Conceptual and Practical Foundations of MOOC

MOOCs

 https://www.slideshare.net/vandanapunia2/moocs-251333307

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This presentation is concerned with the development of MOOCs.

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A MESSAGE ON TEACHER DAY 

https://anchor.fm/vandana756/episodes/A-Message-on-Teacher-day-e16t81q 

Swami Vivekanand

Blended Learning: Thoughtful Blend of Face to Face and Online Experiences

 

CORONA-19 experimentation with learning experiences witnessed the blunder of Online Teaching. Blended Learning is now becoming a popular and buzzword for the educational world. Blended learning is the mashing of face-to-face classroom teaching methods together with technology for the same learners learning in the same class. Garrison & Vaughan, 2008 stated that it is a thoughtful fusion of face-to-face and online learning experiences. It is a term applied to giving classroom instructions and learning experiences through a combination of face-to-face and technology-enabled learning. This is also called hybrid learning. We should remember always that blended learning is a combination of pedagogy and technology in the classroom. There are some guidelines from which we can prepare our own Blended Learning Design. Beams (2017) had reported that just integration of technology without its appropriate role is meaningless. She had suggested some basic specific procedures.

1. Emphasis on the Pedagogy: In blended learning, we must not forget that we have not slaved to the technology, but technology is to act as a slave. For this purpose, we must know about Pedagogy and its principles concerning Pedagogical Knowledge. It includes Classroom Management, Instructional objectives and strategies, learner engagement, assessment, and evaluation strategies.   

2. Choose your technology carefully: After going through Pedagogical Knowledge, then choose appropriate digital tools and technologies to plan and implement your lesson.

 3. Think of the Curriculum. Now design your lesson with the following steps.

• Design your lesson plan with learning outcomes 
• Give Descriptions of technology devices that will map your desired titles and outcomes. 
• Choose your instructional strategy mapping with digital tools.  
• We must remember that there must be a variety of exercises in our lesson to engage the learner with inbuilt assignments and exercises. Here is the role of digital tools to design and develop all these assignments and exercises.  

(Prof. Vandana Punia, Dean Faculty of Education, Human Resource Development Centre. Guru Jambheshwar University Of S&T, Hisar. She is also the Course Coordinator of National Resource Center, Pedagogical Innovations and Research Methodology.  (MHRD, Govt. of India).

Emergency Remote Teaching Plan During and After the Covid-19 Crisis: Preparedness and Response of Pandemic Pedagogy as a New Normal Teaching

 Educational Crisis due to CORONA Pandemic has forced to visualize the policymakers and educational institutions to frame Crisis Management Proposal in form of an Emergency Remote Teaching Plan in monitoring, managing emergencies, and keeping all stakeholders ready to face the challenge given by COVID-19 like Disasters. There are evidence-based findings that teachers have realized that digital technologies can keep the learning going on despite suspended class or, whether it’s online or in the classroom. It is also a trustworthy statement that Pandemic Pedagogy or CORONA Education has specified New Normal teaching. The need of the hour is to focus the attention towards insights, tactics, and best practices to face the disaster by digital technologies in supporting proactive and effective mechanism for Education Crisis in Educational institutions. There are some tips and techniques which can strengthen the Crisis Management Proposal in facing any crisis in form of Pandemic Pedagogy.

• There must be clear goals, achievable objectives, and defined learner outcomes with prescribed syllabus and skilled faculty. There must be provisions of admin and faculty roles separately in a face-to-face mode and virtual mode. We must remember that we have to adapt our plans, but stick to our Goals and Principles.

• There should be a strong robust and reliable infrastructure. There must be valid and standardized technical specifications of tools and techniques while using in learning with regard to teacher and student.

• Staff and students will feel comfortable in receiving the information or correspondent in form of strong technical communication channels from 

• Regular Feedback is essential for any successful learning. This may be in form of verbal or written as well.

• Course development consists of videos, e-text, assessments, and discussion forums. It must be having clear standards.

