Guidebook

for Learners of
AICTE-NITTT Module 5
(Technology Enabled Learning & Life-Long Self Learning)

Unit # 1: Introduction to Technology Enabled Learning

National Institute of Technical Teachers Training and Research

(An Autonomous Institute under Ministry of Human Resource Development, Government of India)
Taramani, Chennai – 600 113, India
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Please note: This booklet (version 2.0) was designed for the course learners of the
SWAYAM MOOC Course – Technology Enabled Learning and Life-Long Self Learning
under AICTE-NITTT Programme. The information provided in the text may not be suitable
or appropriate for other categories of course learners.

Edition: January 2020

Module Coordinator & Learning Material Prepared by:

Dr. G. Janardhanan., Ph.D (USA).,
Associate Professor & Head i/c
Centre for International Affairs &
Department of Civil and Environmental Engineering
NITTTR Chennai
Email: Jana@[Link] / [Link]@[Link]
Phone / Whatsapp: +91-9445520968; +91-44-22545447 / 460

Module Co-Coordinators:
Dr. V. Shanmuganeethi
Associate Professor & Head i/c
Department of Computer Science and Engineering
NITTTR Chennai
Email: shanneethi@[Link] / shanneethi@[Link]
Phone / Whatsapp: +91-9444289146; +91-44-22545458
&
Dr. K. S. A. Dinesh Kumar
Associate Professor
Department of Civil and Environmental Engineering
NITTTR Chennai
Email: [Link]@[Link] / dinesh@[Link]
Phone / Whatsapp: +91-9443737315; +91-44-22545421

To meet the Course Coordinators, it is preferable to have prior appointment.

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Table of Contents

Introduction .......................................................................................................................... 4

Expected Outcomes: .............................................................................................................. 4

Questionnaire Survey: ............................................................................................................ 5

Looking into Unit #1 Content: ............................................................................................... 6

What you mean by Technology Enabled Learning? .................................................................. 8

Reflection of Learning (Activity # 1) ....................................................................................... 9

Digital age and the necessary skills ........................................................................................ 10

National Education Policy ..................................................................................................... 11

Digital Natives & Digital Immigrants ......................................................................................... 29

Reflection of learning: Activity # 2: Identify your learning style: ...................................................... 30

Reflection Of Learning (Activity # 3: To Explore: What Is Technology Enabled Learning?) ...... 33

Assignment # 1: Watch – Think - Reflect .............................................................................. 36

Assignment # 2: Think – Pair – Share – Review of the article: ................................................ 37

Compulsory Reading – OECD Article .................................................................................. 38

Government of India – NMEICT Initiatives ........................................................................... 47

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Module 5: Technology enabled learning
And life-long self-learning
Unit # 1: Introduction to Technology Enabled Learning

Introduction

Faculty members and instructors are facing unprecedented change, with often larger classes, more
digitally savvy students. To handle change of this nature, faculty members need to be digitally
equipped along with their content knowledge and skills. This unit focuses on a broader scope of
what it is like teaching with technology, such as, how the faculty responsibilities are redefined in
engaging the millennials, where lies the challenges and opportunities in designing effective
classroom engagement.

We also provide quick overview on the learning theories and it is tuned towards technology
enabled teaching. The participants also explore classroom management strategies that support
active learning in ICT enabled instruction.

The content covered in this unit includes:

Introduction to Teaching into Technology – Technology in Education: National Educational Policy (Draft)
Overview - The Crucial role of the teacher in TEL - Learning Space: Teaching Environment - Teaching
Learning Principles: ICT Perspective Learning Theories - The potential benefits of adopting TEL - -

Expected Outcomes:

After completing the learning activities, the participants will be able to:

1. Describe and discuss some of the key skills that are needed in a technology enabled teaching
learning.
2. Identify the contributions of different factors to integrate technology into the classroom
instruction at all levels.

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3. Describe and discuss the National Educational Policy & other initiatives of Government of
India towards the technology in education.
4. Describe the learning theories associated with TEL and discuss their implications for teaching.

Questionnaire Survey:

In the unit 1, we have three questionnaire survey to understand the characteristics of learners.

Diagnostic Survey: To understand the basic attribute of the learners.

Exposure to ICT Tools: To understand the awareness about various ICT Tools.

Learning Space and Teaching Environment: To measure the awareness of the learners
about the teaching environment.

In addition to the three questionnaires, we have poll to understand the teaching beliefs and
intentions. Note that there is no right or wrong answer. There are a variety of teaching beliefs
and intentions that lead to a powerful learning environment for your students.

Poll about the learner perspective about teaching and technology tools.

Completing this questionnaire should take about 10 to 20 minutes of your time and not longer.
It is important to react on your first impression/feeling!

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Looking into Unit #1 Content:

The flow in which the learning needs to be done is provided in the form of table. Kindly follow
it for happy learning.

Learning Questionnaire
Videos Reading Discussion Assessment
Reflection Survey

Learning Type of
Title of the content
Sequence Material

01 Welcome to the course – Introductory Video

02 Overview of Unit 1: Teaching into technology

03 Diagnostic Survey

04 Self-Evaluation about ICT awareness

05 How to Get Started – Understanding the directions of learning

06 Introduction to Teaching with Technology

07 What we mean by Technology Enabled Learning?

08 Reflection of Learning (Activity # 1)

09 Technology in Education - National Education Policy (NEP) 2019

10 Teacher preparation and continuous professional development- NEP’19

11 Disruptive technologies - National Education Policy 2019

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Learning Type of
Title of the content
Sequence Material

12 Technology in Education – NEP 2019 (Draft)

13 Reflection of Learning (Activity # 2)

14 Learning Space – Teaching Environment

OECD Article: Technology-enabled active learning environments: an

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appraisal

16 Experts view about the Learning Space

17 Voice of the students

18 Crucial role of Teachers in TEL

19 The skills needed in a digital age

20 Technology enabled learning principles – Part 1

21 Technology enabled learning principles – Part 2

22 Leading change in TEL due to Technology

23 AICTE – NEAT Initiative

24 Reflection of Learning (Activity # 3)

Discussion # 1
25
What are your reasons for changing in teaching learning spectrum

26 Reading Material

27 Watch – Think – Reflect: About the TED Talks Video

28 Think Pair Share: Review of the article

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Learning Type of
Title of the content
Sequence Material

29 Government of India - Initiatives

Discussion # 2
30
What technology challenges will you face in your own teaching?

31 Unit # 1 Conclusion

32 Useful Links and Resources

33 Unit # 1 Quiz: Introduction to TEL

34 Unit # 2 Quiz: National Education Policy (2019) Draft

What you mean by Technology Enabled Learning?

Hello Learners, we need to understand the real meaning of Technology-Enabled Learning so that

learners will have a clear appreciation and understanding of what is being discussed from the

outset. However, this would also be quite unusual: far too often in the field of educational

technology so much is assumed or taken for granted but basic educational questions are left

unanswered. Technology without pedagogy will not provide the intended learning outcomes.

From the periphery we need to bring technology to the core and redefine the digital learning

environment. It is not necessary or worth to get into discussions about whether the learning

context can be thought of as formal, non-formal or informal. At this stage, it is sufficient to

consider that there is an intention for learning to result from the human-technology interaction.

A range of terms, which each emphasize particular characteristics of the phenomenon,

exists to describe it — for example, computer-assisted learning, networked learning, eLearning,

digital learning and, more recently, technology-enhanced learning. The latter term is being used

increasingly in various parts of the world. It suggests that technology can enhance learning in

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some way, but it is unusual to find explicit statements about what this “enhancement” actually

involves and how learners’ benefit.

