Concept and feature of Distance Education (By Deepika, Roll no. 8)

Distance education is a modern system of non-formal education. it is imparted through correspondence or postal sources, contact programs, electronic media like radio, television, audio and video cassettes and other audio visual aids. the term which are used for distance education are :

1. Distance education 2. Distance teaching 3.Open education 4. Open learning 5. Open school 6. Open university 7.University of the air 8. University without walls 9. Tele university 10. Out of school education 11. Correspondence learning 12. Correspondence School 13. Home tuition 14. Independent learning 15. Home study, etc.

Concept of distance education includes definition of distance education, analysis of definition of distance education, Difference between distance education and formal education, and open education and distance education and correspondence of education and features of distance education.

Definition of distance education: Distance education is a model of learning with certain characters which distinguish it from the campus based mode of learning. (Jack Foks)

Features of distance education:

1. Non-formal learning

2. Learner centered

3. Flexible

4. Indirect education 

5. Mass education

6 .Mass media

7. Easy access

8. Degree of diploma not essential

9. Economical

Importance of distance education:

1.Explosion of knowledge 

2.Population explosion

3.varied needs

4.Earning while learning

5.Easy access

6.Geographical isolation

7.Social isolation

8.For different ages

9.Universal education

                                                                                                                                             By Deepika, 

                                                                                                                                                  Roll no. 8

Five categories of learning outcomes (by narinder )

Five category of learning outcomes

1) Motor skill
2) cognitive strategy
3) verbal information
4) attitude skills
5) intellectual skills 

Gagne's nine events of instruction (by Rajdeep)

Gagne's nine events of instruction

1. Gain attention of the students
2. Inform students of the objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job 

Meaning and Scope of Educational Technology by Gurvinder singh

 Meaning of Educational Technology

Educational technology is a wide field. Therefore, one can find many definitions, some of which are conflicting. Educational technology can be considered either as a design science or as a collection of different research interests addressing fundamental issues of learning, teaching and social organisation.The Association for Educational Communications and Technology, the professional society for ET, defines it as: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. As a field, educational technology emphasises communication skills and approaches to teaching and learning through the judicious use and integration of diverse media. Scholars in the field examine the uses of innovative media and technologies for education, examining all aspects of direct student learning to management and impacts on institutions. As in all forms of applied technology, the field studies how theoretical knowledge and scientific principles can be applied to problems that arise in a social context. Practitioners in educational technology seek new and effective ways of organising the teaching and learning process through the best possible application of technological developments. These activities rely upon a body of knowledge for successful and ethical implementation, rather than routine tasks or isolated technical skills

Concept of Teaching as a profession by Palwinder Singh and Simranjit kaur

The Nature of Teaching

In its broadest sense, teaching is a process that facilitates learning. Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession.

In addition to providing students with learning opportunities to meet curriculum outcomes, teaching emphasizes the development of values and guides students in their social relationships. Teachers employ practices that develop positive self-concept in students. Although the work of teachers typically takes place in a classroom setting, the direct interaction between teacher and student is the single most important element in teaching.

Teaching as a Profession

The continued professionalization of teaching is a long-standing goal of the Alberta Teachers’ Association. The Association continues to work to advance teaching as a profession. Professionalism is a complex and elusive concept; it is dynamic and fluid. Six generally accepted criteria are used to define a profession. The teaching profession in Alberta fulfills those criteria in the following ways:

1. Its members have an organized body of knowledge that separates the group from all others. Teachers are equipped with such a body of knowledge, having an extensive background in the world and its culture and a set of teaching methods experientially derived through continuous research in all parts of the world.

2. It serves a great social purpose. Teachers carry responsibilities weighted with social purpose. Through a rigid and self-imposed adherence to the Code of Professional Conduct, which sets out their duties and responsibilities, teachers pass on their accumulated culture and assist each student under their care in achieving self-realization.

