Blended Learning

Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined withcomputer-mediated activities. 

Proponents of blended learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach. Schools with blended learning models may also choose to reallocate resources to boost student achievement outcomes.

Terminology

The terms "blended," "hybrid," "technology-mediated instruction," "web-enhanced instruction," and "mixed-mode instruction" are often used interchangeably in current research literature. The concept of blended learning has been around for a long time, but its terminology was not firmly established until around the beginning of the 21st century. One of the earliest references to the term appears in a press release in 1999, when the Interactive Learning Centers, an Atlanta-based education business, announced its change of name to EPIC learning. The article mentions that “The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology.” The meaning of blended learning widely diverged to encompass a wide variety of synthesis in learning methods until 2006, when the firstHandbook of Blended Learning by Bonk and Graham was published. Graham challenged the breadth and ambiguity of the term's definition, and defined 'blended learning systems' as learning systems that "combine face-to-face instruction with computer mediated instruction."^] Currently, use of the term blended learning mostly involves "combining Internet and digital media with established classroom forms that require the physical co-presence of teacher and students.

The Definition of Blended Learning

Defining hybrid or blended education is a trickier task than one might think–opinions vary wildly on the matter. In a report on the merits and potential of blended education, the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.

That does not mean a professor can simply start a chat room or upload lecture videos and say he is leading a hybrid classroom. According to Education Elements, which develops hybrid learning technologies, successful blended learning occurs when technology and teaching inform each other: material becomes dynamic when it reaches students of varying learning styles. In other words, hybrid classrooms on the Internet can reach and engage students in a truly customizable way.

The definition of blended learning is a formal education program in which a student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

Blended Learning Models

Although there is little consensus on the definition of blended learning and some academic studies have suggested it is a redundant term, there are distinct blended learning models that have been suggested by educational think tanks and some academic studies.

Blended Learning can generally be classified into six models:

·         Face to face driver - where the teacher drives the instruction and augments with digital tools.

·         Rotation - students cycle through a schedule of independent online study and face-to-face classroom time.

·         1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and-mortar campus, except for any homework assignments.

• The Rotation model includes four sub-models:
• Station Rotation — a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules. Lab Rotation
• Lab Rotation – a course or subject in which students rotate to a computer lab for the online-learning station.
• Flipped Classroom – a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. Individual Rotation
• Individual Rotation – a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets individual student schedules.

·   Flex - Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support.

• Flex model — a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times.
• Students move on an individually customized, fluid schedule among learning modalities.
• The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments.
• The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring.
• Some implementations have substantial face-to-face support, whereas others have minimal support.
• For example, some Flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model.

·  Labs - All of the curriculum is delivered via a digital platform but in a consistent physical location. Students usually take traditional classes in this model as well.

·  Self-Blend - Students choose to augment their traditional learning with online course work.

·   Online Driver - All curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary.

Advantages

·   Iincorporating the "asynchronous Internet communication technology" into higher education courses serves to "facilitate a simultaneous independent and collaborative learning experience", and this incorporation is a major contributor to student satisfaction and success in such courses.

·      The use of information and communication technologies have been found to improve access to as well as student attitudes towards learning. 

·      By incorporating information technology into class projects, communication between lecturers and part-time students has improved, and students were able to better evaluate their understanding of course material via the use of "computer-based qualitative and quantitative assessment modules".

·     Students with special talents or interests outside of the available curricula use educational technology to advance their skills or exceed grade restrictions. 

·      Some online institutions connects students with instructors via web conference technology to form a digital classroom. These institutions borrow many of the technologies that have popularized online courses at the university level.

Disadvantages

·      Blended learning has a strong dependence on the technical resources with which the blended learning experience is delivered---these tools need to be reliable, easy to use, and up to date in order for the use of the Internet to have a meaningful impact on the learning experience.

·      IT literacy can serve as a significant barrier for students attempting to get access to the course materials, making the availability of high quality technical support paramount.

·      It has been observed that the use of lecture recording technologies can result in students falling behind on the material---in a study performed across four different universities, it was found that only half of the students watched the lecture videos on a regular basis, and nearly 40% of students watched several weeks' worth of videos in one sitting.

Does Blended Learning Work?

Not all students learn the same way. This is not a particularly novel concept, but it is an important one. The tech publication PFSK notes that even early childhood education programming, like Sesame Street, recognizes this, and therefore design programming in a way that reaches auditory, visual and kinetic learners alike. Students never outgrow their learning styles, so why do traditional college classrooms fail to engage all of them?

This is blended learning’s real strength: it transforms a largely transmissive method of teaching–say, a professor lecturing for what feels like an eternity–into a truly interactive one. It sounds ideal on paper, but does it work? A 2010 meta-analysis published by the U.S. Department of Education suggests it does. According to the report, students exposed to both face-to-face and online education were more successful than students entirely in one camp or the other.

4 Benefits of Blended Learning

Often there seems to be an “either/or” approach to taking online and face-to-face (F2F) classes. Some students may want the full campus experience of pursuing a degree at a traditional brick and mortar institution, while others want the convenience and flexibility of eLearning. Some programs also offer a blended format in which classes are a mixture of both modalities. There may be a classroom meeting once a week, for instance, with much of the course taking place online. Students may also find that their F2F professors make use of available technology for various activities as well.

