TYBA-Education-ICT-in-Education-Material-munotes

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TECHNIQUES OF TEACHING AND
LEARNING
Unit Structure :
1.0 Objectives
1.1 Introduction
1.2 Self learning
1.3 Process of self learning
1.4 Advantages of self learning
1.5 Importance of self learning
1.6 Different techniquesof self learning
1.7 SQ4R
1.8 Small group learning
1.9 Large group learning
1.10 Study Questions
1.11 References
1.0 OBJECTIVES
After going through this unit, you should be able:
 To be familiar with the meaning of Self learning techniques in
education;
 To understand the Dif ferent types of Self learning techniques and their
significance in education;
 To be familiar with the meaning and significance of SQ4R method in
education;
 To be familiar with the meaning and significance of Seminar and
cooperative learning method in edu cation
 To understand the meaning and significance of Peer Tutorial,
Brainstorming and Jigsaw learning methods in education;
 To be able to differentiate between Small group learning and Large
group learning methods;
 To be familiar with the meaning and sign ificance of Lecture method of
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2  To be familiar with the meaning and significance of Simulation and
Role play Methods of learning
 To comprehend the characteristics of Small group learning and Large
group learning methods;
 To appreciate the significa nce of Small group learning and Large group
learning methods in education;
‘Formal education will make you a living; self -education will make
you a fortune’. -Jim Rohn
1.1 INTRODUCTION
Techniques of teaching and learning are various methods and strategie s
that are used by educators to enhance the learning experience of their
students. These techniques help to create an environment that promotes
active participation and engagement in the learning process, leading to
better retention and comprehension of th e material being taught.
1.2 SELF -LEARNING
The increased Rapid development of science technology and information
technology has expanded the Horizons of knowledge information and
learning. there have been some notable development in the field of
teaching and learning in recent years by the influence of Technology.
digital resources and internet have provided the information and
knowledge to learn. in the new age of learning only the traditional
learning methods are not sufficient and there are some non t raditional and
new methods emerging for the learning. examples For example online
learning blended learning and massive open online courses.
Amongst the most prominent learning methods, the process of self -
learning is a useful Method of learning through wh ich a learner can
enhance is knowledge and skills on his own. Self learning is a modern
way of learning and it has proven effective result oriented and convenient
for the learners. Nowadays a self -learner can seek the help of several
resources, besides th e traditional books and text to learn. These resources
include e -books, open educational resources (OER), online courses/ e -
Learning courses, online tutorials, learning applications and online videos
to ex plore the topic of his choice. Several online learning platforms are
there to help the self - learner for learning on their own, these include,
Coursera, SWAYAM, NPTEL, Khan Academy, Udemy, Byju’s, Tree
house, Future learn among the others.
Self-learning is defined as the process of Learning, garnering information,
and after processing and retaining it without taking the help of another
individual. In self -learning, it is the responsibility of the learner to learn
and hold on to the knowledge without the help of another Person. Self -
learning is a modern method of learning which helps a learner to learn
skills and knowledge, which will be important and relevant to his daily
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3 In Self -learning, the knowledge gathering, processing, and retaini ng is
done by an individual, without the help of another person. Any knowledge
which a person collects outside of a formal educational system, like using
self-study or self -experience, is self - learning. Self - learning allows the
learners to assess and enh ance knowledge through self -efforts and
application with no formal evaluation. It can also help you gain critical
skills that may help you advance in your career. Printed books, e -books,
Videos, podcasts, experiments, webinars, online/ e -Learning courses a re
the other formats which are useful for Self - learning.
1.3 PROCESS OF SELF -LEARNING
Self learning process can be divided into the following steps -
 Making clear and realistic Objectives and Goals - A self -learner has to
make clear Objectives and Goals i n his mind about his Learning. A
self-learner has to study and learn independently through intentional
learning and thus he needs to be clear in his perception from the
beginning.
 Learners need to Assess their Own Readiness to Learn
 Selecting a reliable so urce of learning - For a self learner, the other step
is to find reliable sources of learning and information. Today numerous
online and offline sources are available for a self -lander on any of the
topics which he can use. the learning source should be re liable in terms
of credibility of the information.
 Create a schedule
 Be a curious Learner - A curious person will try hard and big Deep to
uncover facts and find information and knowledge which will help him
to turn into a good self -learner.
 Review and revi se the information on the same day
 Get Motivated and make the subject interesting
 Experiment with different learning tools and formats - A self learner
motivate himself early on if he wants to attain his goal, and Develops
interest in the subject.
 Evaluate Regularly Your progress of Self Learning.
 Take short breaks regularly
 Apply what you learn
 Connect with the self -learner community
 Use technology for your benefit
1.4 ADVANTAGES OF SELF -LEARNING
 Self learning Gives control over the learning experienc e
 Self learning Facilitates the individualized learning munotes.in

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4  Self learning Builds critical soft skills within learners
 Self learning Creates intrinsic motivators within learners
 Self learning provides the opportunity to learn at his own pace and to
the self -learners
 Self learning provides Learning without restrictions - Self-learning is
not limited to Any particular location for learning and a self -learner
can make use of the learning process from anywhere he wants.
 Self learning provides the flexibility of time to l earn for the self
learners they can study at the time when they feel it comfortable to
learn.
 self-learning boosts the self -esteem and self -confidence of a learner
because he knows that he has learned everything on his own.
 Self-learning gives Learners th e freedom to choose their mode of
learning and media of learning i.e. book internet and his own rules to
choose for learning.
1.5 IMPORTANCE OF SELF -LEARNING
Self-learning helps a person to understand the basic concept of learning.
Self learning emphasize on the fact that everyone has to learn by himself
at the end of the day. If a self -learner starts exploring new horizons and
goes deeper then it can open further doors of learning. Actively pursuing
his learning goals by his own effort gives the necessary confidence to
learner to deal with the Problems in learning. eventualities of life by any
means. Self -learning prepares the learner for the future where he has to
learn and work alone to reach his goal.
Self-learning has the potential to help an individua l to excel further in his
learning efforts. The following points show the importance of self -
learning.
 Self learning helps the learners to gain a diverse set of skills or multiple
skills.
 Self learning process is a stress -free learning process as there is no
pressure to complete a certain topic within restricted time limits.
Instead of it a self -learner manages his own time and learns at is
preferable time.
 In self -learning, a learner can explore different learning resources and
learning methods.
 Self lear ning is flexible for learners in terms of time place and pace
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5  Self learning develops curiosity among learners and this curiosity
makes their brain more receptive for learning, as the learners stay in
touch with their curiosity during s elf-learning.
 Self learning open the door of new opportunity of learning.
1.6 DIFFERENT TECHNIQUES OF SELF -LEARNING
Reading :
A self -learner read, can take notes and make connections, and learn, you.
He can read a book, a blog articles, an e book or any re ading material
which is available online.
Visual Note Taking :
Visual note -taking is a method of recording information that A learner
finds during self learning, it can combine both text and visuals. Visual
note-taking Method improves memory and comprehens ion As this method
use images, illustrations, connectors, and structuring. A learner can use
this method to quickly note down important information, listening to a
podcast, or watching an educational video. He can easily do it while
online, with an online visual workspace like Creately, Mind maps,
Concept maps Flowcharts and Venn diagrams.
Educational Videos :
Learning with videos is simple and enjoyable for any person. A self
learner can utilize their features for his learning. Different video
Resources f or self learning are listed below,
 YouTube Learning
 TEDEd
 Google Videos
 BBC Bitesize
 National Geographic Education
Online Courses :
Different online platforms around the world Wide Web offer thousands of
free and paid online courses that A person can use fo r his self learning
skill improvement and expanding his knowledge. Here are some of the
online learning platforms -
 Google Digital Garage
 LinkedIn Learning
 Future learn
 Coursera
 Khan Academy munotes.in

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6  edX
 Academic Earth
Learning Apps and Software :
There are Severa l educational applications that offer online learning with a
big range of courses. A few of the online - learning applications for self -
learning are listed below:
 Duolingo
 TED Talks
 Dictionary.com
 Amazon Kindle
 Udemy
 SWAYAM (app)
 Duolingo
 Teachable
 Learnwor lds
 Wiziq
 Treehouse
1.7 SQ4R
What is SQ4R?
SQ4R is a method of reading and stud ying textbooks. It’s an acronym
for: Survey, Question, Read, Respond, Record, and Review. The SQ4R
method is an effective method for reading, understanding, and
remembering info rmation from your textbooks.
SQ4R Study/Reading Technique :
Designed to help process and increase retention of written information,
the SQ4R method consists of 6 steps that help to guide you through your
textbook and other written information.
One drawback to this method is that it adds times to what you normally
set aside for reading your textbooks. The end benefit is increased
understanding of written material and more efficient studying. This can
be well worth the learning process.
1. Survey (S):
Scan the textbook or written material to establish its purpose and/or to
get the main ideas. This can include skipping the summary at the end of
a chapter and reading the main points and looking at the questions. The
purpose of this is to get a “big picture” idea of what the material is
about. While surveying the material look at: munotes.in

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a. Titles and Headings – these indicate the main topics and concepts
b. Pictures, questions, bold or italicized print – these emphasize
important information
c. Introduction and Conclusi on – may summarize the topics and the
purpose of the material
d. Footnotes – the may provide extra information for your benefit
2. Question (Q):
Before reading the material create questions based on what you
observed during the first step. These questions can be based on:
a. Titles and Headings
b. Pictures and bold or italicized print
c. Introduction and Conclusion
d. Footnotes
e. First sentence of a paragraph
For example, the title “The First Law of Thermodynamics” can become
“What is the first law of ther modynamics?”
3. Read (R#1) :
Actively read the text, meaning do not skim through it or passively
glance it over. In this step you are trying to find the answer to your
questions. One important point on this step is to make sure you are not
trying to find th e answer only. This may cause you to miss out on other
important information.
If you have a question for each section of the chapter or reading, read
only that section then move on to step 4. If not, keep reading until
you’ve read the information relating to your questions.
One last note on this step – do not write down the answer to your
question yet. That comes in step 5.
4. Respond (R#2) :
After you’ve read the section, without looking at the text and in your
own words,try to answer your question(s) you m ade. If you can answer
them correctly move on to step 5.
If you are unable to answer the question(s) reread that section until you
can. If after 2 -3 tries you are still not able to answer the question, go on
to the next couple of sections and see if it bec omes clearer. You may
find in this step that you need to change your question. For example, the
question “What is the first law of thermodynamics?” for the subtitle
“The First Law of Thermodynamics” might not be answered in that munotes.in

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8 section. Instead, a better question might be “Where is the first law of
thermodynamics applied?”
Because subtitles are often ambiguous, the questions you create may not
be relevant and that is okay. Change these as needed, but make sure
that you really need to first. In other words , do not change the question
just so you can answer it.
If you are still unable to answer the question(s) or are having a hard
time understanding the section, please contact your professor, a tutor
through the Center for Academic Resources, or the Reading & Study
Skills Center for more help.
5. Record (R#3) :
Once you know the material and are able to answer the question(s), the
next step is to record what you have learned. This can be done in
multiple ways and is based on your preference:
a. Highlighting th e information
b. Make notes in the margins
c. Take notes on a separate piece of paper
d. A combination of these
6. Review (R#4) :
Reviewing the material on a consistent basis is an effective study
strategy that is often overlooked. Many students will review the material
once or twice before an exam, but not on a weekly basis leading up to it.
It is best to review the material weekly as it will help you remember
more of the information longer. This means that you are reviewing what
you already know versus rel earning the material before an exam. This
can also have other positive benefits such as decreased study time
before an exam and increased confidence because you already know the
material.
One recommendation for your weekly reviews is to start from the
beginning of the course in each session. Although it may seem like this
will add time because there will be more material to review, it will only
add a few minutes to each review session. The reason for this is that as
the semester progresses the amount of tim e needed to review older
material decreases since you will already know it and only need to skim
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Fig. 1 -SQ4R method of Learning
1.8 SMALL GROUP LEARNING
Definition -Small group learning, which is also known as small group
tutoring, is a supplementary teaching method, delivered on a consistent
basis for a pre -determined period, to support student learning in small
groups (approximately 2 -5 students). Small group learning reinforces
classroom instruction.
Supporting student lear ning in small groups is an effective strategy.
Learning by children is more effective if the teaching process is joyful and
activity based and allows for active participation and thinking at their
level. This is possible through group work as it involves “ students working
together in a group small enough so that everyone can participate in a task
that has been clearly assigned” (Cohan, 1986). Therefore, group work is a
first step towards making learning a joyful experience to children.
1.8.1 Need for small group learning : Small group learning is a highly
effective learning and teaching strategy for students. It provides an
environment in which differentiated and targeted interventions reinforce
the classroom teacher’s instruction.
There are two purposes for small grouping in the classroom:
individualization of instruction and socialization.
For individualized instruction, teachers often group students
homogeneously for the purpose of teaching a specific concept or skill.
For socialization purposes, heterogene ous groups are formed to promote
interaction among students.
The grouping of students in small groups can be done in two different
ways -
Vertical grouping In it, children of different grades are combined
together. For example, you may combine class I stude nts with class II or munotes.in

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10 class III and so on. Vertical grouping is more useful in peer tutoring and
mixed group work where children are randomly assigned.
Horizontal grouping : In this grouping children of the same grade are
combined. This type of grouping proc edure is considered when children
are required to do self -study.
The immediate goals of small group teaching are to get students to talk
and to think. The long -term goals are personal growth and competence.
These goals may be expressed as following:
1 The development of communication skills.
2 The development of intellectual and professional competencies.
3 The personal growth of students (and perhaps the tutor?).
These three goals are interconnected in practice and each has implications
for the role of the tutor in small group teaching.
1.8.2 Seminar: A seminar is a small group teaching strategy (face -to-face
or online) where a number of students participate as actively as the
teacher, although the teacher may be responsible for the design of the
group expe rience, such as choosing topics and assigning tasks to
individual students.
Six or more students can be accommodated in a seminar group (up to 30
students in the same group). Generally, seminars work best when the
participating student’s numbers are relati vely small. Seminars have a very
long history, going back at least to the time of Plato. Seminars reflect a
strongly constructivist approach to learning and teaching. Their format can
vary Considerably. Teacher sets advance work for a selected number of
students, and then the selected students present their work Before the
entire group, for discussion, criticism and suggestions for improvement.
Seminar as a method of group discussion is similar to symposium. It is
usually used with students At Higher educat ional level i.e. at colleges and
universities. It can also be used for higher level students in the schools.
The purpose of seminar is to provide opportunity to students to actively
participate and find the answers to questions, or solution to problems usi ng
scientific approach of analysis and synthesis of facts observed. In the
Seminar method, the class as a whole or in several groups or individual
students selects problems and systematically applies the steps of problem
solving. In the process, students d o lots of literature search and collect
facts from primary source when necessary and feasible. The facts are
compiled, analyzed, and critically evaluated and summarized under the
close supervision and guidance of the teacher. The periodic reports and
discu ssions are held at various phases of problem solving to share the
experience and do critical evaluation under the control and direction of the
chairman. The chairman usually is the student. The role of the chairman is
the same as that of a chairman of symp osium. But the teacher needs to
lead and control the discussion. She should encourage all students to munotes.in

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11 participate in discussion. The effectiveness of seminar would depend upon
selection and preparation of the topic. The teacher needs to help the
students t o select, plan and organize, prepare and collect data, analyses
and report to the group as students.
Advantages Seminar has the following advantages:
It gives training in self -learning.
It promotes independent thinking.
It promotes team spirit and.co -operative attitude.
Disadvantages :
The main disadvantage like in symposium, it consumes considerable time
on the part of students and teacher in planning, organizing, preparing etc;
for investigations, library search, analysis, and presentation etc; and thus,
can be used for selected problem areas.
1.8.3 Cooperative learning : Typically, teachers randomly or intentionally
assign students to groups of 2 -4 people and provide some structure (e.g.,
assign group roles, specify procedures, lead whole class discussi ons
following small -group activities). The focus is on students working
together to accomplish a common goal in an interdependent, mutually
helpful manner. Each person is “responsible for learning all parts of the
material, not just their own piece” (David son et al. 2014). Teachers move
among groups, providing assistance as needed. Most cooperative learning
activities can be completed within one class period, and examples include:
think -pair-share, timed pair share, three -step interview, and jigsaw.

