Role of ICT in Higher Education

Dr. Jagannath K. Dange

Department of Education

Kuvempu University

Shankaraghatta

Dist: Shimoga,

Karnataka

[email protected]

http://jkdange.blogspot.com

According to Dr. Babasaheb Ambedkar

[Bombay Legislative Council Debate, 27th

July, 1927], "The University is a machinery

whereby educational facilities are provided to

all those who are intellectually capable of

using those facilities to the best advantage

but who cannot avail themselves of those

facilities for want of funds or for other handicaps

in life.

higher education has been rightly defined as the

mother of all professions.

The people in university education shape the

behaviour, minds, and the social and human

values of the student community.

Pandit Jawaharlal Nehru while delivering aspeech at the special convocation of theAllahabad University on December 13, 1947 said:

"A university stands for humanism for tolerance,for reason, for progress, for the adventure ofideas and for the search for truth.

It stands for the onward march of the humanrace towards even higher objectives.

If the universities discharge their dutyadequately, then it is well with the nation andthe people.

But if the temple of learning itself becomes ahome of narrow bigotry and petty objectives,how then will the nation prosper or people growin stature?"

Higher Education

Primary objectives: such as employability,

enhancing the earning potential, seeking and

advancing knowledge and wisdom, research and

experimentation.

Secondary objectives: like attaining mental and

spiritual growth, engaging in quest for the

unknown, facilitating better lifestyle, and

developing scientific outlook.

Growth of Higher Education in India

At the time of independence………

we had only 20 universities and 695 colleges but

today we have 785 universities where as colleges

have increased to more than 38,000.

India's one of the major wealth is youth (18-40

years of age) which presently stands at almost 80

crore, 62% of the total population (127 crore,

male 65.6 crore and female 61.4 crore).

Indian higher education system is one of the

largest in the world.

The present ratio of student: teacher in the

country is almost 20:1, colleges having about 4,

21,000 teachers and universities 79,000.

More than 25% colleges' and almost 35%

universities' teaching positions nationwide are

vacant.

Similarly, in IT, IIT, IMM etc ca. 40% faculty

positions are vacant. Out of 20 lakh students, 86%

remain to be graduates, 12% acquire maters

degree, one per cent PhD and one per cent

diplomas/certificates.

New Dimensions in Higher Education

Education is dynamic process which changes from

time to time.

In the present era it is very essential to know the

changes which happened in the higher education

in general and teacher education in particular.

Unless we understand the changes, it would be

difficult to consider the dimensions for the 21st

century higher education and plan for the

expectations for the century.

Hence there is a dire need to consider the new

dimensions for the higher education.

The changes which can be considered for framing

new dimensions are,

Growth in the Population,

Knowledge Expansion,

Technology Revolution,

Change in the value pattern,

new theories and methods,

change in methods of teaching,

Global competition,

Redressal of Inequality and

sustainable development.

New Dimensions in Higher Education

1. Branding, Openness and academic Quality:

An educational brand is often equated

to an institution's academic reputation.

two major components:

(1) promotion of the brand and

(2) delivering on the promise of the brand.

Openness: Education Is Sharing. knowledge and

information.

OER, Open Access (OA), Open Source and Massive Open

Online Courses (MOOCs) are regarded as forms of

openness

Academic quality is the educational outcomes rather

than academic resource measures.

2. Access, Cost and Quality

12

13

The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920s.

Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself.

14

What we do have is a mosaic(mixture,

variety) of theories, models, sets of

principles, and explanations that, combined,

compose the knowledge base of adult

learning.

Two important pieces of that mosaic are

andragogy and self-directed learning.

15

Lorge focused on adults’ ability to learn

rather than on the speed or rate of

learning (that is, when time pressure was

removed), adults up to age seventy did as

well as younger adults.

Today it is recognized that adults score

better on some aspects of intelligence as

they age and worse on others, resulting in a

fairly stable composite measure of

intelligence until very old age (Schaie and

Willis, 1986).

