Integrating Educational Technology into Teaching
This course is highly imperative to hone the pedagogical skills of faculty members in the specific area of importance and it is directed towards having a greater insight about the fundamentals of blended and flipped classroom. This teaching learning instructional model is growing in popularity throughout the world, due to active involvement of learners in the process and it is ultimately student centric approach. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. It is wise to embrace this pedagogical approach which makes paradigm shift in the instructional design and delivery. Among the student community, classroom / lecture session are seen as extremely stressful phase, it is attributed mainly due to lack in the quality/clarity of lectures, lecturer’s ability to engage/entertain, availability of learning resource material, no scope for comprehending difficult concepts, no usage of demos etc.,. How to ease the process among the student community will be discussed in this training programme and in turn it will pave the way to active involvement of students in the classroom. Scientifically designed classroom instruction will enable students to get conceptual clarity, rational thinking ability and focus towards practical application. Thus, this course will describe the main elements of flipped classroom, propose good practice approaches and empower faculty members with nuances of scientifically designing blended and flipped classroom.In general faculty members who hear about flipped learning/teaching, thinks it is just flipping of classroom or inverted approach and providing access to resource material.Does it really towards inverting the classroom?Does the faculty really visualized how the implementation of flipped teaching could maximize learning among students?Does it just uploading educational video content into online portal, if not what exactly it is?This course will provide answer to the above mentioned questions through scientifically designed programme and in turn faculty members will erase the ambiguity that exist about the flipped classroom. It highlights the changing roles of both faculty members and students in the flipped classroom, in addition to the narrative approach necessary for the co-construction of shared understandings. The model maximize the time faculty members have with learners/students.
COURSE LAYOUT Week 1: Introduction and Blended Learning ModelsAn overview, definition, and introduction to several different models of blended learning.
Week 2: Creating the Ideal Student ExperienceLearn how educators are redesigning schools and the use of time and teachers to create their most ideal blended learning environment. Explore how to help students transition smoothly from traditional education to blended learning.
Week 3: Rethinking the Role of the TeacherDiscover how the role of the teacher is changing in blended learning environments. What parts of the job stay the same and what is different? How does an organization support teachers in making the transition to blended learning?
Week 4: Redesigning the educational institutionHow can we challenge our assumptions about the ways that schools have always been organized and run? How do leaders manage the change as their organizations transition from traditional models to blended learning?
Week 5: Making Hardware, Software, and Space DecisionsExplore the choices you have to make around your software, hardware, and facilities, and how to make sure they support your educational model.
Week 6: Prototyping and the Innovation ProcessLearn the steps of the design process to begin development of your own blended learning implementation.
Week 7: Venturing into Flipped classroomIntroduction - What are flipped classrooms? - The golden rules of flipping - Why flip your classroom? - Flipped101 lecture series
Week 8: Inside Flipping.How does it work ? - Why is it significant? - What are the downsides? -What are the implications for teaching and learning?