Fig. Cooperative learning
https://oxford -review.com/why -some -people -learn -better -using -
cooperative -learning -techniques/ , in Blog by Kafilat
1.8.4 Peer tutoring: An effective teacher uses all available resources
including the children themselves in peer tutoring. You yourself might
have adopted this practice in situations when some day one of your
colleagues might be absent and you had to handle more than one grade
together at a time. You might have adopted your own techniques to handle
this situation. Sometimes you might have taken the h elp of a monitor to
handle the class. Sometimes you might have split the class into various
pairs who learn among themselves. Working in pairs or a group of 4 -5 munotes.in

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12 children is effective in comprehension and application level activities, in
either a seat work or class discussion. For example suppose you have
introduced a new concept like multiplication in mathematics to grade four
children. After your explanation of basic principles with suitable examples
you can split the class into small groups of four childr en per group. In
each group the children may discuss the concept among themselves in
their respective group and try to apply it by doing more sums. After,
sometime the groups can combine and may discuss the problems, which
they faced, with their teacher. T his process is simple and promotes high
level of students’ involvement even in large classes. All these techniques
are part of ‘peer tuition’ procedure. Peer tutoring has been defined by
Goodled and Hirst (1999) as “The system of instruction in which learn ers
help each other and learn by teaching”. Therefore, it is a method of
offering individual (one -on-one) instruction in the regular classroom by
using peers (or classmates) to teach their peers. The student who teaches is
the tutor and the student being t aught is the tutee. Peer tutoring has two
specific benefits. First, it provides ample opportunity for individualized
instruction, which is effective for all teaching situations especially for skill
learning. Second, it can be motivational for both the tuto r and the tutee.
Helping someone is intrinsically motivating for the tutors (Salvin, 1995),
and it also benefits the tutee as he/she is often able to learn more
effectively from a fellow student than from the teacher. Among the other
advantages of peer tut oring are, that, the tutor models appropriate
academic and non -academic behaviour of the tutee and the relationship
between the two children (tutor and tutee) offer both of them an
opportunity to build social relationships within the classroom.
Furthermore , peer tutoring as a group activity helps to reduce the
workload of teacher and also facilitates students in their learning. The idea
of students helping students is not new. Gurukulas of ancient India,
ancient Greeks and Romans utilized the services of br ighter students for
helping their peers. In the nineteenth century England exercised this
method because of higher pupil teacher ratio (400 or 500:1). Teachers
coped with this situation first by teaching monitors who worked with
younger students. Teachers in America’s one room school houses also
resolved their problems of handling multiple grades at a time by utilizing
the services of elder and more capable students for helping others.
Selection of Peers The peer : Tutoring group is formed by bringing
intelligent, average and weak children together. Two primary peer tutoring
arrangements are popularly used. Cross -age tutoring is one in which an
older child helps younger children. It benefits from the matured tutor’s
knowledge and skills but is difficult to m anage logistically. The tutor’s
own studies may suffer badly as he/she has to be pulled out of his/her own
class to help other students. Same age/grades peer tutoring is another
arrangement which can be used in a heterogeneous class in which students
are a t different levels of learning. Since they are of the same age group,
they constitute a cohesive group. Peer tutor is generally selected by the
student themselves under the guidance of their teachers. Anyone who is
best in a particular field becomes the tu tor of the group for that particular
activity. In a group situation a high achieving student in one subject may munotes.in

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13 be selected to help other students. This student in turn may seek the help
of other high -achieving students in other subjects in his own area of
deficiency. Let us explain it with the help of an example. Suppose student
A of your class is very good in Maths but comparatively weak in
language. He may tutor his group in Maths but seek help of student B of
the same group who is good in language. In t his way both students are
benefitted by each other. Sometimes a peer tutor may be self -appointed by
his co -student. For example, if children are engaged in writing a paragraph
in language and one of the chilclren faces difficulty in writing a particular
word, he himself can seek help of this costudent who has written the word
correctly. Peer group strategy helps in sustaining the interest of children. It
also helps in increasing individual attention of children. It helps children
to progress at their own pa ce and seekimmediate guidance whenever
required. However, as a teacher you should constantly monitor the
progress of children and provide them necessary guidance.
Process of Peer Tutoring : In order to adopt tutoring in your classroom
you ought to be well -oriented with the process of peer -tutoring. The
process of peer -tutoring includes two phases: Planning and
implementation, each having four steps.


Fig: The process of peer -tutoring
Identify the Topics :
Identification of suitable topics for peer tutorin g is the first and crucial
step. As a teacher you have also to decide the size of a group in peer
tutoring, one -to-one pairs or tutoring in small groups of four to six
children. The nature and difficulty) level of a topic will determine the size
of a group . One -to-one peer tutoring can be used in any subject for whom
the topic includes convergent information with clear right or wrong
answers. For example, small multiplication, addition, subtraction and munotes.in

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14 division etc. finding the longitude or latitude of vari ous locations, variety
of grammar and spelling, rules and exercise are all appropriate for peer
tutoring in small groups. However, topics requiring higher level of
divergent thinking and complex in nature may not be more suitable for
peer tutoring and need to be handled by the teacher.
Prepare Instructional Materials :
You should prepare specific ‘practice’ and ‘feedback’ exercises so that the
focussed solution of the topic at hand is possible. Research experiences
have shown that student tutors are not very effective in providing initial
instruction. Hence, the instructional materials should be properly
developed so as to help the teather to monitor the progress.
Assign Children to Pairs :
Arranging children in different pair groups is the next step once the topic
and instructional material is finalized. One option is to pair a high achiever
with a low achiever and let the high achiever be a tutor. Another option
could be reciprocal tutoring where children of comparable ability are
grouped together with turns as tutors. In this approach children simply
work together no one is formally designated as tutor. It is just studying
jointly with each student helping the other wherever such help is needed.
Training Students to be Effective Tutors :
Students just like tea chers require some orientation to become effective
tutors (Fucheatet.al, 1994, Salvin, 1995). While orienting the student to
become effective tutors you should bear the following points in mind.
1. Explain objectives of peer tutoring to students.
2. Encourage tu tors to make supportive comments for incorrect answers.
Such as ‘letus make another attempt’, ‘let us look at it again’, ‘let us go
step-by-step’ and ‘see what is the first thing we did...” etc.
3. Encourage a tutor to provide positive feedback to tutees. The refore,
discuss the importance of positive feedback and provide verbal and non
verbal examples of various forms of praises like nodding the head,
smiling, making positive comments like good, very good etc.
4. Instruct the tutor to encourage thinking both for himself/herself and
his/her partners. This makes learning observable, providing a model for
the partner and feedback for the tutor.
Implementation of Peer Tutoring Implementation of peer tutoring includes
group presentation of the content to children, divi ding children into peer
groups, assigning the task to various groups, providing worksheets to
reinforce the content you have just presented, specifying the time limit
they have for the tutoring session and clarifying expectations from them
after the tutori ng session. You need to constantly keep a watch and
monitor the progress of work. You as a teacher is also excepted to ensure
that the tutoring is proceeding smoothly. Provide freedom to the groups to munotes.in

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15 function as they wish and answer content questions only when the tutor is
unable to do so. If a tutor pair is not functioning at the expected level,
rearrange the pair to the advantage of children.
Advantages of Peer Tutoring :
l Peer tutoring helps in accomplishing individualized instruction.
l If peer tutori ng is frequently used, each child may get an opportunity to
become a tutor for some activity and for other activities they may be
receiving assistance. This provides an opportunity for self -evaluation for
children and determine their own capacity to accept or to provide help.
l It encourages self -learning and develops independent study habits. When
children make plans for the work at teaching, they became more effective
learners themselves.
l It develops a sense of responsibility and accountability among c hildren.
l It also helps in developing mutual respect, socialization and
understanding for each other as children, plan and work together. Children
take pride in teaching others and assure pride in teaching -learning. As
children become involved in teaching other children they begin to feel
good about asking for offering each other help. Competitiveness is
replaced by cooperation as students work together in learning teams.
Limitations of Peer Tutoring :
Children especially at the primary level do not have the necessary skill to
teach other children. Some skills are required for tutoring and therefore,
the tutoring process needs to be taught. However, in practice the students
are just assigned the task without any prior training, which may have a
negative im pact on learning. Therefore, as a teacher you must develop a
step-by-step process for the tutor to implement. Another problem is that
the desired learning behaviour may not be achieved by the children as
precisely as visualized by the teacher. To remove th is problem you will
have to orient the tutor.
1.8.5 Brainstorming: Brainstorming is a group -based learning technique
which is useful in developing the creative abilities of the learners. in
brainstorming a problem which has a creative or innovative solut ion is
presented by the teachers to the students group for brain storming session.
For example, if a Science teacher asks students to watch a television
documentary related to environmental pollution issues. in the next period
he gathers and the students and put a question that what steps we can take
to overcome or minimize the environmental pollution. The students
provide ideas and suggestions like management of Industrial waste etc
according to their knowledge thinking and Outlook. These ideas are list ed
on blackboard by the teacher and the ideas are not judged to be right or
wrong. in the last the teacher summarise the ideas by analyzing and
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16 For example, the social science teacher asks students to watch a television
programme on population related issues. In the next period he/she says to
students, “we have watched the TV programme and can now find out how
human beings can be made into resources. The students come out with a
list of suggestions like education, health facilities, etc. The teacher lists
them on the blackboard and does not give any judgement on the list. He
then summarizes the arguments by emphasizing the role and importance of
human resources.
Organization Of a brainstorming session: The teacher can identifies a
problem -oriented topic for the class, and ask students to express their
ideas and opinions freely on various aspects of this topic. The teacher has
assure the students that their expressions will not be criticized or judged o r
commented negatively. The Students of the class should be encouraged to
freely come out And speak with their ideas opinions and suggestions. The
teacher notes of all these ideas/ opinions/ and suggestions expressed by
students . After the session, the t eacher discusses, evaluate, elaborate,
integrate the ideas and Summaries them In Sach a wayto reachh a solution
and to encourage further thinking among the students on the newer
dimension.
brainstorming technique helps students to think creatively and dev elops
the creative thinking ability of students. This method is suitable for
problem -oriented themes.
Rules of Brainstorming :
Focus on quantity: It means the greater the number of ideas generated,
the greater is the chance of producing a radical and effe ctive solution.
No criticism: In brainstorming ‘no criticism’ means all ideas are
welcome, even if they partly solve the problem or not. It helps the learners
to focus on extending or adding or modifying the ideas. Unusual ideas are
welcome : To get a good and long list of ideas, unusual ideas are
welcomed. They may open new ways of thinking and provide better
solutions than regular ideas.
Combine and improve ideas: Good ideas can be combined to form a
single very good idea, as suggested by the slogan “1+1=3 ”. This approach
is assumed to lead to better and more complete ideas than merely
generating new ideas alone.
Procedure to conduct the brainstorming : For conducting the brain
storming session a teacher can follow the given steps:
 The teacher presents the p roblem and if needed provides further
explanation.
 The teacher invites ideas from the students.
 Every student presents his or her ideas, and the idea is recorded by the
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17  The most Appropriate idea is selected from the number of ideas. These
Ideas ar e elaborated to improve its quality.
 The teacher organizes ideas based on the topic goal and encourages
discussion. Additional ideas may be generated and categorized. The
whole list is reviewed to ensure that everyone understands the ideas.
 Duplicate ideas and Inappropriate ideas/ solutions are removed.
 Finally collecting the best ideas, a possible solution to the problem is
generated.

Fig: Process of Brainstorming
By spanish Wikipedia user Gwaur, CC BY -SA 3.0,
https://commons.wikimedia.org/w/index.php?curid=4812400
Brainstorming is an effective Method for generating ideas because of two
reasons -
 Brainstorming generates a large quantity of ideas.
 Brainstorming generates a large variety of ideas Which are related and
can address different aspects of the problem.
1.8.8 Jigsaw:
Jigsaw teaching approach is a collaborative learning method, which was
developed by Elliot Aronson and his pupils at the University of Texas and
the University of C alifornia in 1970s. The Jigsaw technique is a strategy
used for cooperative learning in small groups. in this technique, Students
are provided opportunity to become "experts" in a particular subject or
topic, and share the knowledge with their fellows. Ji gsaw technique
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18 understand the Content or topic deeply and engage themselves in problem
solving, discussion, and learning.
The Jigsaw technique Is helpful for the students:
 To develop expertise in a Topic, concept, Lesson or principle.
 To apply the language of the discipline for learning.
 To practice on themselves for self and peer teaching.
In jigsaw learning technique, each student in a group takes responsibility
for one chunk of the content, then teaches it to the other group members.
Students learn with members from other groups who are assigned similar
tasks, and after learning the material, they return to the “home” group and
teach the material to their group members. Similarly, a s the pieces of a
jigsaw puzzle, students fit their individual chunks together to form a
complete body of knowledge.
The jigsaw method resembles a jigsaw puzzle in which each student
represents a piece of the puzzle, and each student presents the task
assigned to him, to complete the puzzle.
The Jigsaw Learning method empowers learners to take charge of their
learning, and facilitates retention, peer tutoring skills, communication
skills and retention of concepts.
The purpose of Jigsaw Learning method - The purpose of Jigsaw is
 To develop teamwork and cooperative learning skills within all
students.
 To helps in developing deep knowledge of the topic.
 To improve cooperation among the students.
 to enhance the self -learning skills of students.
 to improve the pee r teaching and presentation skills of students.
Planning and Preparation for conducting jigsaw learning method :
The teacher selects the content to be taught for the next lecture. The
content is divided into subtopics (according to the number of the studen ts
in a group). The teacher should prepare clear instructions for students, and
she/he should also explain the critical terminology so that students can
understand the topic easily.
In Jigsaw learning strategy each student of a "home" group has to
speciali ze in one aspect of a topic (for example, one group studies habitats
of rainforest animals, another group studies predators of rainforest
animals). Students meet with members from other groups who are
assigned the same aspect, and after mastering the mater ial, return to the
"home" group and teach the material to their group members. With this
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19 puzzle and when they work together as a whole, they create the complete
jigsaw puzzle.

 The teacher Prepares several different, related assignments for the class.
Each team Formed by the teacher then prepares one of the assignments.
 Once each team is prepared, the class is divided into new groups. Each
group will have one team member from each of the previous teams.
Each member of the group is responsible for teaching the rest of the
group what he/she has learned from his/her team assignment.
 The group then puts all of the pieces together and completes a group
task that can only be answered once all of the team pieces are together
(That is why the strategy is named as "jigsaw").
Benefits of the Jigsaw learning technique :
 Jigsaw technique provides students the opportunity to teach themselves,
instead of having only content presented to them. Thus, jigsaw
technique fosters depth of understanding among the students.
 Each student Under this method practices self -teaching, which is an
important skills for learning.
 For students to practice in peer teaching, they have to understand the
material more de eply than the other students.
 Every student can contribute meaningfully to a class discussion; this
experience is difficult to achieve in large -group discussion in class
setting. Every student develops his expertise and contributes something
important.
 Jigsaw method fosters real Classroom/ peer discussion when each group
is asked to discuss a follow -up question after the individual
presentations.
 It helps build comprehension.
 It encourages cooperative learning among students.
 It helps improve listening, co mmunication, and problem -solving skills
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20 1.9 LARGE GROUP LEARNING
Meaning of large -group learning :
The term Large -group learning/ teaching is used when the teaching
learning process involves class sizes of 25 or more students, generally in a
big lecture hall.
It also depends on the subject. For example, in some programmes such as
medicine, large groups may include several hundred students.
Teaching large groups has several challenges, such as:
 keeping students interested and engaged (and kno wing whether they’re
all paying attention)
 ensuring all students have an equal opportunity to learn
 ensuring that students’ work is consistently.
 answering students’ questions and giving them feedback outside
teaching time.
Large group learning is a conven ient way to transmit large amounts of
information to a large number of students. Lecturing or Large Group
Teaching is one of the oldest forms of teaching. Lectures are an efficient
means of transferring knowledge and concepts to large groups. Large
group teaching/ learning is aimed to stimulate interest, explain concepts,
provide knowledge and direct student learning. However, they should not
be regarded as an effective way of teaching skills, changing attitudes or
encouraging higher order thinking. In Large group learning, students
receive information but have little opportunity to process the new
knowledge Received. In Large group learning, there is one or few
educators to teach a large number of students i.e. teacher to student ratio
is very low. Large group learning methods may include lectures,
workshops, conferences, symposia, Laboratory sessions, distance and
online learning, teleconferencing, television, DVD/videos and films. In
these Learning methods, the teacher and student do not usually interact or
very less interaction is there. The knowledge of one teacher is propagated
to many students at once, and a large group can be taught.
Following are the methods which are used for large group teaching
learning -
1.9.1 Lecture Method:
Historical background Lecturers may be traced back to the Greeks of the
fifth century BC. In medieval times lectures were the most common form
of teaching in both Christian and Muslim universities. The term ‘lecture’
was derived from the medieval Latin lectare, to re ad aloud. The lectures
consisted of an oral reading of a text followed by a commentary. The
method of reading aloud from a text or script is still used by some
lecturers in the arts even though the conventions of written and oral
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21 medicine and surgery have long used the demonstration as part of the
lecture. By the nineteenth century, Effective Teaching in Higher
Education demonstrations, pictures, and blackboards were used in lectures
in science as well as medicine. Today it is still the lecturers in science,
engineering, and medicine who are the more active users of audiovisual
aids. Lectures are the most common method of teaching in universities
throughout the world (Bligh 1980). Their continued use may be
attributable in part to tradition and in part to economics. Classes of one
thousand or more are not uncommon in countries which are anxious to
minimize costs in higher education. In some countries the lecture may be
the major source o f information, and only the lecturers may have access to
texts and articles in the major languages of the world. These simple facts
suggest that lectures are likely to be widely used well into the twenty -first
century. Hence the importance of exploring way s of making lectures more
effective as well as economical in the years ahead.
The preparation of lecture and different skills are shown in the figure
below.

Fig: The Skills Of Lecturing
(source - Effective Teaching In Higher Education George Brown and
Madeleine Atkins . ISBN 0203221362. Routledge, 1988, p -20)
The lecture method has been the most widely used Group teaching method
among the several methods of teaching, at the secondary and senior
secondary levels. The effectiveness of lecture method depends upon the
communication skills of the teacher.
Nature of Lecture Method : The lecture method is a popular method due
to its simplicity and flexibility. It enables a teacher to teach large sized
classes and to cover a greater amount of content during a given time
period, as compared to other teaching methods. A teacher can provide an
overview of the course content, or the unit, or the topic and its background
knowledge, which is necessary to understand the topic. This method also
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22 facts, and to clarify principles, terms, and theories, etc.. Which in turn
promotes comprehension and their use in problem solving.
A teacher has to prepare a lecture plan/ lesson or topic and deliver a talk or
lecture in the classroom.
The teacher decides and controls the speed of content delivery (i.e. pace of
the lesson) and Types of illustrations used to clarify terms and concepts,
according to his assessment of the learning capabilities of average students
of that class. The teacher presents the subject matter without any
interruption. The role of the students in lecture method Remains less
active, which is limited to listen the lecture, taking notes and ask
difficulties. Generally students ask their quer ies, questions or seek
clarifications from the teacher at the end of the lecture. Lecture method is
a teacher -centred method of teaching and the teacher plays a more active
role in the process of Teaching aur delivering the information. in lecture
method, the communication is often unidirectional i.e. one -way
communication, Which is directed from the teacher towards the learners.
The role of students is relatively passive role, that of listeners generally.
Lecture -based Teaching Skills :
In lecture method, the teacher remain active and speaks most of the time.
For deliverying an effective lecture, the teacher has to acquire some skills
and some components of the lecture.
In this context an important skills is variation or modulation of voice.
Modulation of voice has many dimensions viz., speed of voice, pitch of
voice, volume of voice, intonation of voice, etc.. these components, have
been explained as follows:
Speed of voice; refers to the rate of vibrations of voice cords during
speech.
Volume of voice; r efers to the degree of loudness of the speech.
Intonation of voice; refers to the rise and fall of voice in speech caused by
variation in pitch.
A teacher can modulate his voice according to that Type, he wants to
communicate to his students. A lecture is always more effective when the
teacher puts proper stress on various words and phrases.
To Gain the attention of the students during lecture, a teacher can
overcome it by acquiring competence in the skill of stimulus variation.
Stimulus variation can be ac hieved through frequent variations in the style
of presentation of subject matter, media, interaction pattern, etc. The skill
of stimulus variation has eight components.