Given that both options have advantages for learners that potential employers will find appealing, college students should take both online and F2F courses. Here are four benefits college students can obtain by blending these two modalities.

1.    Enhanced Communication Skills

  Meredith Findling, Resource Manager at Kavalir, provided a list of the “top ten skills employers are looking for” (12 June, 2012). At the top of the list are communication skills, and Findling stated, “Being a clear, concise and effective communicator is critical in the workplace.” In fact, she explained, being able to demonstrate such skills will place college graduates ahead of other applicants. However, virtual and traditional education emphasize different aspects of communication skills that can be harnessed for improvement and gainful employment after graduation.

           Many businesses and professions are becoming increasingly global, necessitating the need for holding telephone conferences, online meetings, and other such activities perhaps among a diverse group of people spread across the globe. Online courses provide an opportunity for students to develop increasing skills in this virtual communication context that almost has no boundaries; therefore, better preparing them for the workplace. Furthermore, online classes require a lot more reading and writing than F2F ones by their very nature. As students complete their assignments, they also increase their skills in written communication. For example, students must read and navigate the course site, follow directions, compose responses, and other such activities.

However, students should keep in mind that even jobs that are remote typically require some in-person events. Employees may have to interview at a company’s home office in person or attend and present at meetings. A F2F course will provide you with practice interacting with others, presenting using the latest technology to share your ideas, and honing your speaking and listening skills.

By combining the benefits of both online and brick and mortar classes, students obtain the communication skills employers are seeking and demonstrate that they can function in either world, the electronic and the human.

2.    Increased Digital Fluency

Findling places “technical skills” at number five on the list of skills employers are looking for. She explained that “most jobs require an understanding of computer hardware and software; including e-mail, word processing and spreadsheets” (12 June, 2012). To see how important this is, review the World Economic Forum’s Global Information Technology Report 2012: Living in a Hyperconnected World. The report covers in detail how rapidly technology is “deeply redefining relationships between individuals, consumers and enterprises, and citizens and governments.” From the individual country sections, you will notice that there is almost no way to avoid needing to become digital fluent in the global economy.
Online classes provide students with full immersion into this virtual world. Students must be able to access the course, utilize its features fully, and perform a host of other tasks on-line. As students advance through the curriculum, they also continually augment their technical skills, becoming increasingly fluent. Elearning offers students a chance to demonstrate what they can do utilizing technology.

On the other hand, F2F classes clearly don’t offer students as much time to hone their skills online. However, they, too, offer some advantages. For example, there has been a tendency to stereotype students into two groups: 1) digital natives, or those born after the start of the Information Age in the late 1980s; and 2) digital immigrants, those born before the start of the Information Age. The assumption is that because the digital immigrants grew up with technology, they are more tech savvy.

However, recent research indicates that the natives may not be as fluent with technology as assumed (c.f. Perez, S., “So-Called ‘Digital Natives’ Not Media Savvy, New Study Shows.” The New York Times. 29 July, 201). The reverse also may be true. The brains of the so-called digital immigrants may rewire themselves for better utilization of technology (e.g., Small, G. et al., “Your Brain on Google: Patterns of Cerebral Activation during Internet Searching.” The American Journal of Geriatric Psychiatry. 17(2), February 2009).

Therefore, one of the advantages of a F2F course is that it provides students some in-person, real time guidance on developing tech skills, such as number two on Findling’s list, “electronic research and analytical skills.” A F2F gathering also provides students with the opportunity to utilize the technology synchronously as a team rather than in isolation from a home computer.

Taking courses in both modalities will help students increase their level of digital fluency.

3.    Expanded Networking

Another basic but important distinction is in professional networking. Online courses often have a student make-up from a large, possibly even global area. For example, students in virtual classes may come from locations around the United States, soldiers stationed overseas, foreign students residing in other countries, etc. These students may have opportunities to participate in class activities with businesses around the nation and the world as well. Therefore, they are already learning how to connect with others globally and virtually.

Traditional brick and mortar courses tend to be more localized or regional. Students may be taking classes with a fairly homogeneous group of peers who come from the same town or state. There may be no interaction with others beyond this area. However, this does have some advantages as students will be getting to know others in or near their own communities.

By blending the online and F2F courses, you will be better networked at the local, regional, and global levels. This should increase your odds at finding gainful employment.

4.    Strengthened Professionalism

         Finally, last month, Forbes contributor Meghan Casserly reported on a study in which 86% of 1,200 large                       companies said they look for “professionalism” in potential employees. The remaining traits on Findling’s list                       explain what this means. Employers want college graduates who can work alone or within a team, possess a                       good ethical compass, be consistently flexible and adaptable, and demonstrate planning and project                                     management skills.

Because students must be self-motivated and disciplined to succeed in an online course—there is no professor standing over them to help them stay on task, virtual learning provides an excellent way to build these skills and demonstrate them for employers. Students must be able to plan their time and course projects in order to do well. In short, online classes demonstrate that a student can be a professional who can work independently and without direct supervision.

On the other hand, F2F classes show potential employers that a student has learned the attributes of professionalism as part of a team. Students may work in-person with others to plan, manage, and complete a project. Students should be able to explain what their role on the team was and how the workload was balanced to accomplish their goal.

