1,940
edits
Changes
Jump to navigation
Jump to search
mLine 2:
Line 2: − + − + − − ==== Theory-practical split ==== − The theory component has a suggested time of 3 hours and the practical component has a suggested time of 21 hours. As we discussed earlier, the theory and practice are not to be seen as distinct components but rather as something that will move seamlessly between one another. − − The theoretical aspects of the unit will include a discussion on the following: − # The possibilities of digital ICT for resource creation and the power of the digital tools to create multiple formats of resources − # Recognizing the power of combining resources in multiple formats for self learning and for teaching learning − # Recognizing the pedagogical possibilites of image and audio visual resouces for creating an inclusive classroom and to address students with multiple learning levels and styles − This can be covered through a combination of readings and discussion (in class and through online forums). − + − + − + Line 436:
Line 427: − + + +
TE year1sourcebook/year1 unit2 Topics of Study in the Unit (view source)
Revision as of 14:46, 26 May 2017
, 14:46, 26 May 2017no edit summary
=== Introduction ===
=== Introduction ===
In this unit, you will learn to create learning resources using different digital tools, in different formats - text, image and audio-video. You will also learn to create digital presentations. You should create resources on the same topic on which you accessed internet resources in Unit 1 and try to make your resource richer and more useful for your learning. We already saw that Open Educational Resources (OER) have an important role to play in education. You should, as a matter of principle, in this course, license all your creations as OER, using the Creative Commons license.
In this unit, you will learn to create learning resources using different digital tools, in different formats - text, image and audio-video. You will also learn to create digital presentations. You should create resources on the same topic on which you accessed internet resources in Unit 1 and try to make your resource richer and more useful for your learning. We already saw that Open Educational Resources (OER) have an important role to play in education. You should, as a matter of principle, in this course, license all your creations as OER, using the Creative Commons license.
Each of this resource formats have their own advantages in communicating ideas. A picture can provide a clear idea of an idea or concept, a video can be even more powerful in enabling understanding. Text format can be used to communicate creative, subtle ideas and combining text, animation, audio and video in well designed manner can make the resource useful and this can be tailored to the context, the learning need and the method chosen. Combining these different methods can help us create resources in the form of [[ICT teacher handbook/Digital story telling|Digital Story Telling]].
Each of this resource formats have their own advantages in communicating ideas. A picture can provide a clear idea of an idea or concept, a video can be even more powerful in enabling understanding. Text format can be used to communicate creative, subtle ideas. Combining text, animation, audio and video in well designed manner can make the resource useful and this can be tailored to the context, the learning need and the method chosen. Combining different methods can help us create resources in the form of [[ICT teacher handbook/Digital story telling|digital stories]].
===Concept mapping===
===Concept mapping===
Think about the word 'plant'. Now think of all the words that that come into your mind when you think about the word plant. List these words in your notebook. Some of the common thoughts/words that would come into mind when thinking about plants are: water, photosynthesis, leaf, flower, root, stem, soil, sunlight, carbon dioxide etc. These words can represent '''concepts''' connected to 'plant'. '''Concept''' is an abstract representation of an idea formed in the mind.
Think about the word 'plant'. Now think of all the words that that come into your mind when you think about the word plant. List these words in your notebook. Some of the common thoughts/words that would come into mind when thinking about plants are: water, photosynthesis, leaf, flower, root, stem, soil, sunlight, carbon dioxide etc. These words can represent '''concepts''' connected to 'plant'. '''Concept''' is an abstract representation of an idea formed in the mind. Concept maps can help in [http://readingrockets.org/strategies/concept_maps answering questions] such as, "What is it? What is it like? What are some examples?"
Learning often consists of understanding the concepts that underlie an activity, or an event or an idea. The linking of related concepts enables the forming of a 'concept map' in our mind, which represents our understanding of the topic or theme.
Learning often consists of understanding the concepts that underlie an activity, or an event or an idea. The linking of related concepts enables the forming of a 'concept map' in our mind, which represents our understanding of the topic or theme.
There are applications for creating digital concept maps. These concept maps can be an effective way of creating a text resource that can be organized in the form of a map or tree of ideas. It provides a pictorial overview of the concepts, related concepts / sub-concepts for a topic. In the map, you can link to additional resources, add annotations, graphically organize ideas through links etc. Concepts acquire power and meaning when they are connected to other concepts. Hence, organizing the concepts relevant to your topic is an important first step of generic resource creation. Concept mapping can be used to build skills in students for ideating and organizing ideas; you could also use it in your class to help students brain storm or capture prior knowledge in an area. Concept maps can also be useful in helping organize your thought processes when writing.
There are applications for creating digital concept maps. These concept maps can be an effective way of creating a text resource that can be organized in the form of a map or tree of ideas. It provides a pictorial overview of the concepts, related concepts / sub-concepts for a topic. In the map, you can link to additional resources, add annotations, graphically organize ideas through links etc.
==== Getting introduced to Freeplane ====
==== Learning to use a digital concept map editor ====
[[File:Freeplane logo.png|frameless|20x20px|link=https://teacher-network.in/OER/index.php/File:Freeplane_logo.png]][[wikipedia:Freeplane|Freeplane]] is a FOSS application that can be used to create concept maps; in this unit you will learn how to use [[wikipedia:Freeplane|Freeplane]] and its various functionalities.You can view concept maps through Freeplane reader, on Android mobile phones.
[[File:Freeplane logo.png|frameless|20x20px|link=https://teacher-network.in/OER/index.php/File:Freeplane_logo.png]][[wikipedia:Freeplane|Freeplane]] is a FOSS application that can be used to create concept maps; in this unit you will learn how to use [[wikipedia:Freeplane|Freeplane]] and its various functionalities.You can view concept maps through Freeplane reader, on Android mobile phones.
|}
|}
=== Integrating with other courses in the program ===
=== Techno-pedagogical possibilities / Integrating with other courses in the program ===
The digital methods learnt in this unit, can be integrated into teaching-learning processes to enrich both the content and pedagogy aspects. Some of such possibilities are discussed:
# Concepts acquire power and meaning when they are connected to other concepts. Hence, organizing the concepts relevant to your topic is an important first step of generic resource creation. Concept mapping can be used to build skills in students for ideating and organizing ideas; you could also use it in your class to help students brain storm or capture prior knowledge in an area. Concept maps can also be useful in helping organize your thought processes when writing, it is a good idea to prepare a concept map before writing any document and use the map as the basis for the writing. A concept map is also a useful teaching tool, it is easy to show the 'macro-view' of any topic by showing the map in full (with sub nodes hidden if required) and then expanding each node and sub-nodes to elaborate on a sub topic. Sharing images and web pages (from embedded links in a node) can enrich the presentation.
There is good scope for integrating activities planned in the other courses in the first year of the D.El.Ed. program, with the learning in this unit.
There is good scope for integrating activities planned in the other courses in the first year of the D.El.Ed. program, with the learning in this unit.
#Submissions of assignments, notes can be prepared using a text editor to communicate in a rich and effective manner. This would apply to all courses.
#Submissions of assignments, notes can be prepared using a text editor to communicate in a rich and effective manner. This would apply to all courses.