• Evaluation process must valid, standardized, and certified based on a format about the ordinance of the institution  

• Online learning facilitates self-directed learning and self-paced learning. So there must be provisions of taking care of diverse learning styles of students. These learning styles can be in form of audio style, visual style, and audiovisual styles.  

• Collaborative and/or Problem Solving Activities; There must be various activities for learners about collaborative and problem-solving exercises to enhance critical understanding, creativity, communication, and collaboration.

• Examination System must be always ready to have strong delivery mechanisms and ensure effective implementation of assigned Programmes from the Administration front to serve examination related work offline as well as online.

• It is not always possible for officers to physically sign paper and exchange files. There should be training for officers and office staff to learn digital Lirtacy for smooth functioning of office about Digital signing technologies, Data management system. Office work can also be streamlined, accelerated, and tracked efficiently through these efficiencies.

These are some important tips and suggestions while framing the guidelines of Educational Crisis Management and more suitably designing Pandemic Pedagogy to cater to the needs of educational institutions to face any disaster.

(Prof. Vandana Punia, Dean Faculty of Education, Human Resource Development Centre. Guru Jambheshwar University Of S&T, Hisar. She is also the Course Coordinator of National Resource Center, Pedagogical Innovations and Research Methodology.  (MHRD, Govt. of India).

Emergency Remote Teaching: A Paradigm Shift in Educational Crisis Management

COVID-19 has highlighted Online Education blessing in disguise. Virtual Learning Apps, Digital Initiatives, and Software technologies have been recognized as instrumental for bringing great educational revolutions in the overall education system. Indeed, the quick transformation of face-to-face teaching to an online arrangement gave birth to a novel concept of Emergency Remote Teaching as a new normal in the education system globally. This teaching is quite different from a well-planned online teaching experience and is usually called Moving instructions online. Many professionals of educational technology have pointed out that there exists a clear-cut difference between online learning, MOOCs, and the present trend of CORONA education by converting face-to-face courses to Online learning instruction. As and when a crisis or emergence occurs, educational institutions to be shut down, emergency remote learning may be a good substitute of face to face learning. Unlike Online Learning, Emergency Remote Teaching is temporary. 

This particular teaching is concerned with the present online teaching scenario during the COVID pandemic what we are doing in existing situations with educational concerns. It is a substitute and unplanned method of teaching students in form of a virtual class from a distant place via software technology that simply gives equivalence to a face to face classroom teaching. This is a temporary shift of face-to-face class into an alternate delivery mode in an emergency or crisis in response to something beyond human control. It is concerned with remote teaching solutions for learning endeavors for educational institutions that work otherwise be delivered face to face teaching and that will return to that format once the crisis or emergence has been subsided. The prime objective of this system is not to construct a robust educational system but rather to provide temporary access to teaching-learning endeavors and instructional support in a matter that is quick to set up and is reliably available during emergence or crisis. (Hodges et al. 2020) The foremost characteristic of this ERT is despite suspended classes without stop learning and meant to be temporary. It is only an alternative mode of Face to face learning. Curriculum and Syllabus are converted to an online environment without focusing on Online Pedagogies. Live lectures, recorded lectures, voice-over PPT. Moocs, e-texts, handouts, and videos. Staff development may be further processed via webinars. Classes will go on with Synchronous Mode. 

The focus is on highlighting some popular and successful strategies and tools to cope with Emergency Remote Teaching Solutions that work otherwise be delivered face-to-face and return to that format once the crisis or emergence has been abated. The very first strategy is the use of Synchronous online hours to support student learning by providing direct (synchronous instruction) through Face-to-face Dialogues and Discussions, Conversations through Telephone and Mobile, Live Audio/Video Seminar or lecture. For this, there are available tools that can be used with a little effort. Google Meet, WebEx, Zoom, and Skype platform, etc. are a good example of this.