While individual professors and programs may blend F2F with electronic delivery of a course, it remains important for students to opt for a mixture of both modalities. Doing so will bring you the skills that potential employers are seeking at a high level. By mixing both online and F2F courses, students can develop the skills of professionalism that employers are looking for in an employee. Therefore, this should help increase their chances of finding gainful employment after graduation.

8 Trends, 8 Opportunities, and 8 Concerns about Blended Learning

The directors of the International Association for K-12 Online Learning are an amazing group of system heads, school operators, philanthropists, and advocates. On Sunday we spent an hour discussing trends, opportunities and areas of concern for the rapidly world of online and blended learning. Following is a quick recap:

Trends

1.     Student centered personalized learning—the meta trend and opportunity of our time

2.     Common Core: new expectations and new ways of learning

3.     Eruption of innovative learning tools including adaptive learning systems

4.     Blended learning is catching on with more philanthropic support

5.     Financial picture won’t get much better in most states anytime soon

6.     Interest in performance-based funding—and not just for online classes

7.     Competency-based progress and testing out

8.     Self blending off campus

Opportunities

1.     Common Core implementation that leads to deeper learning

2.     Online assessment starting in most states in 2014-15

3.     Competency based systems that make it easier to manage individual progress

4.     Learning environments and adaptive systems that get better as students learn

5.     De-risking the shift to blended learning

6.     Big data: real time dynamic information for teachers and students

7.     Scaled proof points to drive policy change

8.     Public engagement and elevating the debate

Concerns

1.     Need to provide a better decision support—a change roadmap

2.     Need to build leadership and support capacity rapidly

3.     Tool set is still 2-3 years behind demand

4.     Variation in virtual school results and the disaggregated data to understand what’s working and not

5.     Potential to confuse failure and iterative development (micro innovation)

6.     Need to better understand how systems change

7.     Some schools will use blended learning as cover for more tech

8.     Insufficient and narrowness of efforts to promote equity

Teleconferencing

Teleconferencing – Introduction
        Teleconferencing means meeting through a telecommunications medium. It is a generic term for linking people between two or more locations by electronics. There are at least six types of teleconferencing: audio, audiographic, computer, video, business television (BTV), and distance education. The methods used differ in the technology, but common factors contribute to the shared definition of teleconferencing:

• Use a telecommunications channel
• Link people at multiple locations
• Interactive to provide two-way communications
• Dynamic to require users' active participation

Interactive Technologies
         The new systems have varying degrees of interactivity - the capability to talk back to the user. They are enabling and satellites, computers, teletext, viewdata, cassettes, cable, and videodiscs all fit the same emerging pattern. They provide ways for individuals to step out of the mass audiences and take an active role in the process by which information is transmitted. The new technologies are de-massified so that a special message can be exchanged with each individual in a large audience. They are the opposite o mass media and shift control to the user.

Many are asynchronous and can send or receive a message at a time convenient for individuals without being in communication at the same time. This overcomes time as a variable affecting communication. A video, data and voice delivery system reduces travel costs. When the material is retrieved and saved to a video tape or disc, the material can be used at anytime or anyplace.

As more interactive technologies emerge, the value of being an independent learner will increase. Research shows that learning from new technologies is as effective as traditional methods. Large groups are cost-effective and everyone gets the same information.

Types of Teleconferences

           Audio Teleconference: Voice-only; sometimes called conference calling. Interactively links people in remote locations via telephone lines. Audio bridges tie all lines together. Meetings can be conducted via audio conference. Preplanning is necessary which includes naming a chair, setting an agenda, and providing printed materials to participants ahead of time so that they can be reviewed.

Distance learning can be conducted by audio conference. In fact, it is one of the most underutilized, yet cost effective methods available to education. Instructors should receive training on how to best utilize audio conferences to augment other forms of distance learning.

Audiographics Teleconference: Uses narrowband telecommunications channels to transmit visual information such as graphics, alpha-numerics, documents, and video pictures as an adjunct to voice communication. Other terms are desk-top computer conferencing and enhanced audio. Devices include electronic tablets/boards, freeze-frame video terminals, integrated graphics systems (as part of personal computers), Fax, remote-access microfiche and slide projectors, optical graphic scanners, and voice/data terminals.

Audiographics can be used for meetings and distance learning.

         Computer Teleconference: Uses telephone lines to connect two or more computers and modems. Anything that can be done on a computer can be sent over the lines. It can be synchronous or asynchronous. An example of an asychronous mode is electronic mail. Using electronic mail (E-Mail), memos, reports, updates, newsletters can be sent to anyone on the local area network (LAN) or wide area network (WAN). Items generated on computer which are normally printed and then sent by facsimile can be sent by E-Mail.

Computer conferencing is an emerging area for distance education. Some institutions offer credit programs completely by computer. Students receive texts and workbooks via mail. Through common files assigned to a class which each student can assess, teachers upload syllabi, lectures, grades and remarks. Students download these files, compose their assignment and remarks off-line, then upload them to the common files.

Students and instructors are usually required to log on for a prescribed number of days during the week. Interaction is a large component of the students' grades.

Through computers, faculty, students and administrators have easy access to one another as well as access to database resources provided through libraries. The academic resources of libraries and special resources can be accessed such as OCLC, ERIC, and Internet.

Administrators can access student files, retrieve institutional information from central repositories such as district or system offices, government agencies, or communicate with one another. Other resources can be created such as updates on state or federal legislation.