In this module we use the term Technology-Enabled Learning (TEL) and Life-long self-

learning to describe the use of technology to support students’ learning. Using this term makes

it possible to avoid potential ambiguities and differing interpretations of the process. The word

enabled refers to facilitation: learning is made possible by

the use of technology. It does not imply the value Technology Enabled Learning

judgment that the word enhanced necessitates. refers to facilitation and it is made
possible by the use of technology.
Technology-Enabled Learning is just about making learning

possible, whether that means different ways of serving

existing learners or, potentially, providing opportunities for learners who were previously

regarded as being “out of reach” — that is, those learners who typically have little to no access

to educational opportunities because of a variety of circumstances.

Reflection of Learning (Activity # 1)

The main aim of reflection of learning segment is to facilitate mentors in assessing the learning of the
learners through various activities documented in the form of portfolios. The learner perspective need to
be uploaded either in the course digital wall – PADLET ([Link] or in the
course discussion page.
a) List down the skills that student should possess to attend your teaching in the digital learning
environment.
b) Have you in recent years adopted any new technology or online learning or blended in your instruction?
If so, what is the motivating factor to do so.
c) In case, if you adopted technology in your teaching, what were the main difficulties you have faced
during the journey of instruction? Whether your colleagues or academic institution provided enough
support to tackle the situation?
d) During the teaching phase, whether any unintended or unexpected consequences you faced towards
the use of more technology in your teaching?

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Digital age and the necessary skills

In the era of technological revolution, the entire mankind is encompassed, immersed and depend
upon the technology. The rate at which the technological innovations is far ahead when compare
to the knowledge/skill updating of the individual learners. The infusion of technology has
revolutionized the various walks of life and everyone felt it is indispensable to live without
technology. Technological innovations lead to massive changes in the economy, in providing
network and communication to each other. The potential of technology enabled teaching, will
facilitate us in establishing the knowledge society, which in turn will help us in improving our GDP
and nation growth. The major challenge exists in equipping our educational institution with digital
learning space or environment. Our educational institutions were built in line with industrial era
rather than a digital era. Thus, teachers and students are faced with a massive challenge of change.
How can we ensure that we are developing the kinds of graduates from our courses and programs
that are fit for an increasingly volatile, uncertain, complex and ambiguous (VUCA) future? What
should we continue to protect in our teaching methods (and institutions), and what needs to
change? There is a transition from chalk and talk to click and talk.

The following skill set is required in the digital era for establishing the sound & healthy knowledge
society:

• communications skills
• the ability to learn independently
• ethics and responsibility
• teamwork and flexibility
• thinking skills (critical thinking, problem-solving, creativity, originality, strategizing)
• digital skills
• knowledge management

The key point here is that content and skills are tightly related and as much attention needs to
be given to skills development as to content acquisition to ensure that learners graduate with the
necessary knowledge and skills to meet the need of digital society.

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 19. Technology in Education

Chapter 19

Technology in Education
Objective: Appropriate integration of technology into all
levels of education - to support teacher preparation and
development; improve teaching, learning and evaluation
processes; enhance educational access to disadvantaged
groups; and streamline educational planning, administration
and management.

India is a global leader in ICT and in other cutting-edge domains such as

space. The Digital India Campaign is helping to transform the entire nation
into a digitally empowered society. Quality education will play a critical
role in this transformation, and technology itself will play an important
role in the improvement of educational processes and outcomes. Thus, the
relationship between technology and education at all levels is bidirectional.
The use of technology in education can be classified broadly into four
categories, three of which are concerned directly with students, teachers
and classroom processes. The first and most important area is teacher
preparation and their CPD. It is essential for teachers to receive adequate
training in how to leverage technology to improve educational outcomes.
Teacher preparation may itself leverage technology (e.g. through the
use of online courses), but the quality of training must be of the highest
quality. A second important area where technology can be impactful is in
the classroom processes of teaching, learning and evaluation. Technology-
based tools must be created in response to challenges in these areas, in a
continuous process. The tools must be carefully evaluated to ensure that they
address the challenges without creating additional new ones. The third area
is the use of technology to improve access to education for disadvantaged
groups, including differently-abled students, girls and women, and students
living in remote areas. The fourth area is the planning, administration and
management of the entire education system.

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National Education Policy 2019

Since technological change is rapid, it is essential to acknowledge key

technology trends in order to identify ways in which education can leverage
not just current technologies but emerging technologies as well. The first
technology trend of relevance is the increasing access to electricity, partly due
to ongoing government initiatives to expand electricity networks, and partly
due to falling costs of locally generated power such as solar energy. In view
of this trend, this Policy advocates focused electrification of all educational
institutions at the earliest, since access to electricity is a basic requirement
for all technology-based interventions. The second technology trend is the
falling cost of computation, data storage, and data connectivity. This trend is
largely driven by market forces, and it enhances the feasability of sophisticated
educational applications that can gather, process and share data (as opposed
to simpler, stand-alone applications). This immediately links to the third
technology trend, namely the increasing importance of data. Not only is it
becoming easier to gather and process data, but tools to perform sophisticated
data analysis are becoming easier to use. It is therefore important to ensure
that data is secured against misuse and that privacy concerns are carefully
addressed. A suitable institution must be empowered to analyse this data and
this task has been assigned to the CESD that is to be set up at NIEPA (see
P6.1.5). Finally, an important technological trend is the accelerated rate at
which disruptive technologies are emerging.
In view of these trends, it is worth highlighting their implications for
infrastructure, end-user hardware, software development, deployment and
data. The use of technology in education is likely to require considerable
investment in basic infrastructure such as electricity, hardware and connectivity.
The bulk of schools and colleges in remote and rural areas do not have access
to the basics (electricity, hardware and reliable connectivity) and, government
must ensure that this situation is remedied at the earliest, if not at the level of
each individual school then certainly at the level of school complexes.
With regards to end-user hardware, it is important to draw a distinction
between institutional devices such as desktop computers, classroom
projectors, WiFi routers, etc. and personal devices (such as smartphones and
laptops). Educational institutions must be allowed to purchase and maintain
institutional devices to support technology-based educational activities such
as blended learning and computer-based laboratories. A key area of concern is
the non-availability of local expertise to help use and maintain all the relevant
hardware and software at these locations. Funding for hiring trained IT staff,
at school complexes for instance, must be provided as needed. However, this
effort can be complemented imaginatively by stationing trained local youth,
either engineers or those with adequate technical training in hardware and
software, at these locations. They must be provided with special, named,
fellowships lasting two to three years during which time they can be associated
with schools, school complexes and other educational institutions in rural
areas to help them with the induction and use of technology. [see P19.4.5]
The success of solutions that require institutional devices has been limited, in
part due to non-uniform availability of resources for procuring them and in
part due the lack of knowhow available locally for maintaining equipment. For

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this reason, the increasing availability of personal devices needs to carefully

considered. Today, low-cost personal devices provide data communication,
computation and multimedia on a single platform, and students generally
learn to operate them quickly and effectively. Hence, personal devices have
the potential to support technology-based educational interventions. There
is a need to recognise however, that access to such devices is not universal,
and that they can also be addictive and distracting, and hence detrimental
to learning. A well thought out approach to making use of personal devices
in educational institutions is needed.
Several models for the creation of software for education exist, ranging from
software platforms such as SWAYAM commissioned by the MHRD for use
by the entire country, to applications and software developed and tested
by educational institutions such as IIT Bombay that need to be scaled, and
software applications created by entrepreneurs that need to be evaluated
and inducted if found to be useful. Although several innovative software
solutions have been created over the past 2-3 decades and are in use, a
mechansim to drive the cycle of:

• Identifying stakeholder (student, teacher, administrator) needs,

• Creating technology-based solutions that address these needs,
• Assessing these solutions in meaningful pilots, and
• Deploying them at scale, with government funding as needed,

is missing in the system. This lacuna can be filled by setting up of special

body that can be assigned this task (see P19.1.1).
Both top-down and bottom up approaches to software development and
induction need to be supported on a continuous basis. The proliferation of
cloud computing technologies makes it relatively easy to scale successful
software solutions across all educational institutions, either on a State-by-
State basis or at the National level. Examples that illustrate this principle
well include software created as part of the National Mission on Education
through ICT (NMEICT), such as Virtual laboratories that provide remote-
access to laboratories in various disciplines of Science and Engineering, and
Spoken Tutorials that help students learn and use open source software
by listening to audio commentary in Indian languages. Certain types of
educational software can be standardised (at State/National levels), which
can leverage scale to reduce development and operational costs per person/
institution.
Promotion of the use of open source software in education is another area
that requires considerable support, and the existing effort of FOSSEE (Free
and Open Source Software in Education) needs to become much more
widespread. The challenge with the use of free and open source software
of course is the higher level of technical competence that is required at
each individual institution, and this challenge must be addressed too (see
P19.4.5). In addition, there must be active encouragement for faculty in
educational institutions, those who are involved in the development of key

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pieces of software in education, to incubate companies so as to ensure that

these solutions are evaluated and inducted / actively marketed to educational
institutions. In the past, entrepreneurship among faculty, in technology or in
other areas, has been actively discouraged. This is changing now but much
more encouragement is needed for faculty and student teams to engage in
entrepreneurship. Faculty must be rewarded for this in their performance
appraisals.
While it is natural that many software initiatives are seeded by the Government
of India at premier institutions such as IIT Bombay or Homi Bhabha Centre for
Science Education (HBCSE), adequate attention needs to also be paid to the
task of making these software solutions available to all educational institutions
in the country. This can be done in more than one way and the appropriate
choice needs to be made based on considerations of the size of the target group,
the urgency and the costs:

• They can be popularised by the developers themselves as is being done now,

which is best for niche solutions in technology;
• They can be handed over to institutions such as the Centre for Development
of Advanced Computing (CDAC) so that they can maintain them with a
24x7 helpdesk that educational institutions can avail of;
• A new company is incubated by the developer institution to actively
popularise the solution and provide support for adoption and maintenance
to the educational institutions.

PPP models for these can also be explored, and government can also consider
paying for solutions created by the private sector to be deployed at scale.
Recipient educational institutions can either receive budgetary allocations
to evaluate and adopt specific technologies in the ‘PULL’ model), or have it
made available to them through the State or Central government in the ‘PUSH’
model. The two options are useful in different contexts and need to be used
appropriately, else hardware and software will remain unused as it does today
in many institutions.
With regards to data, there are at least three categories to consider. Some data
is personal to individuals - teachers and young students. In order to safeguard
privacy, the strictest possible privacy regime is necessary to ensure that
personal data cannot be shared without the explicit consent of the concerned
individuals or their guardians. Some data pertains to groups of individuals (e.g.
all students in a particular class, or all teachers in a particular institution), and
such data can be shared with appropriate safeguards to ensure privacy. A third
category consists of data generated and consumed by educational applications.
Such applications increasingly use advances in artificial intelligence to grow
in sophistication, and the value of such data is therefore growing. This Policy
recognises the need for an evolving set of guidelines related to such data, to
ensure that it is not misused.

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19.1. Setting up of a new National

Educational Technology Forum
Many experiments and pilot studies on the use of technology for improving
the quality of education in school as well as higher education have been
undertaken all around the country over the last two decades. These need
to be reviewed for their outcomes and carefully evaluated for their benefits,
risks and effectiveness, as well as their potential to scale, in the different
contexts in which they need to be deployed. This is a complex task requiring
a wide range of expertise.

The National Educational Technology

Forum will be a platform for
the free exchange of ideas on
the use of technology to improve
learning, assessment, planning and
administration.

P19.1.1. The National Educational Technology Forum: An autonomous body, the

National Educational Technology Forum (NETF), will be created to provide
a platform for the free exchange of ideas on the use of technology to improve
learning, assessment, planning, administration, and so on. The aim of NETF
will be to facilitate decision making on the induction, deployment, and use
of technology, by providing to the leadership of educational institutions,
State and Central governments and other stakeholders the latest knowledge
and research as well as the opportunity to consult and share best practices
with each other.

P19.1.2. Role and functioning of the National Educational Technology Forum:

The NETF will have the following roles:

a. Provide independent evidence-based advice to Central and State

government agencies on technology-based interventions;
b. Build intellectual and institutional capacities in educational technology;
c. Envision strategic thrust areas in this domain; and
d. Articulate new directions for research and innovation.

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To remain relevant in the fast-changing field of educational technology, the

NETF will maintain a regular inflow of authentic data from multiple sources
including educational technology innovators and practitioners, particularly
at the grass-roots level, and will engage with a diverse set of researchers to
analyse this data. It will act as a forum for harnessing the distributed energy
that democratising technology can unleash, particularly among the youth of
the country who continually prove their capacity to innovate and lead, while
also bringing a scholarly emphasis to ensure that the overall impact of these
efforts is positive.

P19.1.3. Funding and support to the National Educational Technology Forum: To

ensure deep connectivity with the field of education, NETF may be housed
within CIET/ NCERT/ NIEPA or any suitable body determined by the RSA.
While NETF will be supported initially with public funding, it should also be
able to receive funding from other sources such as memberships, and other
neutral technology industry bodies such as NASSCOM among others. The
work of NETF will be supported by decentralised institutional structures at
the State and District levels, whose specifics may be decided by the RSA, in
consultation with the States.

P19.1.4. Collective assessment and adoption of technology solutions: To support

the development of a vibrant body of knowledge and practice, NETF will
organise multiple regional and national conferences, workshops, etc. to solicit
inputs from national and international educational technology researchers,
entrepreneurs and practitioners. NETF will enable educational technology
experts from schools, universities, research institutions and other organisations
to evaluate these inputs against current best practices from multiple
perspectives, including pedagogical, psychological, social and economic, and
distil them into:

a. Necessary interventions, which should complement existing best-practices

and be implemented immediately in specific contexts;
b. Promising interventions, which require additional large-scale studies that
could, for example, be funded by NRF; and
c. Inappropriate interventions, which ought not be considered.

Such analysis will be regularly and publicly disseminated, and may be used
to advise Central and State governmental agencies on all matters related to
educational technology, including interventions that may be continued,
piloted at scale, or discontinued. NETF may also use this analysis to propose
strategic thrust areas and research directions in educational technology for
NRF to consider funding.

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19.2 Approach to the induction of

technology
Global evidence suggests that the effects of technology on classroom
processes and educational outcomes, particularly for very young childen, are
modest and mixed with multiple sociological and psychological side-effects.
However, many other uses of technology, including in teaching, learning and
assessment for older children, have tremendous transformative potential.
Therefore, a positive yet cautious approach to the induction of technology at
scale will be adopted, to ensure that the limited funds available and energies
devoted to educational technology are deployed in an optimal manner.

