Digital Learning Ecosystem: The Trigogical Possibilities

Pedagogy, Andragogy and Heutogogy across Digital Learning Ecosystem

1. DIGITAL LEARNING ECOSYSTEM : THE TRIGOGICAL POSSIBILITIES Dr.R.RAMNATH Department of Education Alagappa University Karaikudi Speaking is easy, but Listening is difficult. Speaking is a skill, but Listening is an attitude. Be happy in listening . If not, ?

2. Readiness

3. Something + Something = Everything

4. Digital Natives or Digital Immigrants Email is 54 [ October 29th 1969] year old ARPANET's  PCs [ 1984] are 39 years old 1990

5. 1990 - Tim Berners-Lee creates the World Wide Web program 1996 - Palm Pilot 1997 - AIM - Instant Messaging 1997 - Blogs 1999 - Napster

6. 2001 – Wikipedia 2002 – iPod 2003 - My Space 2004 - Facebook and Podcast 2005 – YouTube 2007 - iPhone

7. Quality t eaching and learning enabled by ICT There’s nothing magical about any tech tool . Real magic rests in the minds and hearts of teachers using digital tools to introduce students to new individuals, ideas and opportunities - Ferriter – Irish Broadcaster

8. It’s not about the technology, it’s about the Pedagogy . Our use of technology needs to be driven by the teaching and learnin g The technology is only an enabler.

9. Digital Media Lifestyle ( 09.12.23) 4 petabytes data over 10 billions photos over 1 billion videos (720000 hours) served per day 3.02 million podcasts iTunes 600 million active blogs 500 million tweets per day Over 347.3 billion emails 1.13billion web sites

10. Source: Hindustan Times Report

11. Participatory Culture communities Creations collaborations circulations Kids of today … creators, contributors, communicators, collaborators and coordinators

12. Variance in Web V ersion A ctivity Generation Chronology X 1965 and 1981 Boomers born between 1945 and 1964 Y or The Millennial 1982 and 1994 Z or Centennial born in 1995 and the youngest in 2010 Alpha generation After2010 Source: Iberdrola

13. highly influenced by the power of the media constantly visually engaged driven by self-image, identity and acceptance multi-task well have a vast and diverse array of choices disenchanted with traditional learning are wired and wirelessly connected No waiting, no delay! Youth of today…

14. My goal in life is to find ways in which children can use technology as a constructive medium to do things that they could not do before ; to do things at a level of complexity that was not previously accessible to children. Prof .Seymour Papert 1998

15. Positive Deviance

16. Introduction

17. To teach, is to make someone to learn ... Change is the end result of all true learning Motto

18. Using previous knowledge Providing for individual difference Readiness Meaningfulness Defining specific objectives of the lesson Proceeding from simple to complex Proceeding from concrete to abstract Proceeding from general to specific Proceeding from known to unknown Principles of Teaching

19. Defective Teaching Learning Process

20. Need of the hour It is incumbent upon educators today to begin preparing for the changing education paradigms of tomorrow .

21. Working Together , We Can achieve our goal and expected qualities in higher education

22. Traditional Vs Smart Classroom Traditional Classroom Smart Classroom Classroom Physical – limited size Synchronous Unlimited Anytime, anywhere Content PowerPoint/transparency/ etc Textbooks/library Video Collaboration Multimedia / simulation Digital library On demand objecives Syn. & Asyn . Communication Personalisation One learning path Learning path and pace determined by learner

23. Teacher’s Obligation

24. Present Teacher Expected Teacher

25. Modern Teaching ?

26. Visual Thesaurus

27. What is modern / innovation ?

28. “something new” “ a new method or device” Why innovate?…

29. Innovation in the Classroom = A vehicle for Progress How can I get my students to ….

30. Think? Method….

31. Key issues in the introduction of innovation in institution Organizational Pedagogical Technological Evaluation-Dissemination matters

32. Some Types of Innovation Changes in the nature of our roles , e.g., accountability, disaggregation Changes in the form of our teaching e.g., tech tools, Internet courses Changes in the function of our teaching , e.g., Active learning methods, such as Service Learning

33. If colleges don't train students to use and think about digital tools in a thoughtful way, where else is it going to happen?"

34. Science of Teaching-Learning

35. The Root Words Pedagogy : From the Greek word ' paidagōgía ,' meaning 'leader of children.‘ Primarily deals with the strategies, techniques, and approaches used to teach children . Andragogy : Rooted in the Greek word ' aner ' or ' andros , ' which means ' man ,‘ Focuses on the methods and principles used to teach adults . Heutagogy : Comes from the Greek word ' heutos ,' meaning 'self, ' and centred on self-determined learning. It extends beyond pedagogy and Andragogy by giving learners complete control over what, how, and when they learn.