16

In 1968, Malcolm Knowles proposed “a new

label and a new technology” of adult

learning to distinguish it from pre-adult

schooling

17

Andragogy is the art and science of helping adults learn: Adults desire and enact a tendency toward self-

directedness as they matureAdults’ experiences are a rich resource for

learning. They learn more effectively through experimental activities such as problem solving

Adults are aware of specific learning needs generated by real life

Adults are competency-based learners who wish to apply knowledge to immediate circumstances

A climate of mutual respect is most important for learning: trust, support, and caring are essential components. Learning is pleasant and this should be emphasized.

18

Autonomous and self- directed

Life experiences and knowledge

Goal- oriented

Relevancy- oriented

Practical

Respect

19

Adult Education is more

effective when it is

experience centered,

related to learner’s real

needs and directed by

learners themselves.

20

The learner is dependent

upon the instructor for all

learning

The teacher/instructor

assumes full responsibility

for what is taught and

how it is learned.

The teacher/instructor

evaluates learning

The learner is self-

directed

The learner is responsible

for his/her own learning

Self-evaluation is

characteristic of this

approach

Pedagogical Andragogical

21

The learner comes to the activity with little experience that could be tapped as a resource for learning

The experience of the instructor is most influential

Learner brings a greater volume and quality of experience

Adults are a rich resource for one another

Different experiences assure diversity in groups of adults

Experience becomes the source of self-identify


22

Students are told what they have to learn in order to advance to the next level of mastery

Any change is likely to trigger a readiness to learn

The need to know in order to perform more effectively in some aspect of one’s life

Ability to assess gaps between where one is now and where one wants and needs to be


23

Learning is a process of acquiring prescribed subject matter

Content units are sequenced according to the logic of the subject matter

Learners want to perform a task, solve a problem, live in a more satisfying way

Learning must have relevance to real-life tasks

Learning is organized around life/work situations rather than subject matter units


24

Primarily motivated by

external pressures,

competition for grades,

and the consequences of

failure

Internal motivators: self-

esteem, recognition,

better quality of life,

self-confidence, self-

actualization


25

Knowles revise his thinking as to whether

andragogy was just for adults and pedagogy

just for children.

Between 1970 and 1980 he moved from an

andragogy versus pedagogy position to

representing them on a continuum ranging

from teacher-directed to student-directed

learning.

26

27

It is thirty years since Knowles introduced us

to the concept of andragogy as a new way of

approaching adult education.

Much in the world has changed since that

time, and we all know that the rate of

change seems to increase every year.

28

Heutagogy, the study of self-determined

learning, may be viewed as a natural

progression from earlier educational

methodologies – in particular from capability

development.

29

The concept of truly self-determined

learning, called heutagogy, builds on

humanistic theory and approaches to

learning described in the 1950s.

It is suggested that heutagogy is appropriate

to the needs of learners in the workplace in

the twenty-first century, particularly in the

development of individual capability.

30

This revolution recognizes the changed world in which we live. A world in which:

information is readily and easily accessible;

change is so rapid that traditional methods of training and education are totally inadequate;

discipline-based knowledge is inappropriate to prepare for living in modern communities and workplaces;

learning is increasingly aligned with what we do;

modern organizational structures require flexible learning practices

There is a need for immediacy of learning.

31

As teachers we should concern ourselves with

developing the learner’s capability, not just

embedding discipline-based skills and

knowledge.

We should relinquish any power we deem

ourselves to have.

The National Knowledge Commission (NKC) hasobserved that teachers are the single mostimportant element of the education system andthe country is already facing a severe shortageof qualified and motivated teachers at differentlevels.

The training of teachers is a major area ofconcern at present as both pre-service and in-service training of teachers are extremelyinadequate and poorly managed in most states.

Pre-service training needs to be improved anddifferently regulated both in public and privateinstitutions.

ICT has become an integral part of today’s

teaching learning process.