P19.2.1. Qualified support for educational technology with teachers playing

a central role: All use and integration of technology to improve multiple
aspects of education will be supported and adopted, provided these
interventions have been rigorously and transparently evaluated in relevant
contexts before they are scaled up. Education technology is amongst the
most powerful array of tools and methods that a teacher may potentially use
in her/his work. Teachers will be completely empowered through adequate
training and support to lead the activities and initiatives related to the use of
appropriate technologies in classrooms, and for all other uses of technology
in educational institutions.

P19.2.2. Technology use and integration in educational settings: Technology use

and integration will be pursued as an important strategy for improving the
overall quality of education. Thus, the focus will not just be on creating and
delivering high quality content, but also on using technology to: support
translation of content into multiple languages; assist differently-abled
learners; improve the quality of pedagogy and learning processes through
the use of intelligent tutoring systems and adaptive assessment systems;
create new types of interactive and immersive content (e.g. using augmented
and virtual reality); strengthen educational planning and management and
bring greater transparency and efficiency to the examination system as well
as to administrative and governance processes; assist in the management of
education such as supporting teacher development programmes; and scale up
the ODL system so that it can respond to the growing demand for education
from all age groups, across school education, higher education, professional
and vocational education, adult education, and lifelong learning.

P19.2.3. Centres of Excellence in Educational Technology: Centres of Excellence in

Educational Technology will be established at prominent Universities and
other institutions to perform research as well as support functions for the
uptake of appropriate technology solutions. These Centres of Excellence
will be represented at the NETF and they will engage themselves in a two-
way interaction with other members of the NETF for sharing of knowledge
and knowhow.

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P19.2.4. General guidelines for technology-based interventions: Three main

components will form an integral part of most technology-based interventions:
hardware, software and data. In general, the following guidelines will be used.
Exceptions to these guidelines, if any, will be carefully and publicly justified.

a. Hardware: Commodity hardware solutions such as cloud-based commercial

infrastructure and personal computing devices for end-users will be
preferred.
b. Software: Software for educational use will preferably be FOSSEE. Where
necessary, the government will pay for professionally developing and
maintaining the software, and will acquire the rights to distribute it to
learners, teachers and institutions for free-and-unlimited offline usage.
Steps will be taken to ensure that this software remains compatible with
popular and affordable end-user computing devices.
c. Data: All public data will be owned by the government and will be used for
improving educational standards (see Section 19.6). Individuals will retain
full ownership of their own data, which may not be used without their
explicit permission. In line with the Open Data Initiative, educational data
that has been anonymised, as per the best-practice in data security, will be
made publicly available on a regular basis for research purposes.

19.3 Teacher preparation and continuous

professional development
A very large effort towards the CPD of teachers will be needed if the
implementation of this Policy is to succeed. Many online learning experiments
do not work very well for first-time student learners who really need a classroom
environment that provides oportunities for peer learning, as well as mentoring
and guidance from faculty. However, this is not true for existing faculty who
are mature enough to be able to make the most of online courses. Most faculty
members will require upgradation of their subject knowledge, which can just
as well be done through online education.
With regard to school teacher preparation through the four-year integrated
[Link]. programme, the considerations are similar to all undergraduate
programmes. Online, open and distance education, can both be used, but
extremely judiciously. Teachers will also need to be prepared to use education
technology in classrooms.

P19.3.1. Teacher preparation in the use of educational technology: To skill teachers

at all levels in the use of educational technology, all teacher preparation
programmes will include hands-on training in leveraging technology-based
resources, including addressing common problems related to connectivity,
maintenance of equipment and its safe operation, pedagogical strategies for
utilising e-content (including conducting classes effectively in a flipped mode

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and leveraging MOOCs), and using appropriate tools to enhance teaching-

learning processes (e.g. tools to assist CWSN and tools to help teachers
reflect on their pedagogical styles by capturing classroom practices).
Videos in the open educational repository (see P19.5.2) will be used for
teacher training discussions in every subject. Appropriate technology-based
tools will be developed to assess competencies of teacher trainees, including,
but not limited to, competence in the use of educational technology for
improving teaching, learning, and evaluation processes.
Initially, a large number of certified master teachers will be trained to
provide training to all teacher trainees in a phased manner. Hence, a suitable
initiative will be launched and run in a mission mode for 5-6 years by the
CIET.

P19.3.2. Use of educational technology for continuous teacher professional

development: An online training platform - linked to appropriate
mechanisms to certify trainees in specific areas - will be developed to
empower in-service teachers at all levels of education to stay at the cutting
edge of pedagogical techniques.
Since teachers will have increasing access to personal computing devices
(e.g. smartphones), all in-service teachers will be provided with sufficient
connectivity to access this training platform, explore high quality online
educational resources to incorporate into their pedagogy, and participate in
online teacher communities where best practices can be shared. The online
platform will also allow teachers to share ideas and showcase their pedagogy;
teachers with outstanding portfolios will be awarded due recognition,
including financial support for participating in national and international
training sessions, conferences, workshops, etc., and invitations to present
their work at NETF events.

P19.3.3. Specific technology related policy actions: The necessary interventions

must include customised courses for faculty development programmes on
a platform such as SWAYAM. Both for school teachers and for faculty in
higher education, SWAYAM can cover the theoretical aspects of learning.
At the same time, DIETs and and HRDCs will continue to provide academic
support to school teachers and faculty in higher education, respectively.
The course contents must be reengineered for the online mode and not be
simply recordings of classroom interactions. Similarly, the assessment for
certification must be designed in a way that is convenient for teachers, but
also rigorous enough to create value.
The development and widespread use of teacher professional learning
communities, where teachers can interact with other teachers teaching the
same subjects and exchange knowhow, experience, and even educational
content is a promising intervention that is already in use in some States with
great impact. This must be encouraged and expanded to cover many States
and different subjects.

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19.4 Improving teaching, learning and

evaluation processes
The Internet is a veritable treasure house of text, audio and video that can
be used for educational purposes. Availability of an adequate number of
access devices (rapidly becoming smart phones or iPads and equivalents) and
controlled access (for safety purposes) to the Internet can empower teachers as
well as students to make use of these resources and even contribute to creating
more. They can engage in many forms of active learning, using the available
material to do projects, engage in self as well as group learning methods that
can completely transform the delivery of education from the present ‘chalk-
and-talk’ models prevalent in most classrooms in India today.

P19.4.1. Integrating educational technology into the school curriculum: To prepare

school students for the digital age and bolster efforts in STEAM (Science,
Technology, Engineering, Art & Design, and Mathematics) education, the
following steps will be taken:

a. From age 6 onwards, computational thinking (the thought processes

involved in formulating problems and solutions in ways that computers can
effectively execute) will be integrated into the school curriculum. This is
a fundamental skill in the digital age, and it can be effectively taught with
well-designed paper worksheets.
b. Given the diffusion of devices and their affordability, all students are likely
to have access to connected personal computing devices by 2025. The
school curriculum will promote digital literacy using these personal devices
as well as available digital infrastructure (computer laboratories, tinkering
laboratories, makerspaces, etc.).
c. The school curriculum will offer optional subjects focused on programming
and other advanced computer-based activities at the late upper primary and
secondary stages.

P19.4.2. Developing educational software: A rich variety of educational software will

be developed and made available for students and teachers at all levels. All such
software will be available in all major Indian languages and will be accessible
to a wide range of users including CWSN and differently-abled students, and
will include:

a. Software to assist learners with disabilities (e.g. text-to-speech software in

all major Indian languages for blind/partially sighted students).
b. Intelligent Tutoring Systems to promote numeracy and foundational
literacy in all major Indian languages.
c. Educational software in the form of serious games, simulations, and
applications using augmented and virtual reality.
d. Software to create personalised learning trajectories for each learner based

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on curriculum, with content (readings, videos, interactive worksheets,

etc.) arranged in learning ladders.
e. Adaptive assessment tools that provide formative feedback to help
learners take remedial steps, such as self-study or learning collaboratively
with fellow students.