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23 A brief description of these components is given as follows:
i) Gestures of the t eacher: Gestures consist of movements of hand,
head, eye and facial expressions. These are helpful in making verbal
communication effective. A teacher can make use of gestures to draw
attention, to emphasize the importance of a particular point or idea, t o
illustrate feelings, to indicate shapes, sizes and movements of objects.
ii) Movements of the Teacher .
iii) Modulation of voice by the teacher: Appropriate modulation of voice
by the teacher is helpful in sustaining students, attention.
iv) Focusing: Focusing behaviors is of three types:
 Verbal focusing: To secure attention of the students using
statements like 'Look at the diagram/table/figures', 'Listen to me
carefully; I am going to describe this important feature', 'Watch what
happens when red litmus paper is placed in an alkaline solution', etc.
 Gestural focusing: To secures attention of students through
gestures. e.g. underlining of important words, statements written on
the blackboard, pointing out important features of a diagram; figure
and graphi c presentation, with a point.
 Verbal -cum-gestural focusing:
v) Pausing : It is deliberate silence or pause for a short interval taken by
teacher, during lecturing.
vi) Audio -visual switching: For making his lectures interesting and to
Maintain student's at tention, the teacher may shift from one medium
to another.
For example, after delivering a talk for some time, a teacher may
show slides or a video.
vii) The skill of explanation: During the course of lecturing the teacher
has to make clear the meaning of terms, concepts, situations, etc.
viii)Avoiding undesirable behavior during the lecture: While
explaining, the teacher has to avoid certain behaviours like - irrelevant
statements, lack of continuity lack of fluency, and inappropriate
vocabulary.
ix) Illustration with example While lecturing, the teacher should describe
concepts, principles, theories, etc., with the help of Suitable examples,
Limitations of Lecture Method :
Some limitations of the lecture method can be Divided into under two
categories - related to the nature of the lecture method, and those which
make communication ineffective. The Limitations falling under the first
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24 In the lecture method the student's participation is Very less. This turns
the teaching -learning process dull and ineffective.
Because of one -way communication, this method makes students only
passive listeners and does not encourage students to become and
explorative.
It makes students dependent upon the teacher and his notes.
This method Has limitations to obta in feedback from students on the
effectiveness of teaching.
The defects of the lecture method Due to Ineffective communication are:
 Poor command over language;
 Providing too many facts without linking them properly to a concept,
generalization. theory, etc .;
 Use of ambiguous words;
 Poorly structured lecture:
 Lack of logical and psychological sequence in the various parts of the
lesson;
 Use of monotonous voice during lecture; and Distracting mannerism.
For example, very frequent use of phrases like 'You see' , 'O.K.', 'I
mean', etc., distracts the student's attention from the learning process.
steps for delivering an effective lecture: To bring improvement in the
use of the lecture method, the following suggestions can be useful:
Success in lecturing depends on its appropriate planning. It is, therefore,
essential that the lecture be planned properly.
Before planning the lesson, the teacher should try to collect as much
information as possible about the entry level behaviour of the students.
Enhy level behavi our refers to the amount of knowledge and skills,
experiences, attitudes, aptitude, competence in language, etc. that the
students possess. This background information helps the teacher in
farming appropriate instructional objectives, selection of content, teaching
- aids and proper structuring of the lecture.
Effectiveness of a lecture increases if it is properly structured Structure of
the lecture relates to the arrangement of the key concepts points to be dealt
with.
Classification of lectures :
Brown cla ssifies a lecture into five main types. A brief description of each
is given below:
i) The classical lecture: A classical lecture is divided into broad
sections. Each section is further divided into sub -sections, which in
turn are divided into smaller seg ments. Each sub -section contains a
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25 ii) The prablem -centred lecture: This lecture is structured around
problems. In it, the teacher first makes the problem clear and
identifies the issues and related components of the problem. For
arriving at the solution each issue isthoroughlyy examined by the
teacher.
iii) The sequential lecture: These lectures consist of arranging the
subject matter in a sequential form leading usually to a conclusion.
This type of lecture is u sed in teaching almost all subjects. The
teacher may sequence the subject matter in a logical or psychological
order. While
iv) The comparative lectu re: The comparative lecture is based on
comparison of similarities and dissimilarities of different ideas, views,
characteristics, etc.. on some criteria. Such a lecture can be applied to
different subjects such as Economics, History. Literature, etc.
v) The thesis lecture: This lecture begins by presenting a proposition.
This is followed by presentation of a wide range of evidence and
arguments that support or reject the assertion. Towards the end the
evidence and arguments are summarized and conclusions are drawn.
According to Carter Good’s dictionary, lecture method is defined as: “an
instructional procedure by which the lecturer seeks to create interest, to
influence, stimulate, or mould opinion, to promote activity, to impart
information, or to develop critical thinking, largely by the use of the verbal
message, with a minimum of class participation, illust rations, maps,
charts, or other visual aids may be employed to supplement the oral
technique”.
planning a lecture : Before starting to prepare a lecture, the teacher must
be able to answer the following four basic questions.
 Who is the audience?
 What is the purpose of lecture?
 How much is the time available?
 What is the subject matter?
Components in a lecture : The components involved in a lecture are as
follows.
The Audience: The lecturer should know who the audiences are? their
background, their likes and dislikes – level of knowledge, their level of
understanding on the subject, etc. It will be more effective, if the teacher
starts with a general discussion on the topic.
Purpose: The general purposes of a lecture are:
a) To give general information on the subject
b) To change the basic attitude of the audience
c) To give detailed information
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26 Time Schedule: The lecture may be planned in a way that the audience
must not lose their interest on the subject. Hence within the give n time, the
teacher must impress the students with interesting examples, questions,
discussion and so on. Subject Matter: The lecture should contain a brief
introduction, which carries the objectives and theme of the subject, the
body of the lecture in whi ch the important points to be highlighted in a
sequential order, illustrative examples with real life incidents can be added
along with the usage of audio -visual aids will help the students to
understand better. There should be time for discussion and a br ief
conclusion should be given. The brief conclusion will help to recapitulate
the learned subject.
Characteristics of a good lecture : While giving a lecture, the teacher
should be cautious of the following:
Posture: It is very important to have a very go od posture while giving a
lecture. The person needs to stand erect and the teacher should be visible
to all the audience too.
Appearance: The teacher should wear clean and neat clothes. One should
possess a very friendly and confident look which will creat e a good
impression.
Manner: The teacher should have a poised and courteous behaviour to
make the students attentive in the class.
Gesture: Actions and gestures of the teacher should be natural and
purposeful. Mannerisms like playing with chalks should b e avoided.
Voice: The voice of the teacher should be audible and should convey the
confidence, emotion and emphasis of the teacher.
Vocabulary: The teacher should use simple language avoiding
misinterpreted words and jargons.
Time: The class should be inte ractive and the teacher should
systematically manage the time.
Merits of lecture method :
The merits of lecture method are as follows:
1. The lecture method is the most economical way of getting a large
amount of information across to a large class. A teacher can convey the
information in minimum time, thus enabling the syllabus to be covered
within the stipulated time. It is economical in terms of both money and
time.
2. The lecture is useful in imparting in an efficient manner factual
information to convey facts to students who have difficulty reading
their texts.
3. The lecture helps to channelize the thinking of students in a given
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27 Demerits of lecture method :
The demerits of lecture method are as follows:
1. Science is best learnt by doing. There is no pro vision for activities in
this method as the students are passive (listeners).
2. The rate of imparting information by the teacher may seem too fast for
the students who are restless by nature, preoccupied with their own
immediate problems and often handicappe d by limitations of
vocabulary and background experience.
3. A poorly planned, poorly delivered lecture fails to motivate the
students.
4. As student interaction is minimum, social attitudes and values may not
be fostered. Many research studies have compared the effectiveness of
the lecture method with other methods of teaching. McKeachie et al.
(1990) concluded that the lecture method is only as efficient as other
methods of teaching as a means of transmitting knowledge.
Types of Lectures : P lectures may be ca tegorized in terms of the level of
student interaction, the classification of content, and the medium by which
information is disseminated.
Categorized by Levels of Student Interaction :
• Formal lecture : The lecturer delivers a well -organized, tightly
constructed, and highly polished presentation. This type of lecture
works well for teaching large groups of students and has been
popularized by outlets such as TED Talks and, recently, massive open
online courses (MOOCs), such as those offered through Course ra,
SWAYAM or EdX.
• Socratic lecture : This type of lecture typically follows a reading
assignment to give students a baseline of knowledge, it is structured
around a series of carefully sequenced questions.
• Semi -formal lecture : This is the most comm on type of lecture. It is
some. similar to the formal lecture, the semiformal lecture is less
elaborate in form and production. The lecturer entertains student
questions during the presentation of material.
• Lecture -discussion: This type of lecture encoura ges greater student
participation. The instructor presents the content, but he or she stops
frequently to ask students questions or to request that students read
their prepared materials. The direction of interaction can occur in one
of three ways:
(1) instru ctor to class,
(2) instructor to individual student, or
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28 • Interactive lecture: In this version of lecturing, the instructor uses
mini-lectures about 20 minutes long, and involves students in a range
of brief content -related activities in between. Interaction may occur
between instructor and students or between and among students.
Tips for Better learning from lectures :
Before the lecture :
prepare for lectures - find out what is in the books on the subject so that
you are awa re of what you do not need to note in the lecture.
Form an opinion about the subject of the lecture Set yourself questions and
leave spaces to have these answered during the lecture
During the lecture :
listen to 'make sense' rather than to make notes listen for 'signposts' about
what is coming next or for summaries of key points listen for answers to
questions you set in advance write yourself questions so you can trace
answers and information after the lecture make brief notes of essential
points
After the lecture :
read your notes and fill in any gaps discuss the lecture with other people
consider how the lecture changed or developed your opinions of the
subject label and file your notes.
Unit end Question While lecturing to a large -sized class, what steps
would you take to make it effective?
1.9.2 SIMULATION
Simulated Method of Teaching
1) Meaning of Simulation
Simulation may be described as an artificial condition (situation)
resembling the real and is used for teaching and learning various skills
befor e these are performed in actual situation correctly. In nursing, there
are a variety of skills which are learnt on dummy (imitation of human) or
mannequin before these are performed on human being. It follows all the
characteristics and principles of demon stration method of teaching in live
setting.
2) Merits of Simulation
i) It builds up confidence.
ii) It enables to learn directly from experience.
iii) It provides feed back to the learners on the consequences of actions
and decision made.
iv) It promotes critical thinkin g.
v) In enables individual to empathize with the real -life situations.
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29 3) Limitations of Simulation
i) It attempts to portray real situation as simple but which is not so.
ii) Simulated dummies are expensive.
1.9.3 ROLE PLAY METHOD
Role Play Method :
The r ole play is another student centered method of teaching. Roles are
enacted in clearly defined social situations.
1) Definition and Meaning :
"Role play is defined as the spontaneous acting of roles in the context of
clearly defined social situation(s) by t wo or more persons for subsequent
discussions by the whole class". The role play is the medium to express
one's opinion and feelings about certain social situation, what people can
think, feel and why do they behave and what can be done to handle the
situa tions through presentation and discussion in the group. This method
thus, can generate data about human behaviour and human relations which
are not available by traditional methods. For example, student can do role
play on nursing procedure, interpersonal relationships and problems,
social issues like large family, infertility problems, drug abuse, gender
sensitivity etc; guidance and counselling, interview technique etc. This
method permits teachers to evaluate their understanding of such issues and
relate d concents. This method is enioved both bv the teachers and
students.
Advantages :
Develops skill in leadership, interviewing and social interaction, e.g., how
to lead a discussion, how to be a member of team responsible for patient
care. Provides an oppor tunity for the student to put herself in another's
place and to become more sensitive to another's feelings. Develops skills
in group problem - solving. It helps the student in identifying critical
issues and to come to neutral agreement. Develops the abil ity to observe
and analyse situations, e.g., the problem of mothers not bringing the
children for immunization, care of the child with diarrhea etc. Gives an
opportunity to the student to practice selected behaviour in a real life
situation without the str ess of making a mistake. 3) Procedure There are
three phases of the role play. These are (i) planning and pre -discussion, (ii)
presentation (role playing), and (iii) post discussion and evaluation. The
steps are as under: Planning and Pre -discussion Define the specific
problem and establish the situation (writing out the scene/ script). Ask the
students to volunteer for acting in the role of the different characters.
Presentation Brief the actors and spectators and then make them stage the
situation. Contin ue until enough has been acted out to make the desired
discussion possible. Post Discussion and Evaluation Analyse and discuss
the behaviour of actors. Clarify mistakes and &isconceptions. . Add new
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30 Teaching -Learning Meth A point is to be noted when role playing is used
as a method of teaching, i.e., the play itself should be brief with most of
the time spent on the subsequent discussion. Encourage the students
watching the role play to ta ke the notes during the performance in order to
have fruitful discussion later.
1.10 STUDY QUESTIONS
1. Write the importance of SQ4R learning method?
2. Any two advantages of brainstorming?
3. Two Steps for making a lecture effective?
1.11 REFERENCES
 What Is Self -Learning? (With Benefits and Practical Tips), By Indeed
Editorial Team, Published June 2, 2022 https://ca.indeed.com/career -
advice/career -development/self -learning
 Skilling India. (2023) https://skilling -india.net/self -learning -definition -
importance -and-advantages/
 Self Learning: Process & Importance, Team Leverage Edu , May 9,
2022, https://leverageedu.com/blog/self -learning/
 What Is Self -Learning? (With Benefits and Practical Tips), By Indeed
Editorial Team, Pub lished June 2, 2022.
 Amanda Athuraliya. The Easy Guide to Self -Learning for Remote
Learning Students. Creately Blog Education . Updated on: 5 January
2023. https://creately.com/blog/education/self -learning -techniques -
tools/
 The education state. OUT -OF-CLASS SMALL GROUP LEARNING:
ADVICE FOR SCHOOLS. Victoria state government: education and
training.
https://www.education.vic.gov.au/Documents/about/department/covid -
19/Small_Group_Learning1.pdf
 UNIT 6 TEACHING AND LEARNI NG IN SMALL GROUPS.
https://egyankosh.ac.in/bitstream/123456789/7866/1/Unit -6.pdf
 https://oxford -review.com/why -some -people -learn -better -using -
cooperative -learning -techniques/ , in Blog by Kafilat
 UNIT 3 TE ACHING LEARNING STRATEGIES
https://egyankosh.ac.in/bitstream/123456789/46720/1/Unit -3.pdf
 Fig: Process of Brainstorming. By spanish Wikipedia user Gwaur, CC
BY-SA 3.0,
https://commons.wikimedia.org/w/index.php?curid=4812400
 https://egyankosh.ac.in/bitstream/123456789/46588/1/Unit -10.pdf
 https://www.chino.k12.ca.us/cms/lib8/CA01902308/Centricity/Domain
/2243/Jigsaw.pdf munotes.in

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Techniques o f Teaching
and Learning
31  Jigsaw Teaching Strategy, TED University. Centre for teaching and
learni ng. https://ctl.tedu.edu.tr/sites/default/files/docs/jigsaw -teaching -
strategy_0.pdf
 Designing Effective and Innovative Courses. Topical Resources.
https://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw
.html
 https://www.readingrockets.org/strategies/ji gsaw
 Large group teaching. https://www.ucl.ac.uk/teaching -
learning/publications/2019/aug/large -group -teaching
 Saiyad, Shaista & Mishra, Sushant & George, Chr istina & Kaur,
Gurleen. (2018). Teaching and Learning through Large and Small
Groups. 8. S24 -29.
https://www.researchgate.net/publication /331742703_Teaching_and_L
earning_through_Large_and_Small_Groups
 EFFECTIVE TEACHING IN HIGHER EDUCATION GEORGE
BROWN and MADELEINE ATKINS. ISBN 0 -203-22136 -2.
Routledge, 1988. http://elearning.fit.hcmup.edu.vn/~longld/Reference
forTeachingMethod &EduTechn ology Tai lieus PPDH Cong Nghe Day
Hoc/ (Book) Sachthamkhao Teaching Method/ 1988 Brown &Atkins -
Effective Teachingin Higher Education.pdf
 UNIT 7 TEACHER -CONTROLLED INSTRUCTION
https://egy ankosh.ac.in/bitstream/123456789/46867/1/Unit -7.pdf
 Study Material for the Course RESEARCH AND TEACHING
METHODOLOGY for M.Phil Programmes of All Disciplines in the
University Departments and Affiliated Colleges (Since 2018 -19) Unit 5
– Methodology of Teac hing.
https://www.msuniv.ac.in/images/academic/academic_affairs/M.Phil -
Research &TeachingMethodology.pdf
 Centre for educational Innovation, University of Minnesota
https://oaa.osu.edu/sites/default/files/uploads/nfo/2019/Types -of-
Lectures.pdf
 UNIT 3 TEACHING -LEARNING METHODS
https://www.egyankosh.ac.in/bitstream/123456789/31612/1/Unit -3.pdf

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32 2
SUPPORT MEDIA FOR
COMMUNICATION
Unit Structure :
2.0 Introduction
2.1 Objectives
2.2 Meaning and Psychological Bases
2.2.1 Meaning and Psychological bases
2.2.2 Support Media
2.2.3 Importance on Media Psychology
2.2.4 Use of Media Psychology
2.3 Dale’s Cone of Experiences
2.3.1 Cone of Experience
2.3.2 Principles of the cone of experience
2.4 Projected (LCD Projector) Support Media
2.4.1 Media Classification
2.4.2 Projected Media
2.4.3 LCD Projector
2.5 Non Projected Support Media (3-D and 2-D , models - charts, maps,
flashcards)
2.5.1 Model
2.5.2 Charts
2.5.3 Maps
2.5.4 Flash Cards
2.6 Let Us Sum Up
2.7 Unit-End Activities
2.8 References


