Course Overview
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Course Synopsis
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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)
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Course Learning Outcomes
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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?
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Course Calendar
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Week 01
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1
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Formative years (My story, my school)
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2
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The Story of My Education
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3
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School and Early Challenges
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4
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The power of association
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5
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Different Pedagogy for Different Students
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10
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Memorization VS Understanding
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11
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Connecting New Knowledge with Prior Knowledge (Objectives, Content and Deliverable)
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12
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Learning as a Generative Activity
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13
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Social, Teaching and Cognitive Presence
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14
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My House and Associations
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Week 02
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16
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Diagnosing and Mapping the Process
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17
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Selecting, Organizing and Integrating
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20
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One Size Fits For All (Rapidly Changing Technologies)
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24
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Inequalities in Education
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25
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Technological Innovation and Difference in Learning
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Assignment No. 1
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26
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The Educational Challenge
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27
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Theoretical learning and actual experimentation
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28
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Demonstrate or Experiment
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29
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Why is the Earth Orbiting the Sun?
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Week 03
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31
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Future Experimentations
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32
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Open Ended Experiments
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33
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Incorporating The Observe Element
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34
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Artificial Division And The Learning Pipeline
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Quiz No. 1
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36
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Quality Control and Assurance
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40
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Customizing Education (Apple)
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42
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Disrupting Class and Business
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43
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Public education and Value Addition
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45
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The Business of Textbooks
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Week 04
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46
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The Business of Schooling
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48
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Individualized Learning
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51
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IBM and other mainframes
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52
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Interactivity, instant feedback and immersive technologies
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53
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The school of one revisited
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55
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Brick and mortar educational cycle
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58
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Layers of content, Pedagogy and Technology
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59
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The Educational Cycle and Intervention
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Week 05
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61
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Marconi and Radio Technology
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63
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From Transition to Micro Processions
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64
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Buying a Computer for Our University
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67
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Prior Knowledge as the Foundation
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68
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Finding the Area: A Case Study (Not a Formal Definition)
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69
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Fiction of Area and Methodology
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70
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Improving the Learning Experiences
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71
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Incorporating Technology and Pedagogy
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72
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The Methodology of a Circle
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73
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Triangulating a Circle
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74
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Indigenizing the School of One
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Week 06
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76
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Discovering Islamic Architecture
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77
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Calculating the Area of a Polygon
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79
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Islamic Geometrical Patterns and Architecture
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Quiz No. 2
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81
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The Art of the Area ( A Case Study)
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84
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Islamic Architecture and Art
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85
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A Polygon with Six Sides
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86
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Polygons, Major and Minor Radius Part 1
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87
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Polygons, Major and Minor Radius part 2
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88
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Universal Principles of Design
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90
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Integration for the Area of a Circle
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Week 07
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93
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Surface Areas and Nets
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95
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Learning Theories and Technology
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96
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Constructivist Conversations
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101
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Intersection of Pedagogy, Content & Technology
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103
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Intersection of Technology
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104
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Revisiting Constructivist Theory
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105
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Constructivism Summarized
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106
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Breaking The Shackles
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107
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Outside The Classroom
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110
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Presenting The Problem
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Mid term Exams
Week 08
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111
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A Global Misconception
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114
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Reasons for Seasons 1
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115
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Reasons for Seasons 2
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116
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An Educational Game 1
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117
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An Educational Game 2
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118
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An Educational Game 3
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119
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An Educational Game 4
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120
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An Educational Game 5
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121
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An Educational Game 6
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123
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Classroom Response System
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124
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Outside the Classroom 2
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125
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A Multiple Choice Quiz
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Week 09
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126
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Elementary Probability 1
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127
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Elementary Probability 2
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GDB
Quiz No. 3
Week 10
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143
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Analyzing the Learning Process
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148
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Incorporating Error into Interactivity
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153
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Multan & My High School
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154
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Introductory Functions
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Week 11
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155
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Describing Equations 1
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156
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Describing Equations 2
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157
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Describing Equations 3
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158
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Describing Equations 4
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159
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Describing Equations 5
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160
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Describing Equations 6
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161
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Educational Technology
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164
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Recognizing Danger Signals
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165
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Further Learning’s From the Mid Term 1
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166
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Further Learning’s From the Mid Term 2
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167
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Further Learning’s From the Mid Term 3
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168
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Danger Signals &Higher Education
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169
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Technology Implies Change
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Week 12
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171
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Evolving Calculations
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172
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Technology Changing Society
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174
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Framing Learning Changes
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179
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Communicating and Feedback
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180
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The Future of Thinking 1
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181
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The Future of Thinking 2
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182
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Troubleshooting at the University
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185
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Adopting the American Model
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Week 13
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187
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Problems Despite Facilities
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193
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Assessing Instruction 1
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194
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Assessing Instruction 2
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195
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Enhancing Student Learning
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200
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Mathematical Mindsets
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Week 14
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206
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Formative or Summative Assessment
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207
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God is My Only Helper
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208
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Instant Feedback and Summative Assessment
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209
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Winter and Summer in Lahore 1
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210
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Winter and Summer in Lahore 2
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211
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Winter and Summer in Lahore 3
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212
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Winter and Summer in Lahore 4
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Week 15
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214
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Assessment of Learning
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219
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Which way the River Flows
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222
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A Visit to the Doctor
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223
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Automated Response System
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225
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Learning Management System
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226
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Formative Assessment &MCQs
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