Software to help teachers create adaptive assessments, formative as well as

summative, evaluate the assessments, and provide appropriate feedback to
learners. Such assessments will minimise the importance of rote memory,
and will instead focus on 21st century skills including critical and creative
thinking, communication, and collaboration. Data generated by such tools,
that reflects the performance of individual learners and overall institutional
performance, will be appropriately recorded in the NRED for subsequent
analysis and research (see P6.1.5).

P19.4.3. Video viewing equipment: For maximal use of content in the open
educational repository, institutions will be supported with inexpensive and
portable video viewing equipment (e.g. solar powered video playback and
projection devices). Teachers will be encouraged to integrate such videos
into teaching-learning processes, along with their own teaching, where ever
they add value.

P19.4.4. Advanced online courses: Educational institutions will be encouraged to

offer course credits to students who complete specified courses (especially
advanced electives) online, e.g. via SWAYAM or other such platforms
developed in the future. This will include courses on topics such as IT
Enabled Services (ITES) and other such areas of vocational education and
adult education that can benefit from online courses.

P19.4.5. Support for appropriate information and communication technology

usage: Most educational institutions have difficulty maintaining and using
their hardware and software. This problem can be addressed through the
creation of a large number of prestigious ‘IT Ambassador’ Fellowships for
students who have completed their senior secondary courses. They can
support school complexes with managing their IT infastructure in a version
of rural service that is similar to military service in some countries. Computer
hardware and maintenance, as well as training in software installation and
maintenance (especially for open-source software) must be taught to these
students. As far as possible, local people must be given these Fellowships.
This will also help promote entrepreneurship among these Fellows at a later
date.

P19.4.6. Specific technology related policy actions: These are split into two groups,
the necessary interventions and the promising interventions. Some of
the necessary interventions in teaching, learning and assessment are the
following:

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a. Content repositories in Indian languages for educational content: along

with editorial processes for uploading content, and rating methods that will
allow the best content to surface to the top. The content must be made
available under the Creative Commons Licensing. The National Repository
for Open Educational Resources (NROER) is one such example, but it needs
to be supplemented with much more awareness building so that a lot more
content comes online and more people find it useful. A suitable financial
model to sustain such a repository needs to be selected. The content
repository could optionally be integrated with payment systems so that, in
time, content creators can be compensated in a small way for contributing
content. This will incentivise many teachers to create innovative age
appropriate content. The decision to create separate repositories for each
State, or hold all content in a single repository, can be made by the NETF
based on appropriate financial models.
b. Machine translation of content uploaded into any content repository:
This should be supplemented with editorial processes to check the quality
of translation, so that good quality content in any language can be translated
into multiple Indian languages.

Some of the promising interventions are the following:

c. Publishing software for educational material: Teachers must be able

to compile free content from one or more content repositories to devise
interesting courses for which material can be shared with students in pdf
form. Many older universities have printing divisions which can be used to
print relatively inexpensive hard copies of educational material for students
who would like to have them.
d. Online assessments: Assessments can be partly online multiple-choice
examinations combined with projects and other hands on work that
is evaluated separately by teachers. Some app-based multiple-choice
examination systems are already available now that make it very easy for
faculty to conduct quizzes.

19.5. Enhancing educational access

Appropriate use of ICT can help ensure that no student is left behind, by
helping to reach students in remote areas, women, CWSN, students who have
dropped out of schools, adults, and many others looking for lifelong education.
However, it is critical that educational content for these purposes is developed
keeping the specific requirements in mind.

P19.5.1. Access to technology in remote areas: School complexes must become the
nodal agency for reaching out to the unreached. For this, they must be equipped
with electricity, computers/ smart phones or other access devices, and Internet
access else the promise of reaching the unreached will not be realised.

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P19.5.2. High quality specialised content to be made available in open educational

repositories: To ensure that all learners have access to high quality educational
content, copyright-free educational resources including textbooks, reference
books, videos (ideally with subtitles), teaching-learning materials, etc. will
be created and curated from national and global sources at all levels of
education and in multiple Indian languages, and made available in a single
online digital repository e.g. the National Digital Library or NROER. This
repository must be organised so that anyone can quickly and easily locate
and download all relevant content. In order to reach the maximum number
of students and teachers, distributing this content in any form for a nominal
fee will be facilitated and encouraged.

P19.5.3. Maintaining content quality: It is critical to ensure that the repository in

P19.5.2 remains a high quality and up-to-date resource so that it will be of
value not only to teachers and students in the formal education system, but
will also be a powerful enabler of lifelong learning. Hence a mechanism
for creating and reviewing these learning resources will be devised (e.g.
through online feedback on quality, relevance, and usefulness of content
from users, both teachers and students, as well as competitions leading to
national recognition for outstanding content creation). Thus, the platform
will showcase the work of the best teachers, teaching in exemplary styles,
across the country in every subject, level, and language. The platform itself
(as in the case of all shared resources) once piloted and identified to be more
widely usable by NETF, must be maintained by specialist organisations such
as the CDAC or by private industry. The funding for this kind of professional
maintenance of shared resources will be provided by the Central government.

P19.5.4. Development of tools for automated language translation of educational

content: NRF will prioritise research and development of tools for automated
and/or crowd-sourced language translation of educational content into all
major Indian languages, so that additional content created in one language
can be made rapidly available in other languages.

P19.5.5. Specific technology related policy actions: In terms of necessary

interventions, software for adaptive learning for children of all ages with
special needs must be prepared. Considerable research into pedagogy will be
required for this purpose, and this can be funded by NRF at the Departments
of Education in universities. Similarly, with intelligent tutoring systems, and
many others.
The NRED will maintain all records related to institutions, teachers and
students in digital form.

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19.6. Streamlining educational planning

and management
Arguably, the most important benefits from ICT are in the area of governance
and management, where ICT tools can help with data-gathering and analysis,
and record-keeping. ICT can also help in mainstreaming education by providing
relatively simple and inexpensive solutions to problems that have plagued the
sector for a long time, such as the problem of fake degrees among others.
P19.6.1. National Repository of Educational Data: ICTs will be fully leveraged for
efficient and safe maintenance of educational information. All records related
to institutions, teachers, and students will be maintained by a single agency
in digital form in the NRED, which may be set up as part of the Digital India
programme (see P6.1.5). NRED will be tasked with:

a. Developing appropriate systems for authorised institutional users to enter

and update data. Teachers would be asked to enter data at most four times
per year, in order to ease the significant burden on teachers in collecting,
managing and transmitting data on an ongoing basis. This will be the only
mechanism for institutions to disclose data to government agencies (both
State and Central) for purposes of monitoring, accreditation, ranking,
rating, and eligibility for government schemes.
b. Validating employment records of teachers and credits earned by learners
(who will be, e.g. identified by their Aadhar numbers). This will simplify
the process for learners and teachers seeking scholarships, employment,
transfers between institutions, and re-entry into the education system. It
will also minimise the manual effort in tracking details of students and
teachers.
c. Complementing efforts to assess learning outcomes (e.g. NAS) by analyzing
the performance of individual learners and institutions, and attempting to
predict failures to meet outcomes so that proactive assistance measures can
be undertaken.
d. Maintaining records while adhering to national norms, best-practices, and
laws related to privacy of data. Practices based on “security by obscurity” will
be explicitly rejected. This Policy further states that laws be strengthened to
preserve the privacy of all individuals at the earliest.
e. Developing appropriate mechanisms to ensure the timeliness and reliability
of data, so that policies can be based on high quality data. Current best
practices employed by State and Central agencies can be studied and used
as a baseline.
f. Alerting concerned governmental agencies about important trends (both
positive and negative) as they are developing, for immediate action where
necessary, and making these analyses public on an annual basis. These
analyses will also include assessments of the quality of school education at
the district level.