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33 2.0 INTRODUCTION
Making presentations lively, active, and memorable for learners is a
typical goal of professionals. The most efficient way to accomplish this
goal is to teach skills and communicate knowledge using audiovisual aids.
By effectively communicating knowledge and imparting skills, audio
visual aids directly improve the effectiveness of learning.
Instructional material also refers to audio -visual aids. Audio literally
means "hearing," whereas "visual" refers to what is discovered through
sight. Thus, "Audio Visual Aids" or instructional material refers to any
such tools that aim to make the knowledge understandable to us through
our senses. Through the use of the hearing and seeing senses, all of this
instructional content makes the learning scenarios as real as possible.
Therefore, audio visual content includes any tool that can be utilised t o
enhance learning by making it more real-world, dynamic, and concrete.
Our senses help us to learn. The avenues of knowledge are the senses. We
can understand our surroundings thanks to all of our senses. The majority
of the information we learn comes from
2.1 OBJECTIVES
After studying this Unit you will be able to:
 Explain the concept of Support Media for Communication
 Describe Educational Media and Media Psychology;
 Describe Dale’s cone of experience
 Classify support media, with examples
 Describe importa nt support medias; and
 Select support media for various occasions.
 Demonstrate the use of flash cards, maps , models and charts.
2.2 MEANING AND PSYCHOLOGICAL BASES
2.2.1 Meaning and Psychological Bases :
The most widely used form of communication is the m edia. Just because
of the media, the term "global village" has been spread around the world.
You cannot ignore the role of media in establishing a nation because the
media is such a big part of our lives, they help to raise awareness of and
discussion abou t social issues. Media's benefits aids in increasing global
awareness. brings people from around the world together Low -cost method
of communication. People are aware of good and wrong. aids in analysis
and research. People’s amusement Advertising has been made incredibly
simple
The term "educational media" describes forms of media that disseminate
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34 teaching and learning. The most widespread aspects of contemporary life
are the mainstream media. They educate, amuse, enrage, and entertain, but
they seldom ever leave someone unaffected. A library or an encyclopedia
can readily be compared to newspapers, magazines, books, the Internet,
records, radio, and television because they all provide readers with the
chance to expand their knowledge and promote self-education. Access to
media is essential from a pedagogical perspective because of the range of
themes and topics they cover, which makes mass media engaging and
inspiring for students to use.
2.2.2 Educational Media and Media Psychology :
The term "educational media" describes forms of media that disseminate
information for educational purposes. They are typically used only for
teaching and learning. The most widespread aspects of contemporary life
are the mainstream media. They educate, amuse, enrage, and entertain, but
they seldom ever leave someone unaffected. A library or an encyclopedia
can readily be compared to newspapers, magazines, books, the Internet,
records, radio, and television be cause they all provide readers with the
chance to expand their knowledge and promote self-education. Access to
media is essential from a pedagogical perspective because of the range of
themes and topics they cover, which makes mass media engaging and
inspi ring for students to use.
Media Psychology is the study of human behavior, emotions, and
cognitions is also known as psychological science. Media psychology is
the application of this discipline to all forms of mediated communications
and technologies. It considers the full range of activity, including
production, consumption, distribution, and impact. It is a multidisciplinary
field that is always evolving and has effects on people, organizations, and
society as a whole. We apply it to usability and audien ce engagement
based on fundamental human goals, needs, and motivations, as well as
technology design, including augmented and mixed realities, marketing,
and brand building, using methodologies like trans media storytelling.
Psychology is the study of the how and why of human behavior, emotion,
and thought
Media includes all forms of mediated communications
Media psychology continually evolves as technologies change
2.2.3 Importance of Media Psychology :
Combining an understanding of psychology with a workin g knowledge of
media applications Demand for media psychology is increasing as a result
of new technologies. Creators and designers of media for all platforms,
from entertainment to business training Technology, interfaces, usability,
and content review and assessment Media literacy education initiatives,
student assistance, and curriculum integration with technology all help
students learn and manage their time.
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35  Create awareness,
 Attract attention, and
 Improve retention (prod uct memory).
Future of Media Psychology :
We must understand how to use media in order to maximize its
advantages and reduce its drawbacks because it will only become more
pervasive in the years to come.
Media psychologists have a crucial part to play in th ese developments, and
while they shouldn't be afraid to discuss how media may be utilized to
improve well -being and prosocial outcomes in both academic and applied
sector contexts, they also shouldn't be afraid to do so as it continues to
change.
The futur e is in media psychology. No sector of the economy, profession,
nation, or procedure is untouched by the media revolution. Technology
and usage promotion tools that can be helpful include: people prosper
gathering of communities, communication between nations the
opportunities for education and wealth.
Check Your Progress
Explain the role of Media Psychology.
2.3 DALE’S CONE OF EXPERIENCES
Edger Dale often cited as father of modern media in education, introduced
the cone of experience idea in 1946. Accordin g to their respective
positions in the teaching -learning process, the learning experiences are
arranged in the cone in a hierarchical fashion. This is a diagram that
consists of eleven levels, starting with concrete experiences at the bottom
of the cone an d progressing to increasingly abstract experiences at the top.
The arrangement in the cone is dependent on both the number of senses
involved and the concretization to abstraction principle. Although direct,
purposeful experience involves more senses than indirect experience, this
does not necessarily imply that actual experience is the best method to
learn.
2.3.1 What is dale’s Cone of Experience :
The cone of experience is a graphic tool used to illustrate how different
audio -visual media interact with one another and occupy distinct roles in
the learning process.
The cone's usefulness in choosing educational materials and activities is
just as applicable today as it was when Dale invented it.
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36 Figure 1. Cone of Learning example from Wikipedia (Jeffrey Anderson)
According on the type of activity they are engaging in, the figure above
(fig1) illustrates what pupils will be able to do at each level of the Cone
(the learning outcomes they will be able to achieve) (reading, hearing,
viewing images, etc.). The numerical data on the left of the image, which
represents what people will typically recall, shows that pupils will
remember what they do best when they have practical,
hands -on experience in a real -life environment. It is crucial to keep in
mind that this does not suggest that reading and listening are not
worthwhile educational experiences; rather, it just means that "doing the
real thing" might result in the greatest level of information retention.
2.3.2 Principles of the cone of Experiences :
 Audiovisual aids have been categorized and organized by Dr. Edgar
Dale in a prototypical form known as the "Cone of Experience.".
 The cone is based on the connections between different educational
experiences and usefulness.
 Any intellectual activity relies mostly on sensory interactions to
communicate with the outside environment. Even cognitive functions
like concentration, thought, conceptualization, imagination, association,
and memory have their roots in sensory experiences.
 All of our senses can be used directly.
 Students are more likely to learn from a resource if there are more
sensory avenues via which they can interact with it.
 The cone is built around how different educational experiences relate to
practicality.

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37  Any intellectual activity relies mostly on sen sory interactions to
communicate with the outside environment. Even cognitive functions
like concentration, thought, conceptualization, imagination, association,
and memory have their roots in sensory experiences. the chance for a
student to employ several senses.
 The opportunity for a learner to use a variety of senses.
 Direct experience allows us to use all senses.
 The more sensory channels possible in interacting with a resource, the
better the chance that many students can learn from it.
 Learning experi ences centered only on the use of verbal symbols are the
furthest removed from real life since each degree of cone above its
bases takes a student one step further away from real world experiences.
 Since watching a movie involves observation, that is why i t is located
there on the cone.
 Contrived experiences are highly interactive and inspire real -world
events or activities.
 Dramatized experiences are defined as those experiences in which a
student plays a role or engages in an activity.

Fig 2 : Dale’s Cone of Experiences showing Degree of Abstraction Source:
https:// www.brainkart.com/article/Teaching -Aids_33524/
The above cone represents the material utilized for audio -visual
instructi ons.
i. Direct Experiences: The students get these experiences through field
trips, excursions, etc.
ii. Representative Experiences: Although less concrete, these kinds of
experiences can be quite helpful. Experiences of this nature can be
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38 iii. Verbal and Symbolic Experiences: These are the learning
opportunities that students receive verbally or in writing. These kinds
of experiences take place at the conceptual level and are quite abstract.
For instance, verbal illustrations. At the early stages of a child's
learning, this type of experience cannot be adequately followed, hence
at this level, greater focus should be placed on direct and
representative experiences.
Summary :
To make the most of the learning opportu nities, use a variety of resources
and media. To support the learning of abstract concepts, concrete
experiences must come first. It is not even desirable to limit oneself to
concrete experiences. Limited to the contemporary technology available at
the time According to the theory of audiovisual instruction, learning must
be made permanent and experiences must be applicable. The argument in
favor of the employment of new materials for improving education stems
from the fact that verbalistic learning is out of date and that the
complexity of the time has made our school curriculum extremely heavy
as modern knowledge has advanced significantly. To adapt to the altered
circumstances and the trends toward realistic learning, we need new
strategies.
Check Your Progress
1. Who has created Cone of Experiences?
2. Use of cone of Experiences in teaching learning process.
2.4 PROJECTED (LCD PROJECTOR) AND NON
PROJECTED SUPPORT MEDIA (3- D AND 2-D
MODELS - CHARTS, MAPS, FLASHCARDS)
Objects, premises, events, machines, model s, or computer programmes
with which students interact to develop concepts, practice skills, and then
draw inferences from spoken explanations in order to alter their behavior
or attitude are referred to as educational media.
Concept and types of Support Media
The term "media" refers to a variety of communication and information -
sharing tools. Media can also be described as things or vehicles that carry
information between the source and receiver in order to facilitate
communication between two parties. For example, language, newspapers,
radio, TV, and the internet. In this case, the media aid the learner's sensory
organs in comprehending the planned content and thereby enhance the
teaching -learning process.
Any method of communication that enables instructo r and student
involvement and feedback is referred to as educational media. • EM can
also be characterized as tools used in classrooms to support instruction and
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39 programmes that learners interact with to establish concepts, practice
skills, and then draw conclusions from verbal explanations in order to
modify their behavior or attitude are referred to as instructional media, or
EM.
2.4.1 Media Classification:
Media Classification
 There are different ways to classifymedia
 Print media,
 non-print media and
 electronic media
Support Media can be classified in different ways -
Print Media: Books, journals, periodicals, newspapers, workbooks, and
textbooks are examples of print media.
Non-print Medi a: Projected and non-projected media are examples of
non-print media.
Electronic media : Electronic media comprises of audio, video, and audio -
visual.
Projected and Non-projected media : Projected Media need a light
source for projection. Slides from a proj ector, for instance. Whereas Non -
projected Media that is not projected: these don't need a light source. They
consist of models, prints, charts, 2D and 3D items, as well as other things.
Visual, audio, and audio -visual media
 Audio media: This type of media only transmits sound. Audio cassettes,
a record player etc.
 Visual media can be viewed, as the name implies. TV, computer,
whiteboard, etc. and audio -visual media:
 The phrase "audio -visual" refers to educational tools that give pupils
both auditory and vi sual experiences by simultaneously appealing to
their hearing and seeing senses. TV, videotapes, and closed -circuit
television (CCTV) are a few examples.




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40 EDUCATIONAL MEDIA

Non Print Media Print Media Electronic Media

Projected
Media
Non-
project ed
Media




Books - Texts-Non texts
-Journal
Newspaper
Magazines
Posters
Handouts
Audio
Media
Visual
Media
Audio -
Visual
Media
Films - 8cm,16mmProjector -
OHP -
Opaque -
Slides Chart -wall
Board -
Chalk
- Flannel
_ Bulletin
-Models
Audio tapes -Cassette
-Records
-Radio
Calculator Computer
Electric
Board
White
Board
Television
Video
Tapes
Cine films
Fig 3: EDUCATIONAL MEDIA CLASSIFICATION
2.4.2 Projected (Lcd Projector) Media:
Projected Media :
Projected media are defined as media forms in which text and still
pictures, occasionally printed on translucent film like an overhead
transparency or a slide, are expanded and shown on an illuminated screen.
Projected media are a subset of educational resources that must be
protected on a screen or wall with a projector machine made just for the
job in order to be accessible.
Consequently, projected media are typically a combination of the
necessary software and hardware. We must understand that all projected
media is intended to be displayed on a screen by means of projectors.
Since they were originally used in schools, projectors have undergone
substantial weight, technological, and size changes.
PROJECTOR :
Projector is an optical device that projects images onto a surface, most
frequently a projection sc reen. Newer and more sophisticated projectors
than those that merely create a picture using a light source are those that
actually extend the image using lasers.
A virtual retinal presentation or retinal projector projects a picture directly
into the retina rather than needing an external projection screen.
The most popular kind of projector in use today is a video projector. For
instance, video projectors, which are computerized substitutes for slide
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41 In the 1990s and the early 2000s, computerized video projectors replaced
them, however some locations still have older, simpler projectors in
operation. The most recent advancements in projector technology are
handheld devices that display images using lasers or LEDs. It is
challenging to study their projections in bright environments.
There are several types of Projectors like DLP projector, LED projector,
LCD projector etc.
2.4.3 LCD Projector:
Liquid Crystal Display, also known as LCD, is a widely used projector
technology. The same liquid crystal display technology that is used in
LCD TVs and monitors is also used in LCD projectors.
A multi -step procedure is used to create the images seen on an LCD
projector. Three LCD panels use the primary colors red, green, and blue to
display images. Due to the simultaneous presentation of all three colors,
the image is totally coloured.
Working of LCD Projector :
In the workings of an LCD projector, three liquid crystal panels are used to
create a picture over the co urse of several steps. A white light beam is
directed at three mirrors, each of which is designed to reflect a specific
wavelength of light.
For each of the coloured light beams that an LCD panel receives, an
electrical signal is received. The display pane l receives electrical
instructions that tell it how to arrange its pixels to create a picture. The
identical image appears on each LCD panel in a different color as a result
of the angle at which the light from the source strikes the screens.
The various c oloured images are combined into one image using a prism.
The image must then be passed via a lens so that it can reflect and be
viewed on a projection screen.
Uses of LCD :
 Allows instructors to deliver multimedia content suitable for a range
of students with various learning preferences.
 Students can take part in interactive, real -time activities.
 Problem -solving exercises encourage the growth of critical thinking
abilities. Students exhibit their own work to the class while cooperating
in groups.
Advantag es of LCD Projector :
 LCD projectors consume less power and deliver a higher -quality
image than DLP projectors.
 LCDs provide images that are more vividly coloured when compared
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42  Even in a well-lit area, create stunning and vibrant colors.
 Visuals that are projected using an LCD projector are sharper and
more distinct.
Disadvantages of LCD Projector :
 An LCD projector is difficult to move around.
 As time passes, it fills with lifeless pixels.
 The expense to replace an LCD proje ctor is high.
 They are also prone to becoming worn out.
2.5 NON -PROJECTED MEDIA 3-D AND 2-D MODELS -
CHARTS, MAPS, FLASHCARDS)
Non-projected visuals are teaching tools that are utilized without the use of
a projector to convey abstract concepts in a more concrete manner. They
make it possible for instruction to progress from verbal to more concrete
levels.
Non-projected media has the following benefits:
 It is widely available.
 Does not require electricity
 Is suitable for small budgets
 Using these graphic aids doesn't require much artistic talent.
 Can be applied in a variety of ways across all disciplines and levels
of training.
 Encourages creative expression through storytelling and writing
prompts.
 Many of them are capable of being transformed into project ed
assistance.
 Some of them can be displayed using a projector with opacity.
2.5.1 A Model (3-D and 2-D):
A model is a recognizable, three -dimensional representation of the
genuine thing; its height, width, and depth are perceived as reality.
Models, which are three dimensional, heighten reality and make
learning immediate and relevant.
Models explain the complex and detailed activities in a simplified
manner, making comprehension easier. Models highlight the
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43 Use of Models
 Models involve the use of all five senses, which enhances learning.
 Models are durable and ultimately work out to be less expensive
teaching tools.
 Still, models are simple to construct with the use of discarded
items like empty boxes, pins, clips, nails, and clay.
Charts: A chart is a visual representation that summarizes, compares,
contrasts, or provides other useful information to aid in the explanation of
a subject. By strategically placing the most important details, it is intended
to systematically represent both written and visual information.
Purposes: The primary purpose of a chart is to
 Represent relationships between variables, including comparisons,
relative amounts, developments, processes, classification, and
organization
 Visualize something that would be difficult to describe in words alone
 Emphasize key elements
 To provide a summary of the presentation's materials.
Charts can be used to
 Motivate pupils;
 Demonstrate process continuity;
 Show relationships through facts, figure s, and statistics;
 Present matter symbolically;
 Present abstract ideas in visual form;
 Summarize data;
 Demonstrate the evolution of structures. creates issues and encourages
thought
Types of Charts: Charts come in a wide variety. For your
understanding, a few typical chart kinds are briefly presented below.
1. Bar Chart: A succession of bars along a measured scale make up a
bar chart. They are utilized to compare amounts throughout time or in
various contexts
2. Pie Chart: Pie charts are circular in shape, are used to display
percentages and proportions.
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44 3. Tabular chart: Tabular charts are used to condense a large amount of
linked data. Example: Timetable.
4. Tree Chart: Tree charts are used to demonstrate the growth or
development of a programme or project. The ori gin is represented as a
single line or a tree trunk, while different advancements are represented
as branches.
5. Flowchart: Using lines and arrows, flowcharts display the
organizational structure of departments, institutions, and resources.
6. A pictorial chart : It uses graphic messaging like cartoons and images
to provide the viewer a clear picture and prompt an immediate
association. Each visual sign represents a quantity. For extension work,
this sort of chart is more beneficial to illiterate audiences.
Featu res of a Good Chart :
Good charts should have the following qualities:
 Should be large enough to be easily seen;
 Should be simple and straightforward;
 Shouldn't be overcrowded with statistics;
 Should be appealing and should explain the theme in detail;
 Shou ld highlight the major points.
 Should be expressed in words and symbols with few comparisons.
 Should be durable enough to withstand rough use.
Advantages Its benefits include:
 It is an excellent learning tool;
 Generating interest;
 Being low cost;
 Being portable;
 Being simple to manufacture;
 Being available for use and reuse; and
 Being used to explain, clarify, and simplify the complex materials.
 It draws attention,
 Minimizes verbal explanation, and promotes action.
 It can be used to compare and show relatio nships.
Disadvantages :
 Its drawbacks include the inability to utilize charts for large groups
and
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45 2.5.3 Maps :
Maps are a unique way to transmit a lot of information and are a wonderful
visual tool since they provide a basic visual depiction of geography. Maps
can quickly and clearly present information about a problem.
Every map represents a summary of the surface of the world; as a result, it
offers information in a streamlined manner. Maps are an e ffective tool in
any field. Learning geographic, historical, and economic ideas is crucial in
social studies. Simple details on maps at the elementary school level help
students find locations, identify various physical elements, and understand
directions.
A map can be broadly categorized into the following groups:
 Physical maps, which depict climate, soil, forest areas, resources,
rainfall, etc.;
 Political maps, which depict political divisions of nations and regions;
 Economic maps, which depict the distri bution of crops, land use,
transportation, etc.; and
 Social maps, which depict the distribution of the population in a nation.
The literacy rate, languages, tribes, etc. are displayed on maps for
simple comprehension;
The literacy rate, languages, tribes, etc. are displayed on maps for simple
comprehension;
It is important to teach students how to interpret maps. The following are
some important elements of map reading skills: geographic symbols,
geographic locations (longitude, latitude), various physical features
(landform, water form), human variables, climate and resources, distances,
and transportation.
Advantages of Maps :
1. Globes cost more than maps.
2. Maps provide detail.
3. Maps can be used to compare objects and to display themes (thematic
maps).
4. An atlas is a book that contains maps.
5. Maps are transportable.
Disadvantage :
 Because the world is not flat, maps can have form, area, direction, and
distance distortions.
 Different map projections help to solve this issue to some extent.
2.5.4 Flash Cards :
Flash c ards are short visual messages on poster board cards that are flashed
(turned over at sporadic intervals) in front of the audience to emphasise
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46 virtually exclusively used this technique. F lash cards are displayed to the
audience one at a time, in a sequence, along with the talk. Flash cards are
a collection of image -filled, little paper cards that are flashed one at a time
in a logical order. Flash cards are constructed of plain paper with coloured
or inked drawings and can be manufactured by the user themselves or
purchased from a vendor.
Preparation
 Simple flash cards can be made by writing, printing, or sketching on a
white piece of paper, then adhering it to a piece of cardboard.
 10–12 cards should be the maximum number
 For an audience of 30 to 50 people, the flash card should be 22" × 28"
in size, and 11" x 14" for a smaller group.
 Letter size should be at least 1".
 Finish with a line drawing, or a cartoon.
Notes regarding the first card's contents should be written on the back
of the last card; those regarding the second card should be written on the
back of the first card; those regarding the third card should be written on
the back of the second card; and so on until all of the cards h ave been
written.
Presentation
 The presenter should be knowledgeable with both the entire story and
specific details on each card.
 Arrange the cards in a proper stack.
 If the cards are little, hold them in one hand against your body, near to
your chest. Th ey could be put on a high table if they're big. In any case,
make sure everyone can see the cards by putting them on display.
 Brief notes about the contents of the first card should be written on the
back of the last card; notes about the second card shoul d be on the back
of I" card; notes about the third card should be on the back of second
card, and, so on, till the end of all the cards.
 Flash the card and the notes simultaneously. You can silently glance at
the notes written on the back of the previous c ard for the notes on the
first card, and keep going through the cards in order until the finish.
 To change the card or to show the new point, slide the front card to the
back of the set.
 Hold out the card long enough for reading or a quick glimpse.
 Post th e cards on a bulletin board or hand them out to the audience for a
quick peek once the story is finished.
 Use additional comprehension -related instructional resources
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47 How are flash cards used?
 Complete the image, graphic, and narrative;
 Sequence the cards , flash each one with comments, emphasise key
elements, and quickly evaluate.
 You can show the cards by holding them up to your chest or by using a
folding casel, frame, or box. They may also be shown on walls or
bulletin boards.
Advantages :
 Helps the speaker highlight the key points utilizing the notes on the
back of the cards.
 Is very convenient to use and carry.
 It is dynamic and flexible, maintains continuity, and conveys
messages fast.
 It is also easy to create, portable, and affordable.
Disadvantages :
 It can't be used for a large group;
 it spoils quickly; and
 preparing takes a lot of time
Check Your Progress
Q1. Features of a good chart.
Q2. Uses of Models.
2.6 LET US SUM UP
Support Media for communication are developed and designed towards
achieving the learning objectives, therefore these are the tools which are
used to learn concept with ease and efficiency
A paradigm called Dale's Cone of Experience integrates a number of
theories about instructional design and how people learn. Edgar Dale
proposed the idea that learning occurs more effectively when students "do"
rather than "hear," "read," or "observe" in order to remember information.
The Cone of Experience is a result of his research.It also help in bringing
novelty and freshness in classroom tea ching as they relieve learners from
anxiety, fear and boredom. Educational media help to provide a range of
learning experiences to learners from direct to indirect. They are used to
enhance the learning of students in classrooms. Some reasons to use
commu nication media in classroom are:
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48  Organizing Classroom Teaching;
 Application of theoretical knowledge into practical applications; •
Making learning fun in the classroom;
 Facilitate the concept formation and attainment among children.
Support media can be classified into three categories - print, non-print and
electronic media. Projected and non -projected media are examples of non -
print media
The pages that came before discussed a variety of audiovisual
instruments and their uses in extension and development work. The
production, benefits, and limitations of significant projected and non-
projected media were later studied.
We learned from this conversation that not all medias can be utilized
for all situation s, but that there are medias that can be carefully chosen
according to their usability for the situation.
2.7 UNIT END QUESTIONS
Q1. Why do you think it is important to know about the Cone of
Experiences in language teaching? Explain your answer.
Q.2 Differentiate between Projected and Non-projected media. Q3. Explain
different types of Media
Q4. Uses of LCD Projector.
Q5. Explain and two non-projected media. Q6. How are flash cards
used?
2.8 REFERENCES
 Tuma RM. Media Psychology and Its History . In: Dill KE, ed. The
Oxford Handbook Of Media Psychology. 1st ed. Oxford University
Press; 2012.
 Fischoff S. Media Psychology: A Personal Essay in Definition and
Purview . J Media Psychol. 2005;10(1):1 -21.
 Stever GS. Media and Media Psychology. In: Stever GS, G iles DC,
Cohen JD, Myers ME. Understanding Media Psychology. 1st ed. New
York: Routledge; 2021:1 -13.
 Abbitt, J. (2011). Measuring technological pedagogical content
knowledge in preservice teacher education: A review of current
methods and instruments. Jour nal of Research on Technology in
Education, 43, 281–300.
 Boulos, M.N.K., Inocencio M. I. & Wheeler, S. (2006). Wikis, Blogs
and Podcasts: New Generation of Web -based Tools for Virtual
Collaborative Clinical Practice and Education. BMC Medical
Education 2006, 6:41.doi:10.1186/1472 -6920 -6- 41. munotes.in