36. Trigogy

37. Tetragogy

38. Pentagogy

39. Pentagogy contd …

40. Paragogy

41. Educational Technology

42. Educational Technology The utilization of modern machines and gadgets in the field of education to increase the rate of learning to develop the learners interest for effective and productive learning .

43. Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources .

44. The Elder Sophists (450-350 B.C.) used the term ‘ techne ’ to refer to the process of applying knowledge in a systematic way to the practical art of instruction. Socrates (470-399B.C.) taught through question answer methods. In the 17 th century Johann Comenius introduced textbooks for children. The first educational television station went on air in Houston, Texas, in 1953. In 1956 CCTV were established for instructional purposes. Programmed instruction was developed in the works of B.F.Skinner (1954)and N.A. Crowder(1960) ET-Evolution

45. Evolution of Education Technology TIME TIME IMPACT Internet: Greatest impact

46. Blackboard OHP TV LCD PC Whiteboard Teaching aids

47. Technology in Schools: A Range of Use

48. STAGE-I Pre-Active Stage STAGE-2 Inter-Active Stage STAGE-3 Post-Active Stage TEACHING STAGE-I Pre-Active Stage Fixing up Goals & Content Decision about Strategies Diagnosis of the Learners Actions and Reactions Appropriate Testing Devices Feedback and Testing TEACHING PHASES OPERATIONS PHASES OF TEACHING ----- Philip. W. Jackson

49. Modern Methods

50. Frame Work

51. Digital Ecosystem

52. A complex network of stakeholders that connect online and interact digitally in ways that create value for all

53. “Interdependent group of enterprises, people and/or things that share standardised digital platforms for a mutually beneficial purpose, such as commercial gain, innovation or common interest” –Gartner

54. Integrates internal departments, suppliers, tools, systems, customers, and external partners, brought together to increase data flow throughout the organization and drive performance

55. “Interacting organisations that are digitally connected and enabled by modularity, and are not managed by a hierarchical authority” - Jacobides (2019)

56. Evolution A fundamental shift from Personal Computers to the document cameras, interactive whiteboards, and mobile appliances

57. One of the biggest goals for institutions today is to become 1 : 1 , with one device for every student Right now, however, the 1:1 digital classroom is complex infrastructures that make teaching challenging 

58. Learning Ecosystem; not a Digital Ecosystem Explore the origins of concept  Discuss what it mean, and its limitations Explain how and why we are using those concepts

59. Multi-entity A range of traditional and non-traditional stakeholders including, but not limited to: Students Teachers Instiutional Leaders Parents Start-ups Investors Corporate and Industry Advisors and Mentors Government

60. Mindset The New Ecosystem – Tata Consultancy Services Purpose focused Risk-embracing Co- Opetition Exponential growth and thinking Thinking global

61. Benefits More opportunities Improved collaboration Expand learning potential Innovation is supported Rapid experimentation Exponential and global

62. Drives for Digital transformation • Information security • Student success • IT strategy • Data enablement • Student centric services • Affordability • Digital integration • Artificial intelligence

63. Institution as Digital Constructs - Mal Lee and Roger Broadie Moving from a paper to digital construct , a shift to an increasingly sophisticated, powerful, flexible and naturally evolving tools allow institutions to continually provide an apt, ever richer, contemporary 24/7/365 education

64. In Institutional context A technical platform that supports learning course content assignments grades shared documents and study tools – that works together seamlessly.

65. Components 1- A sense of community 2- Essential questions 3- Captivating digital content 4- Assessment for learning 5- Multiple teaching tools 6- Designs for differentiation and accessibility 7- Supportive classroom environment 8- Engaging instructional strategies - Tim Clark

66. Personalization in Digital Ecosystem

67. IaaS PaaS SaaS FaaS

68. The Action

69. GTTTT

70. da Vinci and the Renaissance Embodies essence of the Renaissance ‘ Rebirth’ of learning Thinking outside the box Ideas Discovery Experiment Change is good

71. Brainstorm Write down 5 ways that your professors/teachers taught you Effective methods 1 2 3 4 5 Ineffective methods 1 2 3 4 5

72. Cognition and Participation

73. Active Learning? Time of class (min) 10 20 30 40 60 % Retained 50 100 50 lecture active learning From: McKeachie, Teaching tips: Strategies, research and theory for for college and university teachers, Houghton-Mifflin (1998)

74. We Learn and Retain 30% of what we SEE 10% of what we READ 20% of what we HEAR 50% of what we HEAR and SEE Higher levels of retention can be achieved through active involvement in learning.

