EDU430 : ICT in Education

Course Overview

Course Synopsis

The time has come in Pakistan to take advantage of both conventional teaching and online learning because of recent advances in communication and computing technologies. It has now become possible to combine the advantages of both and minimize the short comings using low cost technology already available at our door step. The so called “Blended Learning” is not an addition that simply adds on our already existing expensive - in effective - and deadly boring educational layer - a tradition continuing for the last several hundred years. Blended learning represents a complete restructuring of class room practices with the goal to enhance active engagements - which can be measured qualitatively and quantitatively in real time using available technology and to take advantage of interactive learning applications specially designed for a particular topic or which are already available on the internet. In fact this is a fundamental redesign that transforms the basic philosophy, structure, and approach to learning inside and outside class room individually or collaboratively (Garrison, Blended Learning in Higher Education, 2012). This redesign takes into account learning styles of diverse learners and allows a fast learner move and climb faster in the ladder of knowledge. The principles of universal design for learning enable us to recognize that variance across individuals is the norm, not the exception, wherever people are gathered. Therefore, the curriculum should be adapted to individual differences rather than the other way round. In this sense traditional curriculum have the disability because they only work for certain learners. They are filled with barriers that are erected at the point of curriculum design, especially when printed text is the near exclusive medium. Learners with disabilities are the most vulnerable to such barriers. But many students without disabilities also find that curricula are not adequately designed to meet their learning needs. (Tracey, Anne, and Rose, Universal Design for Learning in the Class Room, 2010) We shall explore all possibilities of using and applying technology in creating a collaborative discovery based constructivist class room - where activities inside and outside of the class rooms will be integrated using state of the art technology. The emphasis will be on empowerment of a learning - providing him/her the confidence that they can do it - making them enjoy the fruits of discovery? (William Horton, E- Learning by Design, 2012, & Alan November, Empowering Students with Technology, 2010)

Course Learning Outcomes

At the end, the students will be able to;

  • To develop an understanding of the different theories of learning and how they form the basis of designing effective Media for teaching.
  • Introduce students to various technological innovations that enhance learning experience taking into account differences and styles of diverse learners.
  • Discover the optimum or best methodologies that need to be adopted in order to integrate the said technologies into a classroom.
  • Make future teachers and educators aware of the role of technology in learning; and how they can design courses - syllabi - and modules that include the necessary technologies.
  • Making a survey for available interactive learning platforms - specially E-Books - technologies needed to create E-Books based on different learning paradigms - integration of E-Books with existing learning management systems? Future of E-Books?

Course Calendar

Lecture No 1 (Topics 1 to 5)1Handouts
Lecture No 2 (Topics 6 to 10)2Handouts
Lecture No 3 (Topics 11 to 15)3Handouts
Lecture No 4 (Topics 16 to 20)4Handouts
Lecture No 5 (Topics 21 to 25)5Handouts
Lecture No 6 (Topics 26 to 30)6Handouts
Lecture No 7 (Topics 31 to 35)7Handouts
Lecture No 8 (Topics 36 to 40)8Handouts
Lecture No 9 (Topics 41 to 45)9Handouts
Quiz No. I
Lecture No 10 (Topics 46 to 50)10Handouts
Lecture No 11 (Topics 51 to 55)11Handouts
Lecture No 12 (Topics 56 to 60)12Handouts
Assignment No. 1
Lecture No 14 (Topics 66 to 70)14Handouts
Lecture No 15 (Topics 71 to 75)15Handouts
Lecture No 16 (Topics 76 to 80)16Handouts
Lecture No17 (Topics 81 to 85)17Handouts
Lecture No 18 (Topics 86 to 90)18Handouts
Lecture No 19 (Topics 91 to 95)19Handouts
Lecture No 20 (Topics 96 to 100)20Handouts
Lecture No 21 (Topics 101 to 105)21Handouts
Lecture No 22 (Topics 106 to 110)22Handouts
Mid Term Exam
Lecture No 23 (Topics 111 to 115)23Handouts
Lecture No 24 (Topics 116 to 120)24Handouts
Lecture No 25 (Topics 121 to 125)25Handouts
Assignment No. 2
Lecture No 26 (Topics 126-130)26Handouts
Lecture No 27 (Topics 131 to 135)27Handouts
Lecture No 28 (Topics 136 to 140)28Handouts
Lecture No 29 (Topics 141 to 145)29Handouts
Lecture No 30 (Topics 146 to 150)30Handouts
Lecture No 31 (Topics 151 to 155)31Handouts
Lecture No 32 (Topics 156 to 160)32Handouts
Lecture No 33 (Topics 161 to 165)33Handouts
Lecture No 34 (Topics 166 to 170)34Handouts
Lecture No 35 (Topics 171 to 175)35Handouts
Lecture No 36 (Topics 176 to 180)36Handouts
Lecture No 37 (Topics 181 to 185)37Handouts
Lecture No 38 (Topics 186 to 190)38Handouts
Lecture No 39 (Topics 191 to 195)39Handouts
Lecture No 40 (Topics 196 to 200)40Handouts
Lecture No 41 (Topics 201 to 205)41Handouts
Lecture No 42 (Topics 206 to 210)42Handouts
Lecture No 43 (Topics 211 to 215)43Handouts
Quiz No. II
Lecture No 44 (Topics 216 to 220)44Handouts
Lecture No 45 (Topics 221 to 227)45Handouts
Final Term Exam
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