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49  Bull, G., & Bell, L. (2009). TPACK: A framework for the CITE
Journal. Contemporary Issues in Technology and Teacher Education, 9,
1–
3.https://ir.unimas.my/id/eprint/14056/1/Cone%20of%20Experience%
20%e2%80%93%20Dale%20se cond%20version.pdf
 Christensson, P. (2010, January 4). ICT Definition.
http://techterms.com. Retrieved on 23/9/15.
 Rahesh Makol and Lalita Makol, “CRITICAL UNDERSTANDING
OF ICT(2021)
 Dexter, S. (2002). E -Tips Educatio nal Technology Integration and
Implementation Principles. In P. Rogers (Ed.).Designing instruction for
technology -enhanced learning. New York: Idea Group Publishing.
 Dias, B.L. (1999). Integrating Technology some things you should
know. ISTE - L&L 27 (3 ). Retrieved from http://www.dirkdavis.net/
cbu/etc520/resources/ Integrating % 20 Technology. pdf on 15 th June,
2010.
 Dillenbourg, P. (1999). What do you mean by Collaborative Learning?
In P. Dillenbourg (Ed.). Collaborative - Learning: Cognitive and
Computational Approaches. Oxford: Elsevier Science, Inc.1 -19.
 Dwyer, C. D., Ringstaff, C.&, Sandholtz, J.H. (1990). Apple classroom
of tomorrow research (Report No.8). The Evolution of Teacher s’
Instructional Beliefs and Practices in High - Access -to-Technology
Classrooms. First –Fourth Year Findings. Apple Computer, Inc.
Retrieved from http://www.apple.com/euro/pdfs/ acotlibrary/rpt8.pdf on
10th June, 2010.
 file:///Users/user/Downloads/COMPARATIVE_EFFECTIVENESS_OF
_THE_PROJ ECT.pdf
 https://egyankosh.ac.in/bitstream/123456789/8511/1/Unit -7.pdf
 http://www.egyankosh.ac.in /bitstream/123456789/33122/1/Unit10.pdf •
http://www.egyankosh.ac.in/bitstream/123456789/33123/1/Unit11.pdf
 https://lidtfoundations.pressbooks.com/chapter/edgar -dale-and-the-cone-
of- experience/
 ICT@Schools Scheme (2004 and Revised 2010), Ministry of Human
Resource Development, Govt. of India, Shastri Bhawan, New Delhi -
110001
 Jarvela,S. Hakkarainen, K., Lipponen, L. & Lehtinen, E.
(2001).Creating Computer Supported Collabora tive Learning (CSCL)
Culture in Finnish Schools: Research Perspectives on Sociocognitive
Effects. International Journal of Continuing Engineering Education and
Life Long Learning. 11 (4-6). 365 – 374. munotes.in

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50  Laurillard, D. (1993). Balancing the Media. Journal of Educational
Television. 19(2), 81-93.
 Laurilard, D. (2002). Rethinking Teaching for the Knowledge Society.
EDUCAUSE Review January/ February2002. Retrieved from http://
net.educause.edu/ir/library/pdf/erm0201.pdf on 15th June, 2010.
 McLoughlin, C. & Lee, M .J.W. (2007). Social Software and
Participatory Learning: Pedagogical Choices with Technology
Affordances in The Web 2.0 Era. International Journal of Learning
Technology. 3 (1), 87-107.



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51 3
USE OF COMPUTER APPLICATIONS IN
EDUCATIONAL RESEARCH
Unit Structure :
3.0 Introduction
3.1 Objectives
3.2 Review of Related Literature – Internet search, edu research website
3.2.1 Application of Computer in different Stages of Research
3.2.2 Use of Computer in Literature Review
3.2.3 Check your progress
3.3 Use of Computers in data analysis
3.3.1 Statistical analysis of the data and interpretation of outcomes.
3.3.2 Check your progress
3.4 Constructing graphs, maps and tables
3.4.1 Using Graph, ma ps and tables
3.4.2 Using Graph, maps and tables
3.4.3 Construction of Graph, maps and tables
3.4.4 Software available for drawing Graph
3.4.5 Tabulation
3.4.6 Significance of Tabulation
3.4.7 Creating a chart
3.4.8 Check your progress
3.5 Internet Researc h ethics
3.5.1 Ethical Standards
3.5.2 Regulations and Guidelines for Ethical Research
3.5.3 Check your progress
3.6 Reference Work, Analysis, Report writing
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52 3.6.2 Paper Publication
3.6.3 Check your progress
3.7 Let Us Sum Up
3.8 Unit-End Activities
3.9 References
3.0 INTRODUCTION
Information and communication technology (ICT), which includes
computers, the Internet, and electronic delivery systems, is widely
employed in today's education area. ICT is increasingly being successfull y
used in education, learning, and evaluation.
It may be claimed that computers and the internet have become an
essential element of daily life. It has an impact on our everyday activities,
such as reading, socializing, locating addresses, staying informed ,
watching movies, shopping, talking, contacting friends, and so on. As a
result, researchers are increasingly taking their study to the virtual world
by publishing their findings online. Doing research via the internet is a
relatively new activity among Indian academics and academicians. It
has become a
valuable resource for researchers in terms of gathering related reviews,
producing questionnaires for data collection, data analysis, and report
writing. Not only that, but it also provides a forum for researchers to
publish their research papers.
ICT is seen as a potent instrument for educational transformation and
reform. Several prior research have indicated that using ICT appropriately
may improve educational quality and relate learning to real -life issu es
(Lowther, et al. 2008; Weert and Tatnall 2005). According to Weert and
Tatnall (2005), learning is a lifelong process in which learners adjust their
expectations by pursuing information, which deviates from traditional
techniques. They will have to expe ct and be eager to seek out new sources
of information as time passes. ICT skills will be an essential prerequisite
for these students.
3.1 OBJECTIVES
After studying this Unit you will be able to:
 Understand the function of graphs, maps and tables
 Interpre t and analyze the data presented in the form of graphs, maps
and tables, and
 Use these devices to communicate information more effectively.
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53  Identify chief characteristics of tables, charts, and graphs.
 Identi fy and apply best practices in creating tables, charts, and graphs in
technical communication.
 Role of Computers in Research Publication.
 Introduction of Analysis Tools used in research process.
 To evaluate the ethical legitimacy of individual research activities and
projects
3.2 REVIEW OF RELATED LITERATURE – INTERNET
SEARCH, EDUCATIONAL RESEARCH WEBSITE
3.2.1 Application of Computer in different Stages of Research :
Computers are essential in all stages of research, including review,
data collection, data analysis, and report writing.




z
Figure 1 Use of Computer Application in Research
Review of Related Literature - Internet search, educational research
website
3.2.2 Use of Computer in Liter ature Review :
Computers facilitate in the search for literature (for review of literature)
and bibliographic references stored in electronic databases on the internet.
It may therefore be used to save relevant published articles for later
retrieval. This h as an advantage over looking for literature in the form of
books, journals, and other periodicals at libraries, which takes a significant
amount of time and work.
The review of literature provides the researcher with several suggestions.
It assists in the discovery of other research initiatives in the same topic and
allows one to explore previously unexplored regions. It broadens the
researcher's perspective and contextualizes the work. At various stages of
study, a review of the literature is necessary. They are
Reference Work,
Analysis, Report
writing

Internet
Research ethics

Use of Computers
in
data analysis Review of
Related
Literature
Internet search,
edu research website Constructing
graphs, maps
and tables
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54  In the start of the research, look for other comparable studies and
explore new topics of research.
 Throughout the research, to learn about the latest updates and current
study in the same topic by others. Each researcher must also
comprehend the methodologies and field of his research by examining
related literature.
 Following the research, it allows the researcher to understand what
influence his work has had, generate suggestions for future research,
and so on.
There are virtual libraries that are both free and user -friendly. Anybody
can download or upload any book or article from this site. Several of these
are also paid, requiring registration and payment before usage. For
example: -
Virtual Libraries :
 The WWW Virtual Library (http://vlib.org/)
 Digital Library of India ( http://www.dli.ernet.in/ )
 Shodhganga ( http://shodhganga.inflibnet.ac.in/ )
 EdITLib (http://www.editlib.org/ ) etc
3.2.3 Check your progress :
Q1. Need and Importance of Review of Literature. Q2. Name few virtual
libraries.
3.3 USE OF COMPUTERS IN DATA ANALYSIS
The information gathered from the subjects is saved on c omputers as word
documents or Excel spreadsheets. This allows for necessary corrections or
editing of the entire layout of the tables, which is impossible or time -
consuming when writing in papers. Thus, computers aid in data entry, data
editing, data manag ement, and follow -up actions, among other things.
Computers also allow for greater flexibility in recording data while it is
being collected, as well as greater ease in analyzing this data. The most
labor -intensive and time-consuming aspect of research studies is data
preparation and input. Typically, data will be initially recorded on a
questionnaire or record form suitable for computer acceptance. To
accomplish this, the researcher, in collaboration with the statistician and
programmer, will convert the data into a Microsoft Word document or an
Excel spreadsheet. These spread sheets can be opened directly in
statistical software for analysis. Statistical analysis of the data and
interpretation of outcomes.
The analysis of the data is the next step once dat a collection has been
completed. This phase of scientific enquiry often entails some form of data
coding, categorization, and tabulation. These days, computers accomplish
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55
Software MS Excel
• Ms Access
• SPSS
• Statfit
• SAS/STAT Websites https://statpages.org/
https://vassarstats.net
• https://statistics.com
https:/ www.quantitativeskills.com the cal culations and comparisons requested, as well as the necessary data
for statistical analysis.
Data analysis is the act of analyzing, organizing, manipulating, and
modeling data in order to identify usable information, propose
conclusions, and help decision making. Data analysis has many features
and methodologies, spanning many procedures under various titles in
various business, science, and social settings. Hence, analysis may be
divided into two types: descriptive analysis and inferential analysis.
a) Descr iptive analysis : descriptive analysis is primarily concerned with
the distribution of a single variable. This research offers us with profiles of
firms, work groups, individuals, and other subjects based on a variety of
factors such as size, composition, efficiency, and preferences.
b) Inferential analysi s: is concerned with the numerous significant tests
for hypothesis testing in order to assess whether validity data may be stated
to imply some conclusion or conclusions. It is also involved with
population value estimate.
MS Excel, MS Access, SPSS, STATFIT, and other data analysis
programmes are available. There are additional websites that allow
researchers to upload data and analyze it on the web. Such websites
provide an automated summary of input data and also give graphical
display.. These can include things like estimating the sample size for a
planned research, testing hypotheses, and evaluating the study's power.
Any one package will serve to carry out the most complex statistical
analysis. Computers are important not just for statistical studies, but also
for checking the correctness and completeness of data as it is acquired.
Figure 2 Software and Websites for Data Analysis
SPSS is a widely used programme, particularly in social science research
condu cted by individuals, institutions, governments, or commercial
organisations. SPSS (Statistical Package for the Social Sciences) was
created for social scientists. Its statistical techniques have had less expert
statistical input than other software.
3.3.2 Check your progress
Q1. What do you mean by Data Analysis?
Q2. Types of Data Analysis. munotes.in