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g. Monitoring migrant learners, and tracking their health and educational

progress in order to mitigate the negative impact of disruptions to their
well-being due to frequent displacement.

The National Repository of

Educational Data will maintain
all records related to institutions,
teachers and students in digital form.

P19.6.2. Technology for improving governance and administration: Educational

information management systems for community monitoring will
be created and integrated with NRED. These systems will be used to
streamline manual processes related to educational planning, admissions,
attendance, assessments, etc. Local communities, panchayats, and SMCs
will be able to look at the data and make sense of it themselves. ICT-based
tools will be used immediately for all administrative tasks where they can
improve efficiency and accuracy, including systems related to admissions,
scholarships, assessments, counselling, placements, accreditation, etc. ICT
will also be used for more efficient information dissemination and data
gathering towards decision making. To facilitate information exchange
between stakeholders, all educational institutions will provide all relevant
stakeholders (students, parents, teachers, staff, etc.) with access to official
institutional communication channels (e.g. institutional email).

P19.6.3. Specific technology related policy actions: Well over 30 years after the advent
of email, many of our educational institutions do not offer institutional email
to their faculty and students. The efficiency of communications that can be
brought in through institutional email and list servers must be provided to
all educational institutions without any further delay.
The problem of fake degrees can now be solved very elegantly by the new
Blockchain technology. Each State government must commission its own
depository of certificates, like the ‘National Academic Depository’, for all
educational institutions within the States.
A considerable degree of computerisation of the administration and
management of education has already taken place, with many aspects such
as admissions, student records and even online assesment of examinations
taking place in many universities in the State. These need to be scaled out to
all educational institutions.

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19.7. Disruptive technologies

Technology is increasingly disrupting multiple aspects of human society,
including education. Some disruptive technologies will have clear applications
to education, and methods to integrate such technologies into the education
system through the involvement of the NETF have alredy been discussed. This
section focuses on policies to address the broader consequences of disruptive
technologies that are relevant to education, namely research, de-skilling, and
awareness raising.
When the National Policy on Education 1986/1992 was formulated, it was
difficult to predict the disruptive effect that the internet was about to have,
particularly in boosting the development rates and impacts of other disruptive
technologies. Our present education system’s inability to cope with these
rapid and disruptive changes places us (individually and nationally) at a
perilous disadvantage in an increasingly competitive world. For instance, while
computers have largely surpassed humans in leveraging factual and procedural
knowledge, our education at all levels excessively burdens students with such
knowledge at the expense of developing their higher order competencies.
This Policy comes at a time when the Fourth Industrial Revolution is already
underway, and disruptive technologies such as artificial intelligence have
emerged. At its core, artificial intelligence lowers the cost of prediction tasks
that use existing data (such as, “This patient’s symptoms”) to fill information
gaps (such as, “What disease does this patient have?”). As the cost of artificial
intelligence based prediction falls, artificial intelligence will be able to match
or outperform even skilled professionals such as doctors in certain predictive
tasks and will therefore be a valuable aid to them in their work. Hence, artificial
intelligence’s disruptive potential is clear.
NITI Aayog recently produced a timely discussion paper entitled “National
Strategy for Artificial Intelligence: #AIForAll”, drawing on several prior
investigations by MHRD and other national and international institutions,
to identify challenges in leveraging artificial intelligence in India, and to
articulate a national perspective and action agenda for artificial intelligence.
This Policy broadly endorses the recommendations of NITI Aayog that pertain
to education. It further notes that artificial intelligence provides an excellent
example of how the Policy actions related to disruptive technologies can be
applied to specific technologies. Thus, each of the Policy actions below is
followed by comments on its application to artificial intelligence.
Other disruptive technologies such as Blockchain and Virtual Reality are just
two of the many new technologies that are likely to have a sizeable impact on
education.

P19.7.1. Monitoring potentially disruptive technologies: One of the permanent

tasks of the Advisory Council of the RSA (see Chapter 23) will be to categorise
emergent technologies based on their potential and estimated timeframe for
disruption, and to periodically present this analysis to the RSA. Based on these
inputs, the RSA will formally identify those technologies whose emergence

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demands responses from the education system. Given the increasing pace of
technological development, the traditional cycle of education policy revision
may be too slow to respond to such disruptions. The Advisory Council
of the RSA will propose technology-specific responses based on national
and international perspectives, which will be refined in consultation with
academia, industry and the wider public. These responses will be guided by
the EC of the RSA. While some agility in the education system is necessary, the
need for careful deliberation while assessing a specific technology’s disruptive
potential is well illustrated by artificial intelligence (which encompasses
several distinct technologies). Decades ago, some experts viewed rule-based
expert systems as an imminent disruptive artificial intelligence technology.
Artificial intelligence’s recent gains are in fact based on different techniques
developed in the 1990s (multilayer neural networks with feedback) and were
primarily triggered by recent advances in computation and the availability of
large data-sets. NITI Aayog’s discussion paper models one way in which the
Advisory Council can propose technology-specific policy changes.

P19.7.2. Research in disruptive technologies: In response to the RSA’s formal

recognition of a new disruptive technology, the NRF will initiate or expand
research efforts in appropriate areas including fundamental research in
the domain, advancing the technology’s development, and assessing the
technology’s socio-economic impact. For certain disruptive technologies,
NRF may fund mega-projects with international collaborations.

In the context of artificial intelligence, the NRF may consider a three-

pronged approach:
a) Advancing core artificial intelligence research,
b) Developing and deploying application-based research, and
c) Establishing international research efforts to address global challenges in
areas such as healthcare, agriculture, and climate change using artificial
intelligence.

P19.7.3. Skilling and re-skilling: The new institutional structure in higher education
is well suited to skilling students and re-skilling the current workforce
rapidly. Type 1 and Type 2 institutions will play an active role not only in
conducting research on disruptive technologies, but also in creating initial
versions of instructional materials and courses (including online courses) in
cutting-edge domains and assessing their impact on specific areas such as
professional education. Once the technology has attained a level of maturity,
Type III institutions are ideally placed to scale these teaching and skilling
efforts, which will include targeted training for job readiness. Disruptive
technologies will make certain jobs redundant, and hence approaches to
skilling and de-skilling that are both efficient and ensure quality will be of
increasing importance to create and sustain employment. Institutions will
have autonomy to approve institutional and non-institutional partners
to deliver such training, which will be integrated with skills and higher
education frameworks.