75. How do we learn? 1% through sense of Taste 1.5% through sense of Touch 3.5% through sense of Smell 11% through sense of Hearing 83% through sense of Sight 104

76. Alternative Pedagogy students solve problems, answer questions, formulate questions of their own, discuss , explain, debate , or brainstorm during class Active Learning Problem-Based Learning Cooperative Learning Learn By Doing Inquiry-based learning

77. Alternative Pedagogy increases; student participation student engagement student retention student ownership in course exciting classroom experience higher level thinking

78. If I can not learn the way you teach, will you teach me the way I can learn?

79. Task Based Teaching Goal Content Methodology Ability to communicate Intend (i.e. a series of message-focused tasks) Fluency (i.e. focus on message conveyance)

80. A ‘Task’ Goal directed . Involves a primary focus on meaning . The participants choose the linguistic /resources needed to complete the task . Has a clearly defined outcome.

81. A Focussed Task Can you spot the difference? A B

82. Picture taken from Google

83. Authentic learning? Focuses on real-world, complex problems and their solutions, using role-playing exercises , problem-based activities, case studies and participation in (virtual) communities of practice .

84. Five Kind of Questions Inference Questions Interpretation Questions Transfer Questions Questions about Hypotheses Reflective Questions

85. Types of Task Unfocussed tasks a. Pedagogic b. Real world Focused tasks

86. Focused Tasks Teaching of Appreciation MC P(2) EE MV P(3) SE OR P(4) OE EW P(1) TE

87. SKILLS in Knowledge Procedural Knowledge Decorative Knowledge Episodic Knowledge Holistic Knowledge Mega Knowledge Wisdom

88. Product Quantum innovations Quantum Process Quantity People Capacity Building Prestige Competency Development Position Core Competence Power Teaching Intended for

89. Strategic Self Regulation Skills : POME P repare O rganize M onitor E valuate environmental structuring organizing & transforming keeping records, monitoring; reviewing tests self evaluation

90. INTERNALIZING THE SKILLS Known Problems 1 Known Solutions Known Problems 3 System wide reforms Known Problems 4 Scaling the Peak Known Problems 2 Unknown Solutions

91. SEQUENCE OF SKILLS Knowledge Skills Values Persistence Applicability

92. LEARNING CYCLE FOR SKILLS Concrete Experience Reflective Observation Active Experiments Abstract Conceptualization

93. Learning Styles CE Accommodators Diverges AE RO Converges Assimilators AC

94. Activities Tryout

95. Teachers should have a variety of teaching styles. if a child does not master a skill the first time, try again. But, not necessarily the same way you taught it the first time.”

96. Questions to be asked by the Teachers themselves for Effective Teaching Why to Teach? Whom to Teach? Who to Teach? Where to Teach? What to Teach? How to Teach? When to Teach?

97. Why to Teach? Instructional objectives Levels of instructional Knowledge level (40%) Understanding level (30%) Application level (20%) Skill level (10%)

98. Whom to Teach? Individual difference among students in terms of….. Intellectual ability Interest Motivation Aptitude Thinking styles Attitude ect …

99. Who to Teach ? Qualification of the teacher Subject specialization Teacher Behavior in the Classroom Teacher’s Personal variables Teaching Competencies of the teacher Personality of the teacher

100. Where to Teach? Classroom? Play ground? Computer Laboratory? Language Laboratory? Science Laboratory? Field Visits? Which environment? What facilities? Library? Simulated Environment?

101. What to Teach? Curriculum Content of the text Instructional materials Workshop activities Library collections References

102. How to Teach? Lecture method Demonstration Brain storming Experiential learning Project method Computer Assisted Instruction Cooperative learning CORI, CGI , PBL, SI, CBLS, CSG, IAP, CSCL, etc.

103. Multi sensory Teaching Approach Verbal Visual Radio Stills Motion pictures Video Edu . TV Exhibits Study Trips Demonstrations Plays , Drama Models , simulations Direct Experience

104. P S P D P – Prediction S - Sustainability P - Profit D – De-Risking

105. G O S S A U Gathering Organization Storing Sharing Analyzing Utilizing

106. Classroom Cake Concept = Dough – 80% Method = Water – 10% Evaluation = Sugar – 5% Approach =Egg – 2% Evidences = Yeast – 2% Humour = Decoration – 1%

107. W W W Win Win Win Win for INDIVIDUAL Win for Organization Win for Soc i ety

108. THANK YOU [email protected] [email protected] [email protected]