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56 3.4 CONSTRUCTING GRAPHS, MAPS AND TABLES
The use of tables, charts and graphs enables you to highlight the main
points of the information contained in the text. It ena bles you to present the
information more concisely. Writing on a complicated topic can take up
several pages, while the complete information can bepresented in less
space by a table or a chart
These devices enable you make vivid comparisons and show the re lation
between facts. They help to summarize data and ideas, and simplify and
arrange complicated details so that the reader can easily follow them.
3.4.1 Using Graph, maps and tables :
When you decide to use graphs, maps and tables, you should keep
the following points in mind:
 While planning your entire writing project, keep in mind the tables,
charts and graphs, and where you can incorporate them. This will help
you in the long run, and give clarity to your thoughts. Therefore, while
you are still searchi ng for information, identify concepts and data that
will lend themselves to representation through tables, charts, etc.
 Pay special attention to those ideas or data that will present difficulties
to your reader. It will be a good idea to present some of the ‘difficult’
items through tables, charts, etc.
 It is wise to use a fresh illustration each time you need one. The use of
ready - made graphs or photographs will not always be so relevant to the
point you aremaking.
3.4.2 Functions of Graph, maps and table s:
A graph is a graphical representation of tabulated data that facilitates
comprehension of the data's contents.While there are benefits and
drawbacks to each type of visual assistance, their core characteristics may
be summed up as follows.
 Data is conve yed in a visual way that is simple to grasp.
 It's not possible to use a single graph for all possible data sets.
 Frequently, they are unable to clearly illustrate the key assumptions and
driving factors that result in the observed variations in the data.
 They can be manipulated more easily than solid numbers.
When should you use a chart or graph in your research paper?
Whether you used primary or secondary sources for your research, the
final product will be a report called a research paper. Nevertheless, not
everyone has the background to make sense of the statistics and
computations, and the reader may have to navigate through the entire
document to get to the actual data. It's clear that we need to adopt a less
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57 There are a variety of situations in which you can find yourself needing the
help of a chart:
 To establish your viewpoint: In addition to the numerical data, a visual
representation of your performance is quite helpful when explaining
your positio n. Avoiding complicated computations that aren't necessary
to grasp your conclusion might put your reader at ease.
 To make your analysis more comprehensive
 A graph's compact visualization of data saves valuable space.
 Provide in -depth explanations
 Analyze and contrast information
 Figure Out Whether a Graph or Chart Is Necessary
 Finding the Appropriate Graph to Express Your Thoughts
As was previously discussed, there are a wide variety of charts that may be
used to represent data. While pie charts are great for approximating the
distribution of time spent on various activities, line graphs are more suited
to depicting market trends over the course of several months or years so; it
is equally crucial that you comprehend the various representations of this
data. These are some of the broad categories that describe them.
Several kinds of charts and graphs Fig 3
 Bar Graph

 Pie Chart

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58  Line Chart

Scatter Plot

 Flowchart

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59  Histogram

Table: Table is a ‘collection of figures, facts, or other information arranged
in columns and rows’. The readers locate the information they need by
reading across a row, and up or down a column. So when you design tables
your major concern is to provide adequate spacing between columns and
rows, so that your readers can find the information easily. You will find
that tables are useful for a number of things.
They can show large numbers of specific data in a brief space. such data
were presented in the text itself, the reader would have to go through a
succession of figures occurring in the text.
Tables eliminate tedious repetition of words, phrases, and sentence patterns
that can be put at the tops of columns, or at the side of rows in the table.
3.4.3 Construction of Graph, maps and tables :
A few general Guidelines for making Graphs, Maps and Tables. Every table
should:
 Have a structure formed by three horizontal lines, defining table
heading and the end of the table at its lower border;
 Not have vertical lines at its lateral borders;
 Provide additional explanation or context where necessary;
 Present values with the same number of decimal places in all its cells;
 Include a title informing what is being described and where, as
well as the number of observations (N) and when data were collected.


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60 Like tables, graphs need to include the following features:
 A descriptive title placed below the figure;
 Being referred to as figures throughout the body of the text.
3.4.4 Software available for drawing Graph :
 Excel
 Minitab
 SPSS
 ClassCalc
 CODAP
 DataClassroom
 Desmos
 GeoGebra
3.4.5 Tabulation :
After a large amount of data has been gathered, the researcher must
arrange it in some form of simple and logical arrangement. This process is
known as tabulation. In a larger sense, tabulation is an orderly organization
of data in columns and rows. Following editing, which ensures that the
information on the schedule is valid and properly classified; the data is
assembled in various types of tables and m ay also undergo other sorts of
statistical analysis. Tables can be produced manually or automatically.
Each table should be assigned a unique number for ease of referencing.
3.4.6 The significance of tabulation :
Tabulation is necessary for the following reasons:
a. It helps the comparing process.
b. It serves as a foundation for different statistical computations.
c. Provide an overall picture of findings in a more concise manner. They
see trends.
d. They show linkages between portions of the findings in a comparable
fashion.
e. By convention, the dependent variable appears in rows while the
independent variable appears in columns.
f. The table's column and row titles should be clear and concise
g. The columns may be numbered for ease of reference.
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61 3.4.7 Creating a chart :
1. Select data for the chart.
2. Select Insert > Recommended Charts.
3. Select a chart on the Recommended Charts tab, to preview the chart.
4. Select a chart.
5. Select OK.
Note: Alt + F1 to create chart immediately
For a basic table, click Insert > Table and move the cursor over the grid
until you highlight the number of columns and rows you want.
For a larger table, or to customize a table, select Insert > Table > Inse rt
Table. To draw your own table, select Insert > Table > Draw Table
3.4.8 Check your progress :
Q1. What are the general Guidelines for making Graphs, Maps and
Tables?
Q2. Significance of Tabulation.
3.5 INTERNET RESEARCH ETHICS
Ethics in research includ e a wide range of issues that might arise in the
course of scientific enquiry. Ethical considerations in areas such as
1. The planning and execution of studies involving human or animal
subjects,
2. The use of genetically modified organisms in experiments, etc.
3. Scientific misconducts (such as fraud, data falsification, and plagiarism)
in academia; whistleblowing (reporting wrongdoing inside an
institution to the public or those in charge); research regulation; etc. As
compared to other fields of study, research ethics have advanced the
furthest.
4. Fourth, unlike medical research, studies in the social sciences face a
unique set of challenges.
The research community relies on a solid foundation of trust in order to
function well. Researchers have faith in the veracit y of other researchers'
findings. People believe that scientists have made an honest effort to
represent the world objectively and truthfully in their study. But, the
scientific community must commit itself to modeling and passing on the
ideals associated with ethical scientific practice if this confidence is to
last.
There are several ethical concerns that need to be carefully considered
during the study process. Sociologists need to be conscious that they are
ultimately responsible for ensuring that the c onsent and best interests of all
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62 participants with respect and refrain from misusing whatever data they
collect. Participating individuals have a right to have their privacy and
feelings respected throughout the research process. Participants' identities
and privacy must be protected during the observation process.
Most people pick up moral teachings through their families, communities,
institutions, and organizations. The majority of peo ple's moral compass is
established by the time they are children, but moral development continues
throughout life, and people go through many phases of growth as they age.
As ethical standards seem to pop up everywhere, it would be easy to write
them off as common sense. On the other hand, if morality were simply a
matter of common sense, then we wouldn't have nearly as many ethical
debates and problems as we do.
3.5.1 Ethical standards :
Ethical standards are often wider and more informal than legal regulat ions,
which are in place to regulate behavior in most communities. Although
laws are used in most countries to enforce generally accepted moral
standards, and the ideas used in both ethical and legal regulations are
similar, it is essential to keep in mind that ethics and law are not the same
thing. It's possible for anything to be both lawful and immoral. Ethical
ideas and principles can also be used to analyze, assess, propose, or
interpret legal norms. To oppose what they saw as immoral or unfair laws,
several social reformers in the previous century encouraged citizens to
defy them. Nonviolent civil disobedience is a moral technique to get one's
political opinions through.
Standard -studying fields like philosophy, theology, law, psychology, and
sociology are also included under this definition of "ethics." Someone who
studies medical ethics is called a "medical ethicist." Ethical theory can also
be seen as a framework for understanding and making judgments about
difficult situations. Consider global warmi ng as an example of a
complicated topic that may be approached from a variety of angles,
including economic, ecological, political, and ethical. An environmental
ethicist might look at the ethical norms and principles at play while an
economist looks at the costs and benefits of different strategies connected
to global warming.
Behavioral expectations in various fields, organizations, and occupations
vary to best serve their specific missions. These standards also aid
practitioners in coordinating their eff orts and earning the confidence of the
public. Medicine, law, engineering, and business are just few of the fields
that have established codes of ethics. Researchers and anyone engaged in
the creative and intellectual arts can all benefit from adhering to
established codes of behavior. Research ethics is a field dedicated to the
study of these policies.
Ethical standards in research should be followed for several reasons.
First, standards advance the goals of research, which include learning,
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63 or faking research data, help spread the truth and prevent mistakes.
Second, ethical standards encourage the values that are crucial to research
since it typically requires collaboration and coordin ation among many
individuals from various fields and institutions. Values essential to
effective teamwork, such as honesty, openness, and consideration for one
another. As an illustration, several moral rules for study authorship,
copyright and patenting r egulations, data sharing protocols, etc. and peer
review procedures that need anonymity to safeguard proprietary
information motivating people to work together. Most academics are eager
to be recognised for their work and would rather have their ideas stol en or
leaked before they are ready.
Third, various ethical standards aid in ensuring that Scientists might face
public scrutiny and consequences for their work. The federal government's
stance on research misconduct, issues of bias, human subjects' rights, and
animal welfare must be addressed before any significant progress can be
researchers receiving public funding should be subject to public scrutiny
and oversight.
Fourth, research ethics rules contribute to increasing interest in and
funding for the field. Trust in the quality and integrity of research has been
shown to increase the likelihood of receiving funding for research projects.
Lastly, many of the standards of research support a wide range of other
essential moral and social values, including social responsibility, human
rights, and the dignity of the human person. and legality, safety, and the
well-being of animals.
Accidental violations of research ethics have the potential to cause serious
harm to study participants, students, and the general public. A
researcher's health and safety, as well as the health and safety of staff and
students, may be at risk if, for instance, he or she fabricated data in a
clinical study, which could have dire consequences for the participants.
3.5.2 Regulations and Guidelines for Ethical Research :
There is a wide variety of standards, norms, and policies pertaining to
research ethics that have been enacted by various professional groups,
government bodies, and institutions. Ethics guidelines for government -
funded re searchers may be found at organizations like the National
Institutes of Health (NIH), National Science Foundation (NSF), Food and
Drug Administration (FDA), and Environmental Protection Agency
(EPA). Also important are the APA's Ethical Principles of Psych ologists,
the APA's Statements on Ethics and Professional Responsibility, the
APA's Statement on Professional Ethics, and the International Committee
of Medical Journal Editors' Uniform Requirements for Manuscripts
Submitted to Biomedical Journals (America n Association of University
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64 Some basic ethical principles are briefly outlined below:
1. Be honest in all of your scientific writings. Explicitly discuss your
research questions, process, and the state of its publishing. Do not
make up or falsify information. Do not mislead. peers, funding bodies,
or the general public.
2. Attempt to be objective while doing experiments, analyzing data,
interpreting data, or performing peer reviews. Research, grant -writing,
expert evidence, and other contexts where impartiality is essential
include: necessary or anticipated. Be objective and honest with
yourself. Declare any Financial or Personal Interests It might have an
impact on the studies.
3. A person of integrity is one who is truthful, reliable, and consistent in
their beliefs and actions.
4. Avoid thoughtless mistakes and sloppy work; instead, thoroughly and
critically evaluate your own efforts and those of others. the output of
your contemporaries. Research efforts, including data gathering,
analysis, and draftin g of design and communication with external
bodies or publications.
5. Transparency: Give and take information, results, thoughts, and
equipment. Have an open mind and listen to feedback.
6. Recognize the value of intellectual property such as trademarks,
copyri ghts, and patents.
Do not make use of unreported procedures or findings without proper
citation and citation. Recognize accomplishments when they are due.
All contributions to a study should be properly credited. Plagiarism is
a cardinal sin.
7. Maintain the privacy of sensitive information, including applications
for funding and scholarly articles.
Publication, Employee Files, Trade Secrets, Military Files, Patient
Files.
8. Publication Ethics: Putting Research and Scholarship First, Not
Yourself personal profe ssional development. Don't publish the same
thing twice or waste time on it.
9. Assist in the teaching, mentoring, and advising of students in a
responsible manner.
Foster their happiness and give them the freedom to choose for
themselves.
10. Workplace courtesy: Treat your coworkers with dignity and respect.
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65 11. Duty to Society: Efforts to Promote Social Good and Remedy Social
Harms Science, outreach, and lobbying all play important roles.
12. Do not discriminate on the basis of gender, race, religion, sexual
orientatio n, or any other protected category while interacting with
coworkers or students. variables unrelated to one's ability or honesty
in the scientific realm, such as one's race or ethnicity.
13. Competence: Always strive to learn more and better your field of
expe rtise by continuing
education and training; make progress towards overall scientific
proficiency.
14. Respect for the law requires familiarity with and adherence to
applicable regulations.
15. Caring for Animals: Experiment on animals with the utmost regard
and compassion. Avoid engaging in animal testing that is pointless or
ill-conceived.
16. Human Subjects Protection: Take great care to protect vulnerable
groups and make that everyone involved in the study receives their
fair share of the benefits and shares the responsibilities of protecting
human subjects.
Although not technically "misconduct," many additional behaviours are
generally considered unethical by the scientific community. Some
variations from standard research procedures include the following.
 Submitti ng the same work to many publications without informing the
editors is plagiarism.
 The only way to be sure that you are the original creator of an idea is to
file a patent without telling anybody else about it.
 Adding a coworker on a paper as an author in exchange for a favor,
even though they did not contribute significantly to the article. Sharing
sensitive information from a manuscript you are reviewing for a journal
with a coworker.
 Avoiding the peer review process by releasing your findings at a press
conference without providing sufficient information for peers to
examine your work Skipping the peer review process by using an
improper statistical approach to improve the relevance of your study
 Reviewing the literature without giving credit to previous researchers'
efforts or ignoring pertinent earlier work.
 Exaggerating a project's potential impact on the pitch in a grant
application in attempt to win over reviewers.
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66  Ignoring the advice of your institution's Animal Care and Use
Committee or Institution al Review Board for Human Subjects Research
and deviating significantly from the approved research protocol; using
unnecessary animals;
Most scientists would consider these acts unethical, if not criminal. Most
of these would also contradict various profes sional ethics rules or
institutional norms.
3.5.3 Check your progress :
Q1. What are the basic Ethical principles of Research?
3.6 REFERENCE WORK, ANALYSIS, REPORT
WRITING
In order to effectively convey your thoughts and ideas to others, you need
to deve lop the complicated and creative talent of writing. This includes the
following steps: concept refinement, expression, presentation, and editing.
Throughout the course of a document's development, writers toggle
between these stages many times (Hayes & Flower, 1980).
The final phase in the research process is report writing. The researcher
should begin drafting the research report as soon as the study begins. That
will save him/her time and assist in finishing the report on time. The
computer is very useful in recording your study. Here, data may be stored
and retrieved as needed. Once the data has been analyzed, it is time to
write data interpretation and discussion. A researcher must accurately
explain the entire procedure. A researcher should keep track o f what he
has read. Creating the contents page Make a list of references or a
bibliography. Create a section or chapter structure.
While creating a report on a computer, the procedure becomes more easier.
This allows the researcher to readily access the po rtions he wants to edit or
update, move text sections around, make basic changes across the text, and
check spelling and grammatical errors. This also helps to save the
researcher's time and efforts.
3.6.1 Online Text Editors :
In writing the report, the co mputer is also useful for creating graphs,
diagrams, and tables. A researcher can apply smart arts to make his paper
more fascinating and appealing. After authoring it, the researcher can post
it on the internet.
Microsoft Word is perfect for research docu mentation. It is simple to use
and helps researchers to present and organize their thesis or report. It is
beneficial in the following ways.
Apart from that, there are other online text editors that are simple to use.
They are:
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67 Wb Adress  Google Docs: Google Drive has a number of intriguing options for
editing documents.
 Edit Pad: This is a simple text editor that does not support
formatting. The paper may be typed and downloaded from this page.
 Edit with Friends: This feature enables a group of people to
collaborate on the same document from various machines.
 It displays the modifications made by the teammate without requiring
a page reload.
 Shutterborg: Shutterborg is a free and simple online document editor.
It has a simple interface with a single menu bar and its own mouse
content menu.
 The CKEditor is a free online editor with a plethora of capabilities.
 Online Text Analysis: This programme analyses text and presents
information on the words, characters, and structure of the text.
 Word Counter: When typing, it counts the words, characters, and
phrases in the document.
 Text Comparison: This tool aids in the comparison of two
documents. The amount of characters in each document is also
compared.
 Spell Check: The Spellchecker highlights incorrect words and
suggests alternatives.
3.6.2 Paper Publication :
A vital step after finishing your report is to publicize your research work.
The Internet is extremely useful for publishing research papers. It enables
researchers to present their study findings to others. Nowadays, we all
utilize the internet to search for knowledge in any subject. It provides a
large number of viewers for your published work. There are several online
publications where one may submit a research paper and have it
referenced by others. They have






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68










Table 1: Name and Web Address of Important Journal
Researchers can not only subscribe to these publications, but also submit
their research articles online. Some of them are free, while others need a
charge for paper submission. Also contradict various professional ethics
rules or institutional norms.
3.6.3 Check your progress :
Q1. What is Report Writing?
3.7 LET’S SUM -UP
The use of computers for study has become very common in recent years.
Practically all researchers utilize it in their study. This has made data
collecting more efficient and cost-effective. Respondents are also given
the option of completing out the questionnaire at a time that is convenient
for them. The Internet and a computer are vital tools for conducting
research. They have been shown to be effective at every step of study. It
may be used for a variety of tasks such as reviewing literature,
gathering information for a certain topic, collecting data, analyzing data,
generating reports, making presentations, storing data, and pu blishing
research papers.
Since computers have made research easier, researchers must pay close
attention because there is a risk of incorrect data gathering and
interpretation. As a result, at each stage, a researcher must double -check
everything done by computer. This reduces the possibility of incorrect data
analysis, on which the results will be based. Together with this, he or she
should consider study ethics and the constraints of using the Internet. As a
result, the use of the Internet and computers in research makes the
procedure easy and quick. Regular usage of a computer and the Internet
Web Address

Name of IOSR Journal, International Organisation of Indian Research ShodhganInternational Journal of
Scientific and

http://www.ijsrp.org/onl ine-submission.html

http://iosrjournals.org/
http://www.indianresearchjournals.com/

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69 will help you grasp it better. A researcher must always adhere to the
regulatory standards established by the authorities for its use.
3.8 UNIT -END ACTIVITIES
1) Expl ain the significance of computer application in research.
2) Give a brief description of the different kinds of Graph.
3) When should you use a chart or graph in your research paper?
4) Explain the regulations and guidelines for Ethical Research.
5) Give examples of some online text editors.
6) Steps to draw Table.
7) Name few Software available for drawing Graph.
3.9 REFERENCES
 L.R.Dagar and Pankaj Arora “Business Research Methodology”
Thakur Publishers, ISBN -978-93-82249 -50-4 (2013).
 Kothari C R, “Research Methodology, Methods and Techniques”,
New age International Publisher, pp.10 -19, 2004.
 Sushil Goel “Basic Computer Education” Natraj Publishing , NPH -103.
 https:/ /www .researchgate.net/publication/350123478 The Roles of
Computer as a tool in Educational Research#fullTextFileContent
[retrieved: March 25, 2023]
 http://sdeuoc.ac.in/sites/default/files/sde_videos/IV%20Sem%20 -
research%20methodology%20slm%20FINAL.pdf
 https://www.ascilite.org/conferences/melbourne95/smtu/papers/allen.
pdf
 https://support.microsoft.com/en -us/office/create -a-chart -from -start-to-
finish - 0baf399e -dd61 -4e18 -8a73 -b3fd5d5680c2
 Gatlin, P. L. (1988). Visuals and prose in manuals: The effective
combination. In Proceedings of the 35th International Technical
Communication Conference (pp. RET 113-115). Arlington, VA: Society
for Technical Communication.