Video Teleconference: Combines audio and video to provide voice communications and video images. Can be one-way video/two-way audio, or two-way video/two-way audio. It can display anything that can be captured by a TV camera. The advantage is the capability to display moving images. In two-way audio/video systems, a common application is to show people which creates a social presence that resembles face-to-face meetings and classes and enables participants to see the facial expressions and physical demeanor of participants at remote sites. Graphics are used to enhance understanding. There are three basic systems: freeze frame, compressed, and full-motion video.

Video conferencing is an effective way to use one teacher who teaches to a number of sites. It is very cost effective for classes which may have a small number of students enrolled at each site. In many cases, video conferencing enables the institution or a group of institutions to provide courses which would be canceled due to low enrollment or which could not be supported otherwise because of the cost of providing an instructor in an unusual subject area. Rural areas benefit particularly from classes provided through video conferencing when they work with a larger metropolitan institution that has full-time faculty.

Through teleconferencing, institutions are able to serve all students equitably.

Why Use a Teleconference?

          Videoconferencing increases efficiency and results in a more profitable use of limited resources. It is a very personal medium for human issues where face-to-face communications are necessary. When you can see and hear the person you are talking to on a television monitor, they respond as though you were in the same room together. It is an effective alternative to travel which can easily add up to weeks of non-productive time each year. With videoconferencing, you never have to leave the office. Documents are available, and experts can be on hand. A crisis that might take on major proportions if you are out of town, can be handled because you're on the job. Videoconferencing maximizes efficiency because it provides a way to meet with several groups in different locations, at the same time.

As the limited resource of funding has decreased, limited resources now include instructors, parking spaces and buildings. Students now include time as a limited resources. Teleconferencing enables institutions to share facilities and instructors which will increase our ability to serve students.

Move Information - Not People

     Electronic delivery is more efficient than physically moving people to a site, whether it is a faculty member or administrator.

Save Time: Content presented by one or many sources is received in many places simultaneously and instantly. Travel is reduced resulting in more productive time. Communication is improved and meetings are more efficient. It adds a competitive edge that face-to-face meetings do not.

Lower Costs: Costs (travel, meals, lodging) are reduced by keeping employees in the office, speeding up product development cycles, improving performance through frequent meetings with timely information.
Accessible: Through any origination site in the world. Larger Audiences: More people can attend. The larger the audience, the lower the cost per person.
Larger Audiences: More people can attend. The larger the audience, the lower cost per person.
Adaptable: Useful for business, associations, hospitals, and institutions to discuss, inform, train, educate or present.
Flexible: With a remote receive or transmit truck, a transmit or receive site can be located anywhere.
Security: Signals can be encrypted (scrambled) when it is necessary. Encryption prevents outside viewers.
Unity: Provides a shared sense of identity. People feel more a part of the group...more often. Individuals or groups at multiple locations can be linked frequently.
Timely: For time-critical information, sites can be linked quickly. An audio or point-to-point teleconference can be convened in three minutes.
Interactive: Dynamic; requires the user's active participation. It enhances personal communication. When used well for learning, the interactivity will enhance the learning and the teaching experience.

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Teaching & Communication

Teaching - Meaning

•          Teaching is to cause the child to learn and acquire the desired knowledge, skills and also desired ways of living in the society.

•          Teaching is the stimulation, guidance, direction and encouragement of learning.

•          Teaching is the communication between two or more persons, who influence each other by their ideas and learn something in the process of interaction.

•          Teaching is to fill the minds of the learner by information and knowledge of facts for future use.

•          Teaching is the process in which learner, teacher and other variables are organized in a systematic way to attain some pre-determined goals.

Definition of Teaching

·         “Teaching is an intimate contact between a more mature personality and less mature one which is designed to further the education of the latter.”                          H.C.Morrison (1934)

·         "Teaching means many different things, that teaching act varies from person to person and from situation to situation."                                                                                            (Bar, 1961)

·         "The behaviour or activities of persons as they go about doing whatever is required of teachers, particularly those activities which are concerned with the guidance or direction of learning of others."

(Ryan, 1965)

·         "Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environment, but teachers arrange special contingencies which expedite learning and hastening the appearance of behaviour which would otherwise be acquired slowly or making scene of the appearance of behaviour which might otherwise never occur." (B.F. Skinner. 1968)

·         "Teaching as an act of interpersonal influence aimed at changing the ways in which other persons can or will behave."                                                                                              (N.L. Gage, 1963)

Teaching - The noble profession

•          Teaching is regarded as the noblest of all professions in the world.

•          A good teacher not only shows the right path that the students should follow but also prepares the human resource for the further development of the nation.

•          Teaching has the power to create a healthy and peaceful world.

•          It has the capacity to inspire lifelong learning and a passion for knowledge, understanding, and innovation.

Functions of Teaching

•          PRESERVATIVE FUNCTION OF TEACHING

•          The main function of TEACHING is to preserve and protect the old values, customs, beliefs, traditions, etc.

•          TEACHING must help in preserving the vital elements of our heritage.

•          TRANSMITIVE FUNCTION OF TEACHING

•          Teaching transfers knowledge, ideologies, theories, principles and attributes from one generation to another and thus contribute greatly to the general progress of society.

•          PROGRESSIVE  FUNCTION OF TEACHING

•          Teaching provides opportunities to recognize and restructure human experiences and as a result of this, there is development of human civilization and culture.