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In the context of artificial intelligence, Type I and Type II institutions may

offer PhD and Masters programmes in core areas (such as Machine Learning)
as well as multidisciplinary fields (“artificial intelligence + X”) and professional
areas (healthcare, agriculture and law). They may also develop and disseminate
authoritative courses in these areas via platforms such as SWAYAM. For rapid
adoption, Type III institutions may initially blend these online courses with
traditional teaching in undergraduate and vocational programmes. Type
III institutions may also offer targeted training in low-expertise tasks for
supporting the artificial intelligence value chain such as data annotation,
image classification and speech transcription. In the context of Natural
Language Processing (NLP), certain low-expertise tasks (such as translating
simple sentences) may also be valuable from a pedagogical standpoint. Thus,
efforts to teach languages to school students should be dovetailed with efforts
to enhance NLP for India’s diverse languages.
P19.7.4. Raising awareness: As disruptive technologies emerge, schooling and
continuing education will assist in raising the general populace’s awareness
of their potential disruptive effects, and will also address related issues. This
awareness is necessary to have informed public consent on matters related
to these technologies. In school, the study of ethical issues (see Section 4.6.8)
and current affairs (see Section 4.6.10) will include a discussion on disruptive
technologies such as those identified by RSA. Appropriate instructional and
discussion materials will also be prepared for continuing education.

Data is a key fuel for artificial intelligence based technologies, and it is critical
to raise awareness on issues of privacy, laws and standards associated with data
handling and data protection, etc. It is also necessary to highlight ethical issues
surrounding the development and deployment of artificial intelligence based
technologies. Education will play a key role in these efforts to raise awareness
around these issues.

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Digital Natives & Digital Immigrants
The current generation learners/students are somewhat different today, they are always immersed in and
deeply engrossed to the digital technology, and in particular social media: instant messaging, Twitter, video
games, Facebook, and a whole host of applications (apps) that run on a variety of mobile devices. Such
students are constantly ‘on’. Most students come to university or college immersed in social media, and
much of their life revolves around such media. They prefer to look the life and education from a different
perspective and also learn fundamentally different. They expect to use social media in all other aspects
of their life. Why should their learning experience be different? It may seem obvious that different students
will have different preferences for different kinds of technology or media. The design of teaching would
cater for these differences. Thus, if students are ‘visual’ learners, they would be provided with diagrams
and illustrations. If they are auditory learners, they will prefer lectures and podcasts. It might appear then
that identifying dominant learning styles should then provide strong criteria for media and technology
selection. However, it is not as simple as that. Hence, we recommend the teachers to deploy the VARK
analysis in the class and understand the characteristics of the learners.

The terms “digital native” and “digital immigrant” are invented by Marc Prensky. He proclaimed that
digital natives and digital immigrants perceive and use technology in different ways as well as in learning.
New technologies have been a defining feature in the lives of younger generations in a way that they
predict a fundamental change in the way young people communicate, socialize, create and learn. The
Internet has reshaped the way we search for information and the way we think.

Digital natives see everyone on the equal level and are not dividing the world into hierarchies, they view
the world horizontally. They cross boundaries and embrace the benefits of sharing with each other. Those
values exist because of what they are driven by. We can learn a lot about digital native generations
because their world is a genuine democracy and equality. They reject centralized and control-based forms
of governance. More aggressive, competitive and result-obsessed generation, the advantage is their
productivity. The difference between digital natives and digital immigrants is that digital immigrants are
goal oriented and digital natives are value oriented. Digital natives like to parallel process and multi-task.
Because of interacting with technology, digital natives “think and process information fundamentally
differently” (Prensky) to digital immigrants. Digital natives, according to Prensky, process information
quickly, enjoy multi-tasking and gaming, while digital immigrants process information slowly, working on

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one thing at a time and do not appreciate less serious approaches to learning. This divide, Prensky argued,
is the greatest problem facing education today and teachers must change the way they teach in order to
engage their students. Children raised with the computer think differently. They develop hypertext minds.
There is a need for education to change in order to create better generation expectations. Prensky
claims the digital native is becoming the dominant global demographic, and the digital immigrant
is in decline.

The thing is that digital natives first check their social platforms, not TV. They would rather be engaged
than marked to something, they do not care if the content is professionally produced, but that it is
authentic and on their level. They develop their culture — IT culture.

Reflection of learning: Activity # 2: Identify your learning style:

VARK tells you something about yourself that you may or may not know. It can be used to
understand yourself. It is a short, simple inventory that has been well-received because its
dimensions are intuitively understood and its applications are practical. It has helped people
understand each other and assists them to learn more effectively in many situations.
The VARK Questionnaire Scoring Chart Use the following scoring chart to find the VARK
category that each of your answers corresponds to. Circle the letters that correspond to your
answers e.g. If you answered b and c for question 3, circle V and R in the question 3 row.

Scoring Chart
Question A B C D Question A B C D
1 K A R V 9 R A K V
2 V A R K 10 K V R A
3 K V R A 11 V R A K
4 K A V R 12 A R V K
5 A V K R 13 K A R V
6 K R V A 14 K R A V
7 K A V R 15 K A R V
8 R K A V 16 V A R K

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1. You are helping someone who wants to go to your airport, the center of town or railway
station. You would:
a. go with her.
b. tell her the directions.
c. write down the directions.
d. draw, or give her a map.
2. You are not sure whether a word should be spelled `dependent' or `dependant'. You
would:
a. see the words in your mind and choose by the way they look.
b. think about how each word sounds and choose one.
c. find it online or in a dictionary.
d. write both words on paper and choose one.
3. You are planning a vacation for a group. You want some feedback from them about the
plan. You would:
a. describe some of the highlights.
b. use a map or website to show them the places.
c. give them a copy of the printed itinerary.
d. phone, text or email them.
4. You are going to cook something as a special treat for your family. You would:
a. cook something you know without the need for instructions.
b. ask friends for suggestions.
c. look through the cookbook for ideas from the pictures.
d. use a cookbook where you know there is a good recipe.
5. A group of tourists want to learn about the parks or wildlife reserves in your area. You
would:
a. talk about, or arrange a talk for them about parks or wildlife reserves.
b. show them internet pictures, photographs or picture books.
c. take them to a park or wildlife reserve and walk with them.
d. give them a book or pamphlets about the parks or wildlife reserves.
6. You are about to purchase a digital camera or mobile phone. Other than price, what would
most influence your decision?
a. Trying or testing it.

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b. Reading the details about its features.
c. It is a modern design and looks good.
d. The salesperson telling me about its features.
7. Remember a time when you learned how to do something new. Try to avoid choosing a
physical skill, eg. riding a bike. You learned best by:
a. watching a demonstration.
b. listening to somebody explaining it and asking questions.
c. diagrams and charts - visual clues.
d. written instructions – e.g. a manual or textbook.
8. You have a problem with your heart. You would prefer that the doctor:
a. gave you a something to read to explain what was wrong.
b. used a plastic model to show what was wrong.
c. described what was wrong.
d. showed you a diagram of what was wrong.
9. You want to learn a new program, skill or game on a computer. You would:
a. read the written instructions that came with the program.
b. talk with people who know about the program.
c. use the controls or keyboard.
d. follow the diagrams in the book that came with it.
10. I like websites that have:
a. things I can click on, shift or try.
b. interesting design and visual features.
c. interesting written descriptions, lists and explanations.
d. audio channels where I can hear music, radio programs or interviews.
11. Other than price, what would most influence your decision to buy a new non-fiction book?
a. The way it looks is appealing.
b. Quickly reading parts of it.
c. A friend talks about it and recommends it.
d. It has real-life stories, experiences and examples.
12. You are using a book, CD or website to learn how to take photos with your new digital
camera. You would like to have:

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a. a chance to ask questions and talk about the camera and its features.
b. clear written instructions with lists and bullet points about what to do.
c. diagrams showing the camera and what each part does.
d. many examples of good and poor photos and how to improve them.
13. Do you prefer a teacher or a presenter who uses:
a. demonstrations, models or practical sessions.
b. question and answer, talk, group discussion, or guest speakers.
c. handouts, books, or readings.
d. diagrams, charts or graphs.
14. You have finished a competition or test and would like some feedback. You would like to
have feedback:
a. using examples from what you have done.
b. using a written description of your results.
c. from somebody who talks it through with you.
d. using graphs showing what you had achieved.
15. You are going to choose food at a restaurant or cafe. You would:
a. choose something that you have had there before.
b. listen to the waiter or ask friends to recommend choices.
c. choose from the descriptions in the menu.
d. look at what others are eating or look at pictures of each dish.
16. You have to make an important speech at a conference or special occasion. You would:
a. make diagrams or get graphs to help explain things.
b. write a few key words and practice saying your speech over and over.
c. write out your speech and learn from reading it over several times.
d. gather many examples and stories to make the talk real and practical.