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70 4
TRENDS IN TECHNOLOGY MEDIATED
COMMUNICATION
Unit Structure :
4.0 Objectives
4.1 Introduction
4.2 Meaning of CAI
4.3 Significance of CAI
4.4 Modes of CAI
4.5 Meaning of CMI
4.6 Significance of CMI
4.7 Meaning of mobile learning
4.8 Characterstics o f mobile learning
4.9 Significance of mobile learning
4.10 Conclusions
4.11 Study questions
4.12 References
4.0 OBJECTIVE
After going through this unit, you should be able:
1. To be familiar with the meaning of Computer Assisted Instruction in
education ;
2. Tounderstand the significance of Computer Assisted Instruction in
education;
3. Tounderstand and apply the Modes of CAI
4. Tobe familiar with the meaning of Computer Managed Instruction in
education;
5. Tounderstand the significance of Computer Managed Instruc tion in
education;
6. To be able to differentiate between CAI & CMI;
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71 8. To comprehend the characteristicsof Mobile learning in education
9. Toappreciate the significance of Mobile learning in educatio n;
“The illiterate of the 21st century, will not be those who cannot read and
write, but those who cannot learn, unlearn and relearn.”
Alvin Toffler
4.1 INTRODUCTION
Globalization and technological change —processes that have accelerated
in tandem over th e past fifteen years —have created a new global economy
“powered by technology, fueled by information and driven by knowledge.
Technology has revolutionized the way people do business. Rather than
rely solely on face -to-face communication, company owners an d their
employees have a wide variety of technology -mediated resources at their
disposal. Computerized communication allows immediate access to
customers, business associates, vendors and employees in other parts of
the country and even the world.Computers in Education refer to
educational computing. It means the applications of computers in
Education. The computer has created a revolution in the content of
education and in the nature of the learning process. They have the
capability of multiplying the huma n intellect beyond past conceptions and
have tremendous implications in education.
a. Computer Assisted Instruction – meaning, significance and modes :
Computers are a familiar sight in classrooms in the twenty - first century,
and technology has been used to streamline many educational tasks. There
are different types of educational computer use, and not every use of a
computer in the classroom is considered computer -assisted instruction.
The educational uses of computers that are considered to be computer -
assisted instruction (CAI) or computer -managed instruction (CBI) are
those cases in which either instruction is presented through a computer
program to a passive student, or the computer is the platform for an
interactive and personalized learning environm ent.
4.2 MEANING OF CAI
Meaning of CAI:
Computer has contributed a lot in each and every sector of life. Computer
assisted instruction (CAI) has emerged as an effective and efficient media
of instruction in the advanced countries of the world. In fact, CAI is being
used in formal and non -formal education at all the levels. In India too,
computer has been introduced in most of the areas such as data processing,
decision making.
Computer -assisted instruction (CAI) is an interactive instructional
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72 and monitor the learning that takes place. CAI uses a combination of text,
graphics, sound and video in enhancing the learning process.
It has also impact on the working methods of research and development in
the fields of science and technology. The computers are being used in the
almost all areas of life such as transportation, communication, national
defence, scientific research and education.
CAI is a method of instruction in which there is a purposeful interaction
between a learner and computer device the individual learner to achieve
the desired instructional objective with his own pace and ability.
Bhatt and Sharma (1992): - “CAI is an interaction between a student, a
computer controlled di splay and a response entry device for the purpose of
achieving educational outcome”.
Hilgard and Bower (1977): - “Computer assisted instruction has now
taken as so many dimensions that it can no longer be considered as a
simple derivative of the teaching m achine or the kind of programmed
learning that skinner introduced.”
4.3 SIGNIFICANCE OF CAI
 Instant feedback: Each student receives rapid feedback for his
response. Computers provide immediate feedback, letting students
know whether their answer is correct . If the answer is not correct, the
program shows students how to correctly answer the
question.Computer - assisted instruction improves instruction for
students with disabilities because students receive immediate feedback
and do not continue to practice the wrong skills.
 Individual attention : All units of learning are broken down into
subunits and small elements of learning. Reinforcement of learning is
achieved by personal messages.
 Self-directed learning : Students can learn in their own styles and
ways , i.e., through examples, through case studies or through problems.
Anyone, Anytime, Anywhere Learning. Students can access the
computers at any place.
 Self-Assessment: Students can test their own learning at any time of
progress.Programs provide different iated lessons to challenge students
who are at risk, average, or gifted. One student can move onto more
demanding educational activities before the rest of the class without
disrupting anyone else ‘s learning. Simultaneously, another student can
repeat cer tain learning activities as often as advisable.
 Learning time : time required for learning is considerably less than
that of classroom teaching.
 Student’s attitude : Students develop a more positive attitude towards
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73  Digital divide: It will improve the ICT literacy in the rural areas
particularly and will go a long way in removing the digital divide in the
state
 Interest Level: Improve the interest of students in school studies and
thus increase scho ol attendance and better performance in examinations
 Use of Multimedia : It will improve the teaching process with the
integration of the ICT in the class
 Rapid Learning : CAI enhances student and teacher learning and
productivity and ensures the students en joy learning and learn
rapidly. Each student responds continuously as he receives instruction
 Self –pacing : CAI provides one -to-one interaction with a student, as
well as an instantaneous response to the answers elicited, and allows
students to proceed at t heir own pace. Computer -assisted instruction
moves at the students ‘pace and usually does not move ahead until they
have mastered the skill. They allow students to progress according to
their own pace and work individually or in a group.
4.4 MODES OF CAI
Modes of CAI:
Tutorial Mode : In the Tutorial Mode, information is presented in small
units/chunks followed by a question. The student's response is analysed by
the computer and an appropriate feedback is provided. This is similar to
programmed Instruction .
Drill and Practice Mode: In the Drill and Practice Mode, the learner is
provided with a number of graded examples on the concepts and
principles learnt earlier. The idea is to develop proficiency and fluency
through doing. All the correct responses are r einforced and the incorrect
responses are diagnosed and corrected. The computer continues the drill
until mastery is achieved by the learner.
Gaming Mode: In the Gaming Mode, the learner is engaged in playing
opposite the computer or opposite another learn er. The extent of learning
depends upon the type of the game. Games on spellings, names of places
and general knowledge are some examples of the gaming mode.
Simulation mode : In the simulation mode, the learner is exposed with
scaled -down simulated situati ons bearing correspondence with the real
situations. Simulations are made to avoid risk. Save money and conserve
time. Simulation of an aero plane in light, an experiment on titration. a
nuclear reaction, collision two bodies etc. are good examples of the
simulation mode.
Problem Solving Mode :
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74 typewriter and display response device with remote control of two -way
communication. T he students need to know how to communicate with
computer and low to solve his problem.
Inquiry Mode :
Inquiry is mode of third type of CAI application. In this CAI system
responds to student’s inquiry with answers it has stored. In this mode
instructional staff must learn how the system operates.
Discovery mode: In the discovery mode, the inductive approach to
teaching and learning is followed. The learner is encouraged to proceed
through trial and error approach, i.e.; by solving a given problem,
realizing , where and how he / she went wrong, trying again and finally
solving the complex problem.
CAI therefore, can be said to be an effective tool under proper conditions.
The course material should be carefully prepared by persons who are
knowledge by persons who are knowledgeable in the subject matter,
computer technology and learning theory. The academic support required
by the students must be provided by the teachers CAL course ware must
be high quality, user friendly and well organized.
Check your Process -I
1. Elucidate the meaning of CAI?
2. State the significance of CAI?
3. Explain the various modes of CAI.
b. Computer Managed Instruction – meaning and significance
4.5 MEANING OF CMI
Meaning of Computer Managed Instruction:
Computer: managed instruction is an in structional strategy whereby the
computer is used to provide learning objectives, learning resources, and
assessment of learner performance . Computer -managed instruction (CMI)
aids the instructor in instructional management without actually doing the
teach ing.
BURKE (1982): “CMI is the systematic control of instruction by
computer. It is characterized by testing, diagnostic learning, prescription
and through record keeping”
LEIB (1982): “ CMI includes all applications of the computer aid to the
instructor in instructional management without actually doing the
teaching”.
CMI is the management of instructional courseware through a computer
software application. User registration, course enrolment, random test
generation and scoring, student record -keeping, and other registrar
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75 CMI systems vary depending on the needs of an organization. A
government agency may have laws requiring the tracking and data storage
of the training records of its employees, but a small company would not
need such intensive capabilities. CMI systems also vary depending on the
vendor and are often developed and custom -designed to fit the needs of a
specific organization.
4.6 SIGNIFICANCE OF CMI
Significance of Computer Managed Instruction:
 Reduce instructor workload : CMI implementation can reduce
instructor workloads by automating tedious and routine functions such
as grading, scheduling, and keeping track of resources.
 Small chunks: CMI can be introduced in phases and adapted to meet
the needs a nd concerns of any particular instructor or group of
instructors.
 Requires less input devices : CMI can be done with just one computer.
 Better Organisation of instructional materials : CMI provides an
excellent way to organize and integrate both online and traditional (off -
line) instructional materials.
 Curriculum Needs : CMI helps instructors and curriculum planners
determine curriculum needs.
 Individualised Instruction : CMI may be used for either individualized
or group instruction.
 Evaluation: CMI provi des a basis for evaluation of both students and
instruction.
 Solving Problems : CMI can solve some problems posed by
incompatible software and hardware.
 Tracking: CMI helps in recording and tracking Student performances
over a period of time
 Information: CMI helps to provide information concerning
performance data
Check your Process - II
1. Elucidate the meaning of CMI?
2. State the significance of CMI?
c. Mobile Learning – meaning, characteristics and significance :

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76 4.7 MEANING OF MOBILE LEARNING
Meaning of Mo bile Learning: Mobile Learningis a new way to access
learning content using mobiles. Mobile Learning supports continuous
access to the learning process.
Mobile learning, also known as M -learning, is a new way to access
learning content using mobile devices . It’s possible to learn whenever and
wherever you want, as long as you have a modern mobile device
connected to the Internet.It is a way of accessing learning content through
mobile devices. This method empowers learning at the point of need,
enabling use rs to access content whenever and wherever suits them.The
most important element of mobile learning is its focus on the mobility of
the learner - giving them the ability to choose when and where they want
to access learning means that they can go at their own pace, increasing
engagement and improving knowledge retention.
Mobile learning is the capability to attain or provide educational content
on individual. pocket devices such as PDAs, smartphones and mobile
phones. Educational content in this. context re fers to digital learning
resources accessible on any individual electronic device.
Mobile learning (M -Learning) is gaining much importance among the new
generation. Mobile learning enhances students thinking and motivates
them for deep learning and thus le ads to meaningful creation of
knowledge. Among the advantages of mobile learning, few important ones
include; mobile learning is an additional or supporting source of learning
that are available any time; anyplace; any network; on any wireless device,
etc. Mobile learning raises the learning interest and communication of
learners as it provides learning material in different formats that are
accessible at any time. Mobile learning supports new ways of learning
through mobile devices, such as, mobile phones, smart phones and MP3
players. The main objective of the present chapter is to describe the
present state of mobile learning, benefits, features, and its challenges to
sustenance learning and also describes about various mobile apps. A
mobile application i s a software application that is developed for various
learning activities and works on like smartphones and tablets, rather than
desktop or laptop computers.
4.8 CHARACTERISTICS OF MOBILE LEARN ING
Characteristics of Mobile Learning:
Mobile learning has di fferent characteristics. The chief characteristics of
mobile learning are; spontaneous, transferable size of mobile tools,
combined, private, communicating, collaborative and immediate
information. The core characteristics of mobile learning enables learne rs
to learn at any place and any time.
 Ubiquitous/ Spontaneous: Mobile learning is more spontaneous than
other types of learning. It is this spontaneity that is probably the most
denying characteristic of mobile learning. Mobile learning is context
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77 technologies such as laptop computers, palmtop computers, and mobile
phones are revolutionizing education and transforming the traditional
classroom -based learning and teaching into anytime and anywhere
education.
 Portable size of mobile tools: Mobile learning tools are small and
portable. Students can use it anywhere for their learning activities.
 Blended: Teachers can use mobile learning as a blended learning
approach. Students can use mobile tools for completing homework,
projects, etc. Blended learning, which combines classroom instruction
with m -learning, can maximize the benets of both face -to-face and
online method.
 Private: M-learning is private. It means that only one learner at a time
usually has access to the mobile tool and that when students want to
access information they connect and download independently from
other learners.
 Interactive: M-learning environment utilize the latest technologies to
create an interactive learning environment for learning. Students are not
passive; the functions of mobile tools and learning environment allow
students varying levels of interactivity. The technological layer
represents learning as an engagement with technology, while tools such
as computers and mobil e phones function as interactive agent during
the process of learning.
 Collaborative: Mobile technologies support communication between
students and teachers. So, mobile technologies may be used for
collaborative learning activities during learning.
 Instan t information: Using a mobile tool is all about immediacy.
According to Cohen (2010), “the need is for quick answers to specific
questions”. Learning content must meet the requirement by providing
material that enables a learner to quickly zoom into inform ation.
4.9 SIGNIFICANCE OF MOBILE LEARNING
Significance of mobile learning :
The Millennial generation has grown up with digital devices. So Mobile
learning is tailored to the way millennials work and think. But there are so
many advantages with M -learning that all generations can benefit from it.
Let’s take a look at some of the advantages of M -learning.
Learn wherever and whenever you want :
M-learning enables learners to take their learning materials with them.
Your employees or customers don’t have to be at a specific place or to
learn at the same time. Their learning content is available for them in their
pockets. Waiting time such as waiting for a plane or flight time can be
used for more productive tasks like learning something new.
Come on! It’s even possible to take an online course or complete a survey
while lying in bed!
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78 More motivation :
Employees can feel more motivated to learn something new or to take
online training if they know they can take their learning materials
everywhere with them. That i s especially the case if they don't have time
to learn during their regular work hours.
Real -time feedback :
Mobile Learning facilitates (and speeds up) any feedback you may want to
receive from your team. Since it’s much easier for your employees to
access the content you are sharing, you can expect higher completion rates
for your training courses and faster results and statistics from your online
tests!
Long -distance is not a problem :
Reach scattered employees that are always on the go and need easy acces s
to content. Content such as product updates, customer personas,
compliance updates, and sales pitches can easily be made available with
just a few clicks.
Check your Process - III
1. Elucidate the meaning of Mobile Learning?
2. Explain the various characterist ics of Mobile Learning.
3. State the significance of Mobile Learning.
4.10 CONCLUSION
Teaching is generally considered as an activity which is designed and
performed for multiple objectives in terms of changes in pupil behavior.
Pupils on the other hand have multidimensional personalities having
different styles. The common implication of both these facts is that the
teacher should use different strategies of teaching which match the
objectives of teaching on one hand and pupils learning styles and
personalit y dimensions on the others. CAI package have revolutionized
the whole teaching and learning process by adapting to individual learning
needs.
Computer: managed instruction is an instructional strategy whereby the
computer is used to provide learning object ives, learning resources, and
assessment of learner performance. Computer -managed instruction (CMI)
aids the instructor in instructional management without actually doing the
teaching.
M-learning or mobile learning is " learning across multiple contexts,
through social and content interactions, using personal electronic devices ".
A form of distance education, m -learners use mobile device educational
technology at their convenient time. Mobile learning allows multiple
mediums for engagement that can be tailor ed to suit individual
preferences . This aspect of mobile learning provides students the
opportunity to take control of their education and develop a sense of
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79 4.11 STUDY QUESTIONS
1. Explain the concept of Computer Assisted Instruction.
2. ‘Computer As sisted Instruction plays a significant role in our lives”.
Justify with respect to its significance in education.
3. Illustrate the various modes of Computer Assisted Instruction.
4. Explicate the concept of Computer Managed Instruction.
5. Elaborate the significan ce of Computer Managed Instruction.
6. Explain the concept of Mobile Learning.
7. Enumerate the various characteristics of Mobile Learning.
8. “Technology is enabling us touse mobile and to ensure that Learning
opportunity reaches to any student, anywhere at any ti me.”Justify
with respect to significance of Mobile Learning ineducation.
4.12 REFERENCE
 Sharma Y & Sharma M Educational Technology & Management, 2
vols, Kanishka Publishing House, N Delhi

 Shelly, Cashman, Gunter Integrating Technology in the classroom,
Thomson

 Singh PP, Sandhir Sharma E -learning – New trends and innovations,
Deep & Deep Publication,
N Delhi

 Srinivasan TM Use of Computers and Multimedia in education,
AavishkarPublishers,N Delhi

 Vanaja M, Rajasekar S Educational Technology & Compu ter
Education, NeelKamalPublin,

 Hyderabad, 2013

 Vashist SR Research in Educational Technology, Book Enclave, Jaipur

 Vedanayagam E.G. Teaching Technology for College Teachers,
Sterling Publishers,N Delhi, 1989