3. There is cooperation achieved through a professional organization. Cooperation plays an important role in the development of the teaching profession because it represents a banding together to achieve commonly desired purposes. The teaching profession has won its well-deserved place in the social order through continuous cooperation in research, professional preparation and strict adherence to the Code of Professional Conduct, which obligates every teacher to treat each student within a sacred trust. Teachers have control or influence over their own governance, socialization into teaching and research connected with their profession.

4. There is a formal period of preparation and a requirement for continuous growth and development. Teachers are required to complete a defined teacher preparation program followed by a period of induction or internship prior to being granted permanent certification. This period includes support for the formative growth of teachers and judgments about their competence. Teachers are devoted to continuous development of their ability to deliver their service.

5. There is a degree of autonomy accorded the professional. Teachers have opportunities to make decisions about important aspects of their work. Teachers apply reasoned judgment and professional decision making daily in diagnosing educational needs, prescribing and implementing instructional programs, and evaluating the progress of students. Teacher judgment unleashes learning and creates the basis for experience.

6. The profession has control or influence over education standards, admissions, licensing, professional development, ethical and performance standards, and professional discipline. As professionals, teachers are governed in their professional relationships with other members, school boards, students and the general public by rules of conduct set out in the Association’s Code of Professional Conduct. The code stipulates minimum standards of professional conduct for teachers, but it is not an exhaustive list of such standards. Unless exempted by legislation, any member of the Association who is alleged to have violated the standards of the profession, including the provisions of the code, may be subject to a charge of unprofessional conduct under the Discipline Bylaws of the Association.

The competence of teachers is governed by the Practice Review Bylaws of the Association. The expectations for the professional practice of teachers related to interim and permanent certification are found in the Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta. The Teaching Quality Standard defines the knowledge, skills and attributes all teachers are expected to demonstrate as they complete their professional preparation, enter the profession and progress through their careers. Additionally, the Department of Education’s Teacher Growth, Supervision and Evaluation Policy (Policy 2.1.5) supports and reinforces the Teaching Quality Standard by setting out basic expectations for teacher growth, supervision and evaluation.

MATHEMATICS(manveer kaur roo no 18)

MATHEMATICS

Mathematics is the study of numbers, quantity , space, structure and change. Mathematics  seek out patterns  and formulate new conjectures. Mathematics may be regarded as a symbolic language, whose practical function is to express quantitative and spatial relationship and whose theoretical function is to facilitate thinking and reasoning skills. It establishes the ideal form towards which all scientific knowledge ought to tend or perhaps because the concept formulated in very much essential for the development of other branches of science.

Mathematics explores such concepts coming to formulate and establish their truth by rigorous deduction from appropriately chosen axioms and definitions.

Mathematics is of two type:

·        Pure mathematics

·        Applied mathematics

Pure mathematics deals with the theories and principles without regard to their application to concrete things where as applied mathematics is the practical side of pure mathematics.

Carl Friedrich Gauss (1777-1855) referred   to mathematics as “The queen of sciences”

     Galileo, “The universe is grand book which cannot be read until one first learns comprehend the language and become familiar with the characters in which it is composed. It is written in the language of mathematics.”

According to Chamber’ s twentieth Century Dictionary (1970) “Mathematics is the science of magnitude and numbers and of all their relation”.

  According to Good’s Dictionary of Education (1991) “Mathematics is the science  of measurement , quantity and magnitude.”

Vinson (2001) and Vinson Haujnes and Sloan (1997) “Mathematics anxiety is far from disliking mathematics”.

Cambridge Advanced Learner Dictionary (2006), “Mathematics is the study of numbers , shapes and apace using reason  and usually  a special system of symbols and roles for organizing them.”