Countries across the world are using ICT in

facilitating information dissemination and

communication in all areas of education and

training.

Effective use of technology can motivate

students, make our classes more dynamic and

interesting, and renew teacher enthusiasm as

they learn new skills and techniques. Technology

is also helping the students to understand any

abstract concepts clearly.

The integration of ICTs in teaching in general

and teacher education in particular is the need

of the day. The use of ICTs can make substantial

changes both for teaching and training mainly in

two ways.

Firstly, the rich representation of information

changes learner’s perception and understanding

of the context.

Secondly, the vast distribution and easy access

to information can change relationships between

teachers and taught. ICTs can also provide

powerful support for educational innovation.

Why do we need ICT?

The face of classroom is changing. The teachers

should prepare to keep up with technology

utility in the classroom. ICT is not only an

essential tool for teachers in their day to day

work, but also offers them opportunities for

their own professional development.

In conventional teaching most of the time is

consumed for the input output and less time left

for the process. But in teaching with ICT the

input and output time is reduced and process

time is increased. When the process time is

increased, time of students’ activities,

discussion, correlation with other subjects,

brainstorming and learning etc will increase.

approaches to ICT which can be used in the classroom

1.Integrated approach: This aims at planning the useof ICT within the subject to enhance particularconcepts and skills and improve pupils’ achievement.This involves, Selecting the suitable ICT resources whichwill contribute to the aims and objectives of thecurriculum.

2.Enhancement Approach: this focus on the use of anICT resource will enhance the existing subject matterthrough some aspects of the lessons and tasks. Eg.Using an electronic whiteboard for presenting a theoryabout a topic.

3.Complementary approach: This aims at using an ICTresource to empower the students’ learning, Eg. Byenabling them to improve their class work by takingnotes on the computer or by sending home work byemail to the teacher from home.

To effectively harness the power of the newinformation and communication technologies (ICTs)to improve learning, the following essentialconditions must be met:

Students and teachers must have sufficient access todigital technologies and the Internet in theirclassrooms, colleges, and higher educationinstitutions.

High quality, meaningful, and culturally responsivedigital content must be available for teachers andlearners.

Teachers must have the knowledge and skills to usethe new digital tools and resources to help allstudents achieve high academic standards.

1. ICT literacy

2.The effective and efficient use of ICT

hardware and software for teaching learning

activities.

3. Pedagogy based ICT use(Integration of ICT in

subject content, teaching, online support,

networking and management)

4. Adopt best innovative practices in the use of

ICT.

ICT and e-learning: Explosive upcoming of ICT

Computers, Networks: Internet and the Web, mobile phone, tablets,

E-learning, and on-line learning.

Lesson plan-correction- mail,

Discussion groups,

Blogs-creation and discussion, Guidance.

Website-create and post important events-test, scores and programs,

Internet-Google free Books, articles, reports, theses, projects.

Google videos- learning theories, discussions, conference discourses.

Micro teaching skills- record and make repositories.

Mobile phone-SMS-free sms.com,way2sms.com whatsapp, hike.com, telegram

Facebook, Tweeter

Slideshare.com, freeshare.com

Radio and TV lessons

E-gyankosh, e-content repositories.

IGNOU-content, NCERT, NCTE, UGC, DSERT- websites.

Virtual classroom, smartboards-whiteboards

MOOCs (Massive Open online Courses)

MOOCs are recent development that is reshaping thetrend of higher education on the web. It represents anemerging methodology of online teaching, based on thephilosophy of connectivism. “Massive” refers to thelarge number of students can be engaged in onlinecourse, and its “Openness” is associated with softwareused registration to anyone who has access to web,open curriculum, learning resources and evaluation.

