfaces and New Wearable Technologies Figure 11: Current Trends

  18. 4) CONCLUSIONS • In a world where Internet access is expanding and new knowledge is being created every second, ‘expertise’ in a subject matter is less about having a stockpile of information or facts and more about knowing how to find, evaluate, remix and redesign information on a given topic. • To facilitate the development of 21st century skills, educational institutions should make new technologies available to all students especially to those who do not have access to it. • Changing traditional pedagogy will not only require instructors to use but master new cyber tools and technologies faster than their students. • Cloud computing can help institutions to transform education. An entire world of knowledge can now be made available to teachers and students through cloud-based servicesthat can be accessed anytime, anywhere, from any device. • New tools and technologies have enormous potential for enhancing experiential and contextualized learning and help young people to prepare for jobs in this new century.

  19. ThankYou Graduate School of eLearning (GSeL) Assumption University Thailand, Bangkok

  20. Q & A