BRANCHING(HARWINDER KAUR)

Branching

In a computer programme, branching or intrinsic , programming was initially developed in conjuction with the use of an electronic training device or military

Personnel. This technique provides the student a piece of information , presents

A situation requiring a multiple presents a situation requiring a multiple  choice or recognizing response ,and on the basis of that choice instructs the student to proceed the another framen . when he or she learns if the choice was correct and if not why not . a student who responded incorrectly will either be returned to the original framr or routed through a subprogramme designed to remedy the defiency

Indicated by the wrong choice. A student who selects correctly advantages to the net frames in the programme. This process is repeated at each step through out the programme and the student may be esposed depending upon errors made.

       Text material often rely on a cardboard mask that rely on a cardvoard mask that studens uses to cover the correct responses until a choice is made .

concept of programme instructional and principal (navpreet kaur rollno 21)

Concept of programmed instruction

Programmed learning based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists and educators.  The learning material is in kind of textbook or teaching machine or computer. The medium presents the material in a logical and tested sequence. The text is in small steps or larger chunks. After each steps, learners are given a question to test their comprehension. Then immediately the correct answer is shown. This means the learner at all stages makes responses, and is given immediate knowledge of results.

 According to thorndike “ if, b a material of mechanical ingenuity , a book could be so arranged that only to him who had done that was directed on page one would page to become visible and so on much that now requires personal instruction could be managed by print”.

                 Thorndike , however did nothing with his idea . The first such system was visited by Sidney L. Pressey in 1926. The fist teaching machine was developed by Sydney L. Pressey .  while originally developed by a self scoring machine .

 Principles of program and instruction

1.     active learning response:  to what extent a learner can understand is judged  by making                him /her answer questions . the etent of a learners understanding his ascertained from what is denominised  in the responses .

2.     immediate feedback:  let a learner know whether his/her answer is correct or incorrect immediately . give the learner the subsequent question he/she knows whether his/her response is right or wrong .

3.    small steps:  set small steps in order to prevent a learner from stumbling as much a possible. When he / she make some mistake, there is the risk of being labeted of failure.

4.    self pacing:   let the learner decide the speed of learning so that he/she can learn at his/her on pace. Consider that can appropriate speed from learner to learner .

5.    learner verification:   whether the program is good or bad is judged not based on a            specialists opinions, but whether learning is actually established or not . to that end get learner who have yet to learn the subject matter to try the programme under development .

        

Constructivism by Gagandeep singh

Constructivism

Fundamentally, constructivism says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.

Constructivism as learning theory

·                    Learning is an active process

·                    Knowledge is constructed from (and shaped by)         experience        

·                    Learning is a personal interpretation of the world

·                    Emphasizes problem solving and understanding

·                    Uses authentic tasks, experiences, settings, assessments

·                    Content presented holistically –not in separate smaller parts

Constructivism is a process –the instructor

·    Adapt curriculum to address students’ suppositions

·    Help negotiate goals and objectives with learners

·    Pose problems of emerging relevance to students

·    Emphasize hands‐on, real‐world experiences

·    Seek and value students’ points of view

                    Social context of content

Constructivism is a process –the student

·                    Member of community of learners

·                    Collaborate among fellow students

·                    Learn in a social experience –appreciate different      perspectives    

·                    Take ownership and voice in learning process

Constructivism is an instructional strategy

·                    Involves collaboration between instructors, students    and others (community members)

·                    Tailored to needs and purposes of individual learners

·                    Features active, challenging, authentic and    multidisciplinary learning

·                    Constructivism can help students Pursue personal interests and purposes

·                    Use and develop his or her abilities

·                    Build on his or her prior knowledge and experiences

    Develop life‐long learning

Applying constructivism in the classroom

·      Pose problems that are or will be relevant to students

·      Structure learning around essential concepts

·      Be aware that students’ points of view are windows into their reasoning

·      Adapt teaching to address student’s suppositions and development Assess student learning in context of teaching

Implementing constructivism in an online setting

·                    Individuality and choice in practical tasks; negotiated report titles

·                    Practical tasks use Internet to create Web pages, concept maps, etc.

·                    Videos replace (some) lectures

·                    Exams replaced by reports on issue or research on Internet resources

·                    Work in pairs, groups –Blackboard supported