Difference among Teaching, Training & Instruction

Teaching

•          “Teaching is an intimate contact between a more mature personality and less mature one which is designed to further the education of the latter.”

•          The aim of teaching is to transform a total man and his personality

Training

•          In training the various kinds of skill are taught.

•          Training has specific goals of improving one's capacity, and performance.

•          The trainees are taught to perform skills which they attain during training and practice.

•          There is mental and physical activity in training, but more and more of the activity is physical.

Instruction

•          Instruction is at the higher level of training.

•          Instructions tell people how to perform a process.

•          In instruction there is better level of the use of intellectual powers of the trainee.

•          The aim of teaching is to transform a total man and his personality, but the aim of instruction is to develop the intellectual powers in a given direction.

Communication

•          The word ‘communication’ has been derived from the Latin word communis which means common.

•          Another Latin word comminicare which means to share.

•          Thus communication means sharing of ideas in common

•          Communication refers to the exchange of ideas, feelings, emotions, knowledge and information between two or more persons.

Communication –Types

•          Verbal Communication

–        Oral Communication

–        Written Communication

•          Non-Verbal Communication

•          Intrapersonal Communication

•          Interpersonal Communication

Verbal Communication

•          Verbal Communication refers to the exchange of message through the use of written and spoken form.

•          Usually carried on through language.

•          Requires the use of words, numbers and symbols.

Verbal Communication – Two Types

•          1. Oral Communication

•          Oral communication is the spoken interaction between two or more persons.

•          Take place in lectures, discussions, interviews, social gathering, meetings and conference.

•          2. Written Communication

•          Communication by means of written words or symbols

•          Consist of writings, diagrams, pictures, graphs etc.

•          Provides a long-lasting record of communication for future.

Non-Verbal Communication

•          Non-Verbal Communication is the exchange of messages primarily through non-linguistic means.

•          It includes Posture, Gesture, Facial expression, Eye contact, Tactile communication, Personal space, Silence, Appearance, Odour etc.

Non-Verbal Aspects

•          Posture

–        The term posture refers to how we hold our bodies as well as overall physical form of an individual.

–        Posture can be used to determine a participant’s degree of attention or involvement.

•          Gesture

–        Gesture is a non-verbal bodily movement intended to express meaning.

–        Waving, pointing, and using the fingers to indicate numerical amounts are all very common and easy to understand gestures.

–         

Gestures	Meaning
Clap	Accept / Encourage
Raise  hand	Seek Attention
Rub face	Angry
Rub stomach	Hungry
Shake hands	Greeting

•          Facial expression

–        Our facial expressions may reveal our true feelings about a particular situation

–        emotions that can be expressed via facial expressions include:

•          Happiness

•          Sadness

•          Anger

•          Surprise

•          Fear

•          Confusion

•          Excitement

•          Desire

•          Contempt

•          Eye contact

–        The eyes are frequently referred to as the "windows to the soul"

–        When a person looks directly into your eyes when having a conversation, it indicates that they are interested and paying attention.

–        People often blink more rapidly when they are feeling distressed or uncomfortable.

•          Tactile communication

–        Communication through touch is called tactile communication.

–        Touch can indicate dependence, affiliation, aggression etc

•          Personal space

–        This is the physical space one place between himself and others.

–        This invisible boundary become apparent only when some one bumps or tries to enter your space.

–        Anthropologist Edward T. Hall described four levels of social distance that occur in different situations:

•          Intimate distance - 6 to 18 inches

•          Personal distance - 1.5 to 4 feet

•          Social distance - 4 to 12 feet

•           Public distance - 12 to 25 feet

•          Silence

–        Silence can be a positive or negative influence in the process of communication.

–        Silence can be a judgmental by indicating favour or disfavour – agreement or disagreement.

•          Appearance

–        By appearance we mean clothing, hairstyle, adornments such as jewellery and cosmetics.

–        Appearance of a person speaks him a lot.

•          Odour

–        Odour  of a person indicates his racial, cultural and familial aspects

Interpersonal Communication

•          Communication between two or more individuals is called Interpersonal communication.

Intrapersonal Communication

•          Intrapersonal communication is the communication process within an individual.

Components of Communication

1.      Sender (Source or Encoder)

2.      Message

3.      Medium

4.      4 .Receiver (Destination, Decoder)

5.      Feedback

•          1. Sender (Source or Encoder)

–        A person or an event which provides correct information and transmits the same correctly and clearly.

–        If the source is a person it is called a sender. (Encoding: the process of using symbols or diagrams to express the ideas or feelings.)

•          2. Message

–        The content of transmission is called the message.

–        It may be a set of verbal or non verbal cues like words, figures, gestures, movements, etc.

•          3. Medium

–        Medium is the means used to convey the message.

•          4 .Receiver (Destination, Decoder)

–        A person who interprets the message is called receiver. (Decoding: the process by which the receiver deciphers the symbols conveyed by the source.)

•          5. Feedback

–        It is the reaction of the receiver to the sender’s message.

Communication Cycle

Barriers of Communication

1. Physical Barriers

•    Noise

•    Invisibility and poor audibility

•    Environmental and physical discomfort
•    Distraction
•    ill health

2. Language Barriers

•    Verbalism

•    Verbosity (usage of words or phrases that are beyond the scope of your audience's knowledge)

•    Unclear graphics and symbols

3. Background Barriers

•          Previous learning.