Reflection Of Learning (Activity # 3: To Explore: What Is Technology Enabled Learning?)

Put yourself in the place of student so that you may understand what he learns and the way he
understands it.

Hard but True Facts of Life

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# 1: What students learn is always less than what we teach.
# 2: How much they learn is determined by their
a) Native ability ; b) Background in the course topic ; c) Motivation for taking the course
d) Match between their learning style and our teaching style.
# 3: We can’t do much about their ability, background, motivation, or learning style.

Questions to be explored:

1. What is the Conclusion to maximize student learning?

2. What are the different ways students take in information and process it?

3. Which learning styles are favored by (i) most students, (ii) the teaching styles of most
professors?

4. What are the consequences of mismatches between teaching and learning styles?

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5. What can we do to reach students with the full spectrum of learning styles?

6. What can we do to empower faculty members with the full spectrum of technology enabled
teaching?

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Assignment # 1: Watch – Think - Reflect

Kindly watch the TED Talk and reflect your thoughts about the documentary “changing
education paradigms” spurred by Sir Ken Robinson's video.

1. What is the main take away message from this talk?

2. When and why should we change what we are doing in education?

3. What are your beliefs about your ability to deliver effective instruction while operating

under education institute reforms?

4. We need your views about how your own efficacy will influence student learning?

5. Sir Ken Robinson provides lots of problems with the American education system. What

is your perspective about your (learner) country education system?

36
 UNIT
1
Assignment # 2: Think – Pair – Share – Review of the article:

We target at providing a list of readings that are of good quality, essential and reasonable to the
workload we promised. So, we have been very selective when identifying the readings. Most of
them are extensive reviews or contain an extensive review. They are all scholarly written and
evidence-based.

As we have been very selective, there are only limited numbers of readings for the whole course.
Therefore, the references are not labeled as “compulsory reading” or “highly recommended
reading” as I discussed in Compiling Course Outline. All readings are essential.

We deeply understand that not every participant has the access to the electronic resources in
order to identify the paper we list. So, we tried our best to find articles that can be openly
accessed. While such papers are available, we make recommendation as an alternative option.
We will continue to search for such kind of paper and add them to the list. If you come across
any good article, which is scholarly, evidence-based, and of good quality, please recommend it to
us.

Compulsory Reading

Kenn Fisher, Technology-enabled active learning environments: an appraisal, CELE Exchange

2010/7 © OECD 2010; ISSN 2072-7925

Highly recommended reading

Cassidy, S. (2004). Learning Styles: An overview of theories, models, and measures. Educational
Psychology, 24(4), 419-444.
This paper provides an overview of several key learning style theories, clarifying the common areas of
ambiguity. It is very useful for the teachers who are new to the area and teaching.
Curry, L. (1983). An organization of learning styles theory and constructs. ERIC Doc, 235, 185.
This paper reorganizes different learning styles constructs into one structure. Using the metaphor of onion,
Curry made it easy for the practitioners to understand the style concepts.

37
ISSN 2072-7925
Technology-enabled active learning environments: an appraisal
CELE Exchange 2010/7
© OECD 2010

Technology-enabled active
learning environments:
an appraisal
By Kenn Fisher, University of Melbourne, Australia
This article examines the emergence of technology-enabled active learning environments and the
reasons for their appearance. It explores three case studies and considers how effective they are in
enhancing teaching and learning outcomes.

The recent advent of wireless broadband Internet access and mobile communications devices
has provided remarkable opportunities for 21st century blended learning models – simultaneous
online and face-to-face – and seriously called into question the industrial-age traditional “egg crate
classroom” model of teaching and learning. It has also enabled the emergence of a true synchronous/
asynchronous and virtual/physical matrix of learning opportunities for which our existing built learning 1
environment infrastructure is not well suited.1
In response to these developments, many innovative learning environments are being trialed. These
include an increasing focus on the “third space” which supports social forms of student interaction.
The important issue here, especially in universities, is that students can now learn off-campus on line.

Figure 1. Blended learning matrix combining face-to-face physical and online learning
Virtual and physical online learning, time dependent and time independent

Synchronous Asynchronous

Site-specific signage
Face-to-face Exhibitions
Local
meeting places Installations
White board

Internet
Telephone video conference Web
Remote Textmessages
Shared cyberlinks Virtual studio
“Google it”

Source: Mitchell, W. (2003).

1. Mitchell, W. (2003), “21st Century Learning Environments”, presentation at a workshop on new learning environments at Queensland
University of Technology in conjunction with K. Fisher.
 Technology-enabled active learning environments: an appraisal

This is forcing us to rethink the nature of the 21st century campus, and more specifically what physical
attributes need to be provided to encourage students to attend campuses and to actually meet face-to-
face with their colleagues, rather than interacting through the now prevalent social networking tools.
Interestingly, many of these spatial developments are being instigated – through initiatives lead by
information technology and communications departments – particularly in universities and increasingly
in further education and schools.2

LEARNING TECHNOLOGIES
The above developments are blurring the boundaries between what has traditionally been seen as the
“built learning environment” and the information and communications technologies that support those
spaces. The rapidly emerging models of “technology enhanced learning environments” (TEAL) – first
introduced at MIT in 20033 – emphasises that acoustics, furniture, lighting (both natural and artificial),
mobility, flexibility, air temperature and security must support the educational technologies being
designed for those spaces. The traditional physical elements are technologies as well, but increasingly
these are interdependent with ICTs and audio-visual educational technologies.
In my view, all of these elements should be integrated under the one heading of “learning technologies”
and be considered within the same framework, whether it be budget, design, maintenance or flexibility.
The key issue is that the life cycle of each element and how these vary must be attended to in such a way
that all elements are up to date.4 “Stuff”, as Brand calls the moveable elements, includes technologies
2
such as computers which tend to have a life cycle of 3 years. The space plan may well be 7 years, the
services 10-20 years whilst the structure could be in excess of 100 years. We are, of course, finding that
inserting these new technologies into existing buildings, and especially heritage buildings, is complex.

Figure 2. Stewart Brand’s hierarchy of core building elements

Stuff
Space plan
Services
Structure
Skin
Site

Source: Brand, S. (1995), How Buildings Learn: What Happens After They’re Built, p. 15.

2. See a) Higher Education Funding Council for England (HEFCE) on behalf of JISC (2006), “Designing Spaces for Effective Learning”,
[Link]/uploaded_documents/[Link]; b) [Link] Limited (2009), “21st Century Leaning Spaces”, [Link].
[Link]/learning-spaces; c) Scottish Funding Council (2006), “Spaces for learning: a review of learning spaces in further and higher education”,
[Link]/Resources/external.../sfc-spaces-for-learning.
3. Technology-enabled active learning (TEAL) is a teaching format that merges lectures, simulations and hands-on desktop experiments to