 Venkataiah N Educational Technology, AP H Publishing Corporation,
N Delhi 1996

 Vanaja,M. and Rajasekar, S. (2010): Educational Technology &
Computer Education

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80 5
PRACTICAL WORK IN ICT IN
EDUCATION
Unit Structure :
5.0 Objectives
5.1 Introduction
5.2 The Edgar Dale’s Cone of Learning Experiences
5.3 Assignment 1
5.4 Support Media in Education
5.5 Non-Projected Support Media (Charts, Flash Cards, Models)
5.6 Assign ment 2
5.7 Conclusion
5.8 Study questions
5.9 References
5.0 OBJECTIVES
At the end of this chapter, the student will be able to:
(a) Describe the real life applications of ICTs in Education.
(b) Develop tools based upon ICTs in Education.
(c) Describe the effecti ve ways of using ICTs in Education.
(d) Explain the emerging Trends of ICTs in Education
5.1 INTRODUCTION
Information and communication technology, ICT enables the use of
innovative educational resources and the renewal of learning methods,
establishing a mor e active collaboration of students and the simultaneous
acquisition of technological knowledge like usage of Internet, wireless
networks, cell phones, tablets etc. ICT has become an essential part of our
everyday life. ICT plays a vital role in improving f unctional effectiveness
of educational systems.
ICT comprises technologies for capturing, transmitting and disseminating
information. It powers our access to information, enables new forms of
communication and serves many online services in the spheres of
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81 has changed many aspects of the way we live. It also helps teachers
support or scaffold the development of historical thinking and
understanding at all levels. ICT is considered as the vehicle for change i.e.
activity centered from traditional centered. It motivates the learner by
quick acquisition of knowledge. ICT helps educators in being efficient
administrators, facilitators and evaluators. E -books play an important
means in a ccessing the books remotely.
ICT is not only the tool for development of scientific attitude but also the
change in the social process. It helps in effective construction of
educational principles for quality teaching -learning by development and
implementa tion of methods and techniques. ICT helps in organizing the
resources to achieve the goals of education. Curriculum planning,
designing, implementation and execution is more user friendly. Use of
ICT helps in having a more productive and powerful approach in
education. ICT can be used for designing Non -Projected Support Media
using charts, flash cards and models.
5.2 THE EDGAR DALE’S CONE OF LEARNING
EXPERIENCES
Edgar Dale's Cone of Experiences is the representative model of the
visual analogy set up to show the progression of learning experiences
from direct, first hand participation to pictorial representation and on to
purely abstract, symbolic expression
He showed that all learning experiences can be used for classroom
teaching and he arranged these l earning experiences pictorially in a
pinnacle form called the Cone of Experiences. The cone’s utility in
selecting instructional resources and learning activities is as practical
today as when Dale created it.
Dale’s Cone of Experience is a visual model t hat is composed of eleven
(11) stages starting from concrete experiences at the bottom of the cone
then it becomes more and more abstract as it reaches the peak of the
cone. Also, according to Dale, the arrangement in the cone is not based
on its difficult y but rather based on abstraction and on the number of
senses involved. The experiences in each stage can be mixed and are
interrelated that fosters more meaningful learning.
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82 Characteristics of Dale’s Cone of Learning Experiences:
1. The cone represents t he range of experiences from first -hand or
enactive to observation or Iconic on to Symbolic communication.
2. The cone does not represent the increasing difficulty of learning but the
degree of abstraction.
3. The cone classifies various types of Instructional materials according to
the relative degree of learning experiences that each band provides.
Accordingly, various levels of cone suggest the appropriate method of
teaching an abstract concept , in accordance with the student's needs
and abilities. e.g. Us ing actual flowers to teach about it to provide direct
experience.
4. Dale’s Cone suggests the interrelated and interdependent nature 0f
learning


5.2 MULTISENSORY INSTRUCTION IN EDUCATION
Senses are said to be the gateway of knowledge. In accordance with
these well -known maxims of teaching and learning, it is always better
to employ as many senses as possible in the process of instruction for
the best possible outcomes.
As a literal definition, multi -sensory, comes from two words. The two
words are “multi ” and “sensory.” “Multi” means “more than one.”
“Sensory” “involves or is derived from the senses. That means multi -
sensory “involves more than one of the bodily senses at a time.”
Moreover, the experiments and research in the field of teaching -
learning h as established that the teaching -learning process is best
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83 instead of a single or routine type of media or techniques. For example,
in case a teacher, while lecturing, makes use of the audio -visual aids,
charts and maps, writes on the blackboard, demonstrates on the
demonstration table and asks his students to respond in a theoretical as
well as practical way, he is surely to communicate well instead of a
teacher who is simply resorting to lecturing or demonstrating. The use
of educational technology in the field of teaching and learning, thus,
has given birth to a new approach namely the multi -sensory or
multimedia approach consisting of the use of multiple senses involving
appropriate a nd carefully selected devices, techniques and media in
such a combination that leads to the most effective realization of the
teaching -learning objectives in the best possible way.
In other words, in multi -sensory approach, the teaching -learning
process i s carried out through a number of media by using them in such
a planned and organized combination that leads to their utmost
utilization for achieving the desired ends. The characteristics of such an
approach are:
1. Involves the use of our senses. It focuses primarily on using visual,
auditory, and kinesthetic -tactile elements.
2. Is taught incorporating all senses into the learning process, to
activate different parts of the brain simultaneously, enhancing
memory and the learning of written language.
3. Helps le arners discover what learning style (V -A-Q) fits them best.
4. Provides more ways for understanding new information, more ways
to remember it and more ways to recall it later.
5. Multisensory instruction integrates visual, auditory, tactile (touch)
and kinesth etic (movement) learning elements, for more effective
memorization.
6. Different teaching methods can only be used in specific
7. Helps learners discover their learning style and the learning -teaching
techniques best for them.
8. Effective for all learners but p articularly effective for dyslexic
students. 9. Can be used in any subject from reading to math to
science and drama. 10. Enabled more and more by assistive
technology, so as to see, hear, touch and move your way to
understanding.
Advantages of multi -senso ry Instruction :
1. All learners can benefit from multi -sensory lessons, including kids who
don’t have learning and attention issues. If a student learns something
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84 2. Students with dysl exia have trouble with language skills involving
speech sound (phonological) and print (orthographic) processing and in
building pathways that connect speech with print.
3. Children with sensory integration challenges sense information
normally but have diff iculty perceiving and processing that information
because it is analyzed in their brains in a different way.
4. Multi -sensory learning can be particularly helpful for kids with learning
and attention issues. For example, these kids may have trouble with
visual or auditory processing. That can make it hard for them to learn
information through only reading or listening. Multi -sensory instruction
can help kids learn information more effectively. All kids can benefit
from multi -sensory instruction.
5.3 ASSIGNME NT 1
Assignment 1: Select a Topic from the syllabus
Discuss using the multi -sensory learning approach.
Create a multisensory learning -teaching document in PPT
Practical Report FORMAT:
 Cover slide: Title, Affiliation
 Introduction : Case Study, needs, significance
 Presentation Content Slides
 Conclusion: Concept Maps
 Bibliography
5.4 SUPPORT MEDIA IN EDUCATION
Support media are those aids which supplement the teaching -learning
process. Examples of support media are blackboard, whiteboard,
comput er, Radio, television, tablets, internet etc. Use of support media
in the classroom is greatly helpful for the students in developing an
understanding of complex concepts. The use of these devices enables
the students to grasp concepts quickly and easily. Latest technological
advancements present many options before the teachers to make their
jobs easier. It is for this reason that teachers all over the world have
started incorporating the use of support media in their lesson plans.
Use of support media in education:
 Students will gain knowledge of the latest in evolving theoretical
and practical application in the communication field utilizing
various resources and methods of inquiry.
 Students will grow intellectually in their oral and written
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85  Students will become aware of the ethical and spiritual implications
of communication on a diverse and global level.
 Students will be knowledgeable of the latest in technology, software
applications, and visual communica tion skills with the ability to
demonstrate the skills in using technology.
Advantages:
1. It helps to make the learning process more effective and conceptual.
2. Its helps to grab the attention of students
3. It builds interest and motivation teaching students learning process
4. It enhances the energy level of teaching and students
5. It is even better for over burden classrooms
6. It provides students a realistic approach and experience.
Limitations:
1. It’s easier to lose focus
2. Requires a well -designed presen tation or material
3. Participants might pay more attention to the graphics than the audio.
Projected Support Media:
Overhead Projector, Slide Projector and LCD Projector
OHP: In the early 1980s –1990s, overhead projectors were used as part
of a classro om computer display/projection system.
An overhead projector having a flat, glass transparent top, on which a
sheet like transparency (cellulose acetate) is placed, and an overhead
mirror that reflects the image on the transparency onto a screen or a
white wall. A projector was capable of projecting enlarged images of
written or pictorial material onto a screen or wall from a transparency
placed horizontally below the projector and lighted from underneath.
The overhead projector facilitates an easy low -cost, interactive
environment for educators. Teaching materials can be pre -printed on
plastic sheets, upon which the educator can directly write using a non -
permanent, washable color marking pen (OHP pens). This saves time,
since the transparency can be pre -printed and used repetitively, rather
than having materials written manually before each class.
Slide Projector: A slide projector is a device that is used to view
photographic slides by using optical and mechanical methods. It
contains an electric light b ulb. Focusing lenses, Reflector and
condensing lenses, a holder that holds the slide. Slide projectors were
common in the 1950s and 1960s as a form of entertainment; family
members and friends would gather to view slideshows. In -home
photographic slides an d slide projectors have largely been replaced by
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86 LCD Projector : Liquid Crystal Display projectors are as different from
Overhead and Slide projectors. Where overhead and opaque projectors
primarily use 19th century technology (electricity and light bulbs), LCD
projectors use liquid crystal panels plus the latest computer and optical
technology to project both still and moving images in vivid color. Many
projec tors also have built -in audio speakers, making them all -in-one
audiovisual presentation units.
LCD video projectors are rapidly becoming standard fixtures in many
educational organisations across the country. Teamed with a computer
(desktop or laptop), DV D player or other media device, the LCD
projector displays clear, high -resolution images and video to a
classroom of students. Schools and colleges use them to replace
traditional film and overhead projectors as well as to develop new
applications. Falling costs technology have made LCD projectors
increasingly attractive for even the most budget -conscious schools.
Check your Progress
1. Compare between the OHP and LCD Projectors
2. Describe the benefits of the Slide Projector.
5.5 NON -PROJECTED SUPPORT MED IA
Information and communication technology is a prime concern as well as
a top national objective in many countries. The contribution of ICT in
higher educational fields is unquestionable. The steady increase in
bandwidth and computing power available ha ve made it possible to
conduct complex calculations on large data sets, use of online full text
databases and online libraries/forums to access diverse information in
depth. Rapid development of Information and Communication
Technology (ICT), with the help of the Internet, is one of the most
interesting phenomena that has characterized the Information Age.
Three Dimensional Aids :
1. Globes : like maps, facilitate understanding of international political
& economic involvement. A globe is the most basic equi pment of
the geography class and helps to explain the shape of the earth, the
position of different places, time zones etc. globes make available
the following geographical information:
● Surface features – plains, rivers, mountains etc.
● Places, direct ions and distance.
● Scientific data such as ocean currents.
● Social and cultural data such as population, language etc.
● Political data such as country and state boundaries.
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87 2. Models :
are 3 dimensional concrete replicas of real things. They are the
reproduction of costly or delicate items which are safe to use. They
may be smaller than the real size for the sake of space, economy and
for convenient study. A working model or ‘cut away’ provides an
interior view of objects, which are normally cover ed or otherwise
invisible. E.g. model of the eye, ear etc.
3. Mock -up:
is a simplified version of reality. It is a representation of the real thing
constructed, so as to highlight essential parts or functions and eliminate
unnecessary details. It is usef ul in giving training in complex skills e.g.
a simulator.
4. Dummy :
is a stuffed object looking like the original in all ways. Rare animals
and birds can be made available for study in the dummy form.
5. The real object :
Real objects are available freel y but the challenge is to locate and
acquire them and find profitable ways in which to put them to work.
Real objects like living animals, plants, preserved materials; mounted
specimens etc. may be available commercially. Real things may be of 2
types – modified and unmodified. The unmodified real things are alive
or they work and can be operated. E.g. a rabbit or an automobile
engine. In modified real things, parts may be separated and rearranged.
6. Specimens :
A specimen may be a part of the environment or it may be part or some
aspect -item it is generally a typical sample of the character of others in
the same class or group. E.g. live snakes, unique lizards, rock samples
etc.
7. Diorama :
A diorama is a three -dimensional scene in depth, incorporating a group
of model objects or figures in a natural setting. It may be a small stage
with objects blended into a realistic background. A diorama provides
vividness and realism and is effective in the teaching of social and
biological sciences.
8. Puppets :
are used very extensively in teaching especially in early childhood
education. They make the class interesting and lively. They are mostly
used for teaching languages. They are dolls usually representing
human, animal or abstract figures that can be manipu lated to give an
illusion of life. There are 4 types of puppets – string puppets, hand
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88 barrier. Puppetry is creative and has several purposes like a) developing
social and moral values b) und erstanding various cultures c)
understanding historical facts d) enhancing vocabulary, sentence
structure and speech training e) cultivating aesthetic sense f) providing
scope for personal development. It also has application in play therapy.
Two Dimensio nal Aids :
1. Flash cards : are small compact cards made out of cardboard or any
other thick material. They are often used to convey a concept
effectively in the form of posters, pictures, words and sentences.
They develop in students the power of observation, identification,
quick comprehension, retention. The communication of new ideas
requires repetitive study methods, drill work and review of the topic.
Flash cards provide an easy and simple medium for communicating
the message. They also provide students w ith a systematic approach
to drill work. However the disadvantage is that they cannot be used
for too long as they become boring for children after a while.
2. Map : is an accurate representation on a plain surface of the earth or
some part of it showing phys ical or political features. Maps are
meant to show precision in relationship with space which in actual
life enables us to tell exactly where a given place is located. Maps
help students to visualize and localize important world realities and
give an enorm ous amount of inspiration regarding size, shape,
location of areas, distribution of people and water, animal and
vegetable life. Economic and industrial resources and many other
natural phenomena may be shown on it.
Maps have several advantages . They make things vivid, concrete
and interesting. They can be used along with blackboard teaching.
They can also be used with posters, charts, photographs and models.
Comparatively, they are easy to store, use and are often lightweight.
However, they have certain disadvantages too. They cannot be
updated and new maps need to be purchased. They only give a two -
dimensional view. They deteriorate in quality when kept for a long
period of time.
3. Charts : are combinations of graphical and pictorial media for the
orderly and logical visualization of relationships between important
facts, ideas and concepts. Charts serve the following purposes .
● They show relationships by means of facts and figures.
● They present matter symbolically.
● They summarize information.
● They present abstracts.
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89 ● They encourage the use of other media of communication.
● They motivate and arouse student interest.
There are various types of charts :
1) Line charts (E.g. time table)
2) Flow or organization charts (e.g. classification charts)
3) stem or tree chart (e.g. to show mathematical concept)
4) compare an d contrast charts (e.g . comparing maximum and minimum
temperature)
5) Progress charts (used to record the progress of students).
5.6 ASSIGNMENT 2
Assignment 2 (a): Select a Topic from the syllabus
Design a chart, or a set of flash cards
Submit a Practical Report.
Assignment 2 (b): Select a Topic from the syllabus
Design a 3 -dimensional Model
Submit a Practical Report.
SELF ASSESSMENT QUESTIONS :
1. Develop and manage a Social Networking site/Blog/Chat forum for
college based on ICT cou rses.Write your reflections.
2. What is Educational Technology? State the various fields of education
in which it is being applied in India. Describe its use in any one field.
5.7 CONCLUSION
Communication is an essential factor of knowledge construction. It i s a
key for opening the gates of knowledge and information to a knowledge
seeker. ICT helps the educator in a quite effective way for communicating
with a group of students in a classroom situation or masses in the
informal/ non -formal communication situa tion for the proper realization of
his teaching/Communication objectives. It reduces all types of confusion
due to verbal -ism and provides an adequate impression on learners. Clarity
of concepts. The education system is often large and dispersed. ICT has
become the integral part of all facets of education. It helps in life long
learning, better time management and being organized. Digital ethics and
hygiene must be taught and reinforced at every level of computer use -from
the novice user just learning to na vigate a computer and the Internet, to an
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90 resources. Globalization of higher Education is basically a reality with the
help of technology. ICT has brought a revolution in communication by the
accessibility of opportunities. Self paced auto instruction related to
curricular and non -curricular areas of learning like E -learning / Distance
learning helps in reducing the gap of education. Accuracy, precision and
speed has been accelerated in knowledge gaining, synthesis and
presenting. Curiosity, inventiveness and construction of knowledge is
much faster and feasible. Personality development to psychological
analysis helps a learner to receive timely help for progress. Formal and In -
formal ed ucation has got tremendous boost. Multi -sensory media and
Multi -Media facilitates the inclusive within and outside classroom.
5.8 SELF ASSESSMENT QUESTIONS - ASSIGNMENT 3
1. List the educational uses of a computer.
2. Prepare your presentation (PPT / Video / Animation / StoryBoard /
Doodle / online Concept -map) to demonstrate the use of any one LMS,
for any one topic from your syllabus, based upon the ADDIE Model.
3. To get acquainted with technological tools and websites in education,
go through any five educat ional websites/links and submit a report on
it.
5.9 REFERENCES
1. Becker, H. J. (2000, July). Findings from the teaching, learning, and
computing survey: Is Larry Cuban right?
2. Collis, B., & Jung, I. S. (2003). Uses of informa tion and
communication technologies in teacher education.
3. Jonassen, D.H. (1991). Objectivism versus constructivism: Do we need
a new philosophical paradigm? Educational Technology Research and
development, 39(3), 5 -14.
4. Pearson, J. (2003). Information and Communications Technologies and
Teacher Education in Australia. Technology, Pedagogy and Education,
12(1), 39 -58.
5. Tinio, V.L. (2002). ICT in Education: UN Development Programme.
(Retrieved from http:www.eprmers.org on December 2009)
6. Naik J.P. (1965). Educational Planning in India. Allied Publishers ,
Delhi .
7. Morison. (1934). Basic Principles of Education.
8. Skinners. (1968). Technology of Reaching.
9. Taroi. (1994). Communication in Schools.
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