MOOC providers: USA (Coursera, EdX, Udacity),Ireland(ALISON), Germany(iversity), Australiaopen2study), Japan(schoo), FutureLearn, opencourseware, OpenUpEd, KHANACADEMY, educa,saylor.org, MOOC2DEGREE, NovoED, Canvas network,Neodemia, World Education University(WEU), StanfordOnline, Eliedemy, EURODL,CLASS CENTRAL, edSurge,EFQUEL, Commonwealth of Learning, Minglebox,Swayam etc

E-journals: www.e-journals,org/ ,

http://www.sciencedirect.com/, www.doaj.org

Open education Resources for Teacher

Educators, Teachers and Learners

Geogebra, Google Earth, Hot potato, C-map, R-

campus, Mahara, Moodle and wiki-spaces,

classroom-2.0, Visual field trips, statistical tools

and web conferencing.

Reduce the hard work make to work smartly.

What we require is teacher with blend of

education principles, educational software.

Blending of Open education Resources: Open Education

Resources for Learners & learning –

content (geogebra),

creativity (hot potato,C map),

Evaluation (R-compus and mahara).

Learning management system (Moodle & wiki spaces), teachers

Managed Communication Platforms ( Classroom 2.0 & Web Quest)

Statistical Tools for data processing,

These are need to thoroughly inter-woven into our curriculum and

education system.

Technology Integrated HigherEducation:There is Technological

revolution Education. There is a quick shift from web-1 to web-2

to web-3.

We have initiated into Open Education, Open Course Ware, Open

Source, Open Content and Open Research. There are proposals for

e-higher Education.

Smart Classrooms are emerging, where-in; we have e-learning and

e-testing.

Own Experiences:

Effectiveness of mobile learning approach in the

development of Teaching skills, vocabulary and

mobile phone usage among student teachers.

The research was carried out to find the

effectiveness of learning through mobile phones

in teacher training institutes first time in India,

funded by University Grants Commission.

Experimental method was used.

Wearable devices are clothing and accessories incorporating

computer and advanced electronic technologies.

Google Glass applications are free applications built by

third-party developers. Glass also uses many existing Google applications, such as Google Now, Google

Maps, Google+, and Gmail

A smartwatch is a computerized wristwatch with functionality that is enhanced

beyond timekeeping. While early models can perform basic tasks, such

as calculations, translations, and game-playing, modern smart watches are

effectively wearable computers. Many run mobile apps, using a mobile operating

system.

Augmented reality (AR) is a live direct or indirect

view of a physical, real-world environment whose

elements are augmented (or supplemented) by

computer-generated sensory input such as sound,

video, graphics or GPS data.

https://en.wikipedia.org/wiki/GPS

Shifting role of the Teachers in present scenario

Encourage Thinking:

The information Provider:

The Role Model:

Teachers as a Facilitator:

Teacher as a Participant in the Learners Efforts:

Teacher to Find his Own Teaching Style:

Recognize Himself as a Professional:

Be Sensitivity to Student's Needs and Problems:

Google forms: Survey documents, get online response

Processed to Excel

Lime survey software: directly processed to SPSS

Surveymonkey-preparing surveys.

Commonwealth of Learning (COL) Teacher Education Online certificate

courses. www.cctionline.org

www.Temoa.info

Computer assisted assessment: Hot potatos

Online assessment: ebox, myexambox

Exelearning.net- OS windows based e-lg platform to create website-

content creation and putting

Word claud OS

To create graphics (tagul software)

National Knowledge Network-500mbps free to all schools

Encourage contacts between students and

teachers; especially those students who were

unwilling to speak out in face to face classroom

settings.

Develop reciprocity and co-operation among

students for the benefit of peer learning.

Active learning techniques make learners active.

Give necessary prompt feedback.

Emphasize time on task.

Communicate high expectations.

Respect diverse talents and ways of learning.

The Stanford centre for innovations in

learning(SCIL): Effective teacher includes being

Concerned

Committed

Creative

Competent

An educational system can be as good as its

teachers

Who is a teacher?

One who dares to teach and never cease to

learn

Dr. Jagannath K. DangeDepartment of EducationKuvempu UniversityShankaraghattaDist: Shimoga, Karnataka

[email protected]://jkdange.blogspot.com