 

The second foremost requirement of an online learning system is engagement and interaction with a high level of participation. In this mode, this is highly recommended that teacher must engage or interact regularly with students, individually or as a group through Email, by posting a welcome message or announcements on the course page, or by engaging students in online group discussions or chat sessions, by creating Polls and Surveys or designing Interactive Learning Exercises. Tools for this task, Email. LMS like MOODLE, Google Classroom, Edmodo, and Canvas, etc. eXe learning software for Interactive Learning Exercises can be used. 

As an asynchronous instruction, the third strategy consists of providing recorded lectures and assignment explanations in form of Audio, Video, and E-Text. Posting of Course Material and Open Educational Resources. Tools for these tasks are Podcasting, Audacity (audio only), Screencast-o-Matic, and PowerPoint (with audio), etc. There are some good OER that can be accessed. Thus by using Synchronous and Asynchronous, we may monitor students while delivering instructions. Interaction and engagement.

If we talk about Challenges and Roadmap for Emergency remote teaching; of course, due to COVID 19 crisis of quick unplanned, and rapid transformation has generated a lot of tensions in form of no training, insufficient bandwidth, less preparation, bad and dissatisfied user experience leading to unsuccessful sustained growth and needs a new and advance model of education. In my presentation, hopefully, a new model of education is visualized which is going to be the new normal after COVID 19 crisis. If we see the present system of this Corona Education, there seems to be a Lacking reconstruction of a sophisticated educational ecosystem. We may say it Structured Course System. But we may propose an alternative plan of course eco system at the beginning of the semester. Further, there may be lacking resources and limited technology that may not yield good results that are similar with face to face learning. By arranging good technical infrastructure, and high internet bandwidth speed, the problem can be sorted out. Learners may not have good access to the computer, laptop, mobile, or a reliable internet connection. For this by adopting a BYOD policy or Bring your device, we may sort out this problem. It may be possible that full faculty support would not be there and students may not have a choice. Faculty and Students must have the readiness to opt for Emergence Remote Teaching by giving them consultations and guidance. Faculty is also not in a position to adapt quickly to technology for teaching online systems with less professional development. This quick adaptation may result in a stressful situation among faculty. There must be provisions of adequate training to have expertise on digital tools and technology.  Evaluation of course outcomes may not be possible because of quickly converting the course to be delivered online in an unplanned manner. Institutions and teachers must have an alternative mode of assessment need-based.

The concluded statement consists of the fact that every institution must have a college emergency learning plan where all instructional materials, courses can be redesigned to fit with the requirement of the online environment. Some other aspects include assessing the system’s current digital infrastructure (internet, device access), student and teacher digital capabilities, and budget availability that must be considered while adopting emergency remote teaching.

References:

• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between Emergency remote teaching and learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
• Murphy, M. P. A. (2020a). COVID-19 and emergency e-learning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505.
• Rush, S. C., Partridge, A., & Wheeler, J. (2016). Implementing emergency online schools on the fly as a means of responding to school closures after disaster strikes. Journal of Educational Technology Systems, 45(2), 188-201.
•  Barbour, M. K., LaBonte, R., Hodges, C., Moore, S., Lockee, B., Trust, T. & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canad
• Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1),  i-vi.

(Prof. Vandana Punia, Dean Faculty of Education, Human Resource Development Centre. Guru Jambheshwar University Of S&T, Hisar. She is also the Course Coordinator of National Resource Center, Pedagogical Innovations and Research Methodology.  (MHRD, Govt. of India).

Emergency Remote Teaching

COVID 19 online teaching has been emerged as Emergency Remote teaching and quite differ from a well-planned online teaching experience and usually called Moving instructions online. Many professionals of educational technology have pointed out that there exists a clear-cut difference between online learning, MOOCs, and the present trend of CORONA education by converting face-to-face courses to Online learning instruction. Indeed, the quick transformation of face-to-face teaching to an online system gave birth to a novel concept of emergency remote learning as a new normal in the education system globally. As and when a crisis or emergence occurs, educational institutions are to be shut down, emergency remote learning may be a good substitute for face-to-face learning.

Emergency Remote Teaching: By clicking the link, ppt slide will be visible.

Emergency Remote Teaching