•          Cultural disparit

4. Psychological Barriers

•    Prejudices

•    Disinterest

•    Inattention

•    Redundancy
•    Imperceptions
•    Unrewarding experiences
•     Filling of anxiety
•     unfulfilled curiosity

Tips to make classroom communication successful and productive

•          Understand the subject matter yourself before trying to communicate it to the students.

•          Understand the nature of your students.

•          Choose a presentation style fit to the subject matter and the audience.

•          Develop sentence that are clear, concise and complete.

•          Use correct spelling, pronunciation etc.

•          Be aware of all the barriers of communication.

Supporting Aids for Teaching and Communication

What I Hear I Forget, What I See I Remember, What I Do I Understand

Learning Aids

•          Any device/Aids which helps self learning/group learning.

Teaching Aids - Meaning

•          Teaching aids are the physical tools used to convey information in the classroom.

•          Teaching Aids are any device which can be used to make the communication  more effective.

•          Teaching Aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic.

Psychology of using Teaching Aids

Research done by COBUN (1968) indicates that generally we LEARN:

•    1 % through TASTE

•    1.5 % through TOUCH

•    3.5 % through SMELL

•    11 % through HEARING

•    83 % through SIGHT

Research done by COBUN (1968) indicates that generally we Remember:

•    10 % of what we READ

•    20 % of what we HEAR

•    30 % of what we SEE

•    50 % of what we HEAR and SEE

•    70 % of what we SAY

•    90 % of what we SAY and DO

Advantages of Teaching Aids

•    Help to learn more and remember for long.

•    Motivate the learner.

•    Give clarity to learning.

•    Give reality and vividness to learning situations.

•    Make abstract concrete.

•    Reduce verbalism.

•    Provide variety in methods of teaching and learning.

•    Make learning interesting meaningful and permanent.

•    Develop deeper understanding.

•    Arouse curiosity and self activity.

•    Saving of energy and time.

•    Spread of education on a mass scale.

Characteristics of a Good Teaching Aids

•    They should be meaningful and purposeful

•    They should be accurate in every respect

•    They should be simple

•    They should be cheap

•    As far as possible, they should be improvised.

•    They should be large enough to be properly seen by the students for whom they are meant.

•    They should be up to date

•    They should be easily portable

•    They should be according to the mental level of the student.

•    They should be motivating the learne

General Principles of using Teaching Aids

Principle of selection

•    They should suit the age –level, grade level and other characteristics of the learners.

•    They should have educational value besides being interesting and motivating.

•    They should be the true representation of the real things.

•    They should help in the realization of desired learning objectives.

Principle of preparation

•    As far as possible, locally available materials should be used in the preparation of an aid.

•    The teachers should receive some training in the preparation of aids.

•    The teachers themselves should prepare some of the aids.

•    Students may be associated in the preparation of aids.

Principle of Physical control

•    This principle relates to the arrangement of keeping aids safely and also to facilitate their lending to the teachers for use.

Principle of proper presentation

•    Teaches should carefully visualize the use of teaching aids before actual presentation.

•    Adequate care should be taken to handle an aid in such a way as no damage is done to it.

•    The aid should be displayed properly so that all the students are able to see it.

•    As far as possible, distraction of all kind should be eliminated so that full attention may be paid to the aid.

Principle of response

•    This principle demands that the teachers guide the students to response actively to the audio-visual stimuli so that they derive the maximum benefit in learning.

Principle of Evaluation

•    This principle stipulates that there should be continuous evaluation of both the audio-visual material and accompanying techniques in the light of the realization of the desired objectives.

Learning Experience

•          AV Aids is meant for providing effective learning experiences.

•          Learning experiences can be three levels:

    1.  Direct Experience

•          Learning experiences that are obtained through the immediate sensory contact with real objects.

–        Eg: Doing an Experiment, Visiting a factory etc.

    2.  Vagarious Experience

•          Whenever direct experience is either impossible or undesirable due to hazards we represent the real situation in the form of models or images.

•          Experience gained by observing models, Pictures, charts, films etc. are said to be vicarious in nature.

    3. Symbolic Experience

•          Symbolic experiences are offered through verbal symbols – oral or written

•          The teacher codes the original items in to symbols and passes it on to pupils.

Classification Of Teaching Aids (Audio Visual Aids)

 

1.   Projected Aids

•    A projected aid is one which items to be observed is projected on a screen using electronic or Mechanical device.

•    Very effective because movements can be added to sound and hence a realistic experience can be provided.

1.1  Film & Film Projector

•    Films in the form of motion pictures.

•    Films enrich learning by presenting a series of meaningful experience involving motion.

•    Can enlarge or reduce the actual size of the object to suit the need.

2.1  Film strips &  Film strip Projector

•    A film strip is piece of non-inflammable safely film, 35 mm wide.

•    Length may vary according to requirement and can be up to about one meter.

•    One film strip may contain 10 to 50 pictures frames.

•    The pictures in film strip may constitute a connected series of drawings, photographs, diagrams or combination of these and illustrated a single sequence.

•    The pictures may in color or in black or white.

•    Some films strips are accompanied by commentary recorded separately, such film strips is called sound film strip.

3.1  Slides &  Slide Projector

•    The pictures or diagrams which are drawn in suitable medium is called slide. (Glass or Transparency)

•    Slide can be enlarged by projecting it on a screen with a slide projector.

•    Slide projector is an instrument equipped with a powerful light source and a carrier for holding slides of suitable size.

•    Some slide projectors uses drums in which many slides can be loaded in proper sequence in advance.

•    It is also possible to record the narration in a tape recorder that could be hooked up to the projector in such a way as to give the necessary commentary without the help of the teacher.

4.1  Episcope & Epidia scope

•    Episcope is used for the projection of opaque objects.

•    Pictures, photographs, drawings or an opaque material within the size of the platform of the episcope can be projected using Episcope.

•    Episcope used to enlarge book diagrams and illustrate complex pictures.

•    During Epi-projection the class room should be totally darkened in order to get a clear and bright image.

•    Epidiascope can project opaque as well as transparent objects.

5.1  OHP

•    This is called Over Head Projector because it projects the image behind and over the head of the teacher.

•    The transparent visual is placed on a horizontal platform at the top of the light source.

•    The teacher can place the transparent plate on the platform and write or draw on it anything that is to be visualized using suitable pen.

6.1  Television

•    TV is very exciting and efficient means of mass communication.

•    Educational Television programmes aims at education rather than entertainment.

•    One teacher or specialist can render teaching session and pass information to million of viewers all over the world.

7.1  LCD Projector

•    LCD (Liquid Cristal Display) is the most advanced and sophisticated projected aid.

•    In the area of educational technology, we can replace all other projected and non projected aids with only a single LCD projector and computer system.

•    Can present a topic by using computer made slide, graphs, pictures, video clips, movies and special effect.

8.1  DLP Projector (Digital Light processing Projector)

•    most advanced and sophisticated projected aid.

•    Brighter image

•    lightest and smallest

2.   Non-Projected Aids

2.1 . Graphic Aids

•    Graphic Aids are visual aids such as graphs, diagrams, charts etc.

•    They can be conveying the message by a combination of written and pictorial visuals that could be made meaningful by suitable captions.

•    The criteria for good graphics are that they should be simple, legible and brief.

2.1.1           Graphs

• Normally used to represent the nature of the relation of two dependent variables.

• Different types of graphs are

1.      Line graph       2.    Bar graph        3   Pie graph

2.1.2  Diagrams

• Used to explain many factors at the same time, by using a variety of symbol and labels

• Diagrams can explain facts more vividly than charts

2.1.3  Posters

• Posters are bold and attractive representation of an idea or concept and usually given in color.

• Poster catches the eye and conveys the desired message.

2.1.4  Maps

• A map is an accurate representation of the boundaries and other details of continents, countries etc. on a plane, in the form of a diagram drawn to scale.

• A variety of geographical details like location of mountains and rivers, altitude of places, important cities and other places etc. can be represented accurately with reference to a convenient scale and following suitable color scheme.

1.      Different types of maps that are used in classroom:

                                                                i.      Geographical Maps

                                                              ii.      Historical Maps

                                                            iii.      Industrial Maps

                                                           iv.      Political Maps

2.1.5  Cartoons

• A cartoon is a metaphorical, humorous and exaggerated caricature of a person or situation in the form of a picture or sketch.

2.1.6  Comics

• A comic strip is a form of cartoon depicting a story in sequence.

• The events are arranged in the proper order in a attractive pictorial form that is normally appealing to lower age groups.

2.1.7  Flash cards

• Flash cards are an aid used in language lesson, especially in the lower class.

• The card containing the reading material is exhibited for a few seconds only. Then it is removed and the feedback attempted.

2.1.8  Pictures and Photographs

• Pictures and photographs play a significant role in making ideas clear and comprehensive.

2.1.9  charts

• A chart may be defined as a combination of graphics and pictorial media designed for the orderly and logical visualizing of relationship between key fact and ideas

• Different types of charts are:

                                          i.   Display chart

                                        ii.   Flow chart

                                       iii.   Tabular chart

                                      iv.   Tree chart

                                       v.   Time chart

2.2 Display Boards

• Display categorized into tree main types according to the function to the functions they perform

o        Motivational Display: Display that attracts and appeal pupils and stimulates their curiosity is called motivational displays.

o        Developmental Displays: Displays that ass information and ensure active involvement of pupils in the development of lesson is called developmental displays.

o        Summery Display: Displays that are used for review and consolidation of a lesson are called summary display.

2.2.1     Black Board

• Most basic, widely used tool for display

• Teaching cannot be successful without proper use of a Black Board.

• Black Board planning is a precious skill to be developed by a teacher.

2.2.2     Roll-Up-Board

• Roll-Up-Board is that which can be conveniently rolled up.

• These are usually made of thick rexin cloth.

• The charts and pictures can be drawn on it advance and presents as and when required.

2.2.3     Peg Board

• To display flat and three dimensional materials

• Use hooks and clips to display materials.

2.2.4     Hook and Loop Board

• Intended to suspend heavy 3-D objects as well as flat materials.

• Objects can be easily fixed and removed.

2.2.5     Flannel Board

• Flannel cloth used to make this board.

2.2.6     Magnetic Board

• A sheet of iron that attracts a piece of magnet can be used for magnetic board.

2.2.7    Plastigraph Board

• Any smooth polished surface like rigid plastic sheet amt serves as plastigraph board.

2.2.8    Bulletin Board

• Used to display bulletin, News items, announcement etc.

2.2.9    Marker Board

• Large plastic board suitable for writing or drawing with markers.

• This can be used the same way as chalk boards.

• It can be sometimes used as a projection screen also.

2.3 Three Dimensional Aids

2.3.1  Models

• Models are concrete representations of objects.

• Size should be suitable

• There are two types of model

                                       i.      Working model                                    ii. Static (still) model

• Working model is more effective than static model

2.3.2  Objects

• Objects may be defined as the real things from their natural settings.

• Eg. Rock, Coin, stamp etc.

2.3.3  Specimen

• A specimen may be defined as a typical objects or part of an object which has been removed for conviient observation.

• It may be a representative of a class or group of similar objects.

2.3.4  Mock-ups

• A mock-up is an operating model usually of a process, designed to be worked with directly by the learner for specific training or analysis.

• When direct first hand experience is either impractical or impossible, mock-up can be used.

• Mock-ups is an imitation of the real process.                         Eg. Mock Parliament

2.3.5  Diorama

• A diorama is a three dimensional scene in depth, incorporating a group of modeled objects and figures in a natural settings.

• A diorama scene is set up on a small stage with a group of modeled objects that are kept on the foreground and blended into a painted realistic background.

• For representation of depth, object kept at the background are made considerably smaller to create illusion.

2.3.6  Puppets

• Different types of puppets are used to make the learning object more realistic.

• Most commonly used puppets are hand puppets, glove puppets, finger puppets, rode puppets, string puppets, and shadow puppets etc.

2.4 Audio Aids

2.4.1   Radio

• It is powerful medium for mass communication.

• Programmes meat for teachers as well as pupils is available.

• Help the teacher to supplement classroom instruction.

2.4.2  Tape recorder

• A Tape recorder is used to record sound on magnetic tape which can be reproduces many times as possible.

2.4.3     Public Address System

• Public address system is very effective when the teacher handling large number of students at the same time.

• Public Address System can be used for supplement other Audio Aids.

3.   Activity Aids

3.1  Field Trip and Excursions

• Excursions usually involve a tour by a person or a group of person to some selected lace.

• An excursion undertaken for gathering objective based learning experience is study tour.

• The tour made by a group is often known as Field Trip

• Provides direct experience leading to effective understanding.

3.2  Exhibition

• In exhibition variety of items exhibits related to teaching and learning.

• Exhibitions are effective modes of mass communication and instruction.

• Special talents of the pupil get revealed and creativity can be fostered.

• Helps to communicate novel ideas to children, their parents and the general public.

3.3  Demonstration

• It is a technique which is often used by all teachers.

• Ideas, skills, attitudes and process can be demonstrated.

• Demonstration should be purposeful, simple, specific and effective.

• Demonstration should be planned and rehearsed well in advance.

• If demonstration designed by the co-operative activity of pupil and teaches, it will be more effective.

3.4  Dramatization

• Dramatization gives a reality and concreteness to learning experience.

• Gives opportunity for self expression

• Very useful for the subject like social science and languages.

• Since emotional content is strong, it help in the development of interest, attitude and  values.

3.5  Museum

• Museum is powerful medium for public education.

• Museums are repositories with an array of educational materials including rare specimens a variety of objects arranged in a logical order.

3.6  Planetarium

• A planetarium consist of essentially of a dome usually mounted on the ceiling of a hall to represents the sky.

• A special projector is used to display images of the celestial bodies on the dome.

• The viewers who are seated below can see the projected images that can be appear to be realistic.

• The projector consists of various individual units for projecting the sun, the moon, the planets and the stars.

• Taped narration and sound effects adds to the effectiveness of the presentation.

3.7  Aquarium

• Aquarium consists of glass tanks filled with water in which aquatic creatures are kept in naturally.

• Pupils can observe the natural behavior of the creatures.

• If a school aquarium is constructed and maintained by the pupils they get very valuable learning experience related to various aspects of life science.

3.8  Terrarium

• Terrarium is an arrangement for presenting the creatures living on the surface and below the surface of the earth for study purpose.

• It is an enclosure, usually a tank. Used for rearing plants or animals under natural conditions.

3.9  Vivarium

• It is live corner arranged in school or at home where creatures living in the air are grown and reared.

• It provides opportunity for an unlimited amount of spontaneous, undirected observation and enjoyment.

3.10    Programmed Learning

• Programmed Learning is a carefully specified, systematically planned, empirically established, skillfully arranged and effectively controlled self instructional technique for providing individualized instruction or learning experience to the learner.

• Programmed learning is available in the form of Books, Cards, Machine etc.

3.11    Computer Assisted Instruction (CAI)

• A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials.

• “It is the use of computer to assist in the presentation of instructional material to a student to monitor learning process or to select additional instructional material in accordance with the needs of individual learners”

• Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.

• CAI uses a combination of text, graphics, sound and video in enhancing the learning process.

3.12    Teaching Machines

• Developed by S.L. Pressy

• It’s a piece of device designed to be operated by an individual student for self learning.

• The student is presented with a question by some form of display on the machine.

• The student is required to respond. Either to write answer or put a button to indicate the correct response

• The student will inform the correctness of the answer.

• An account is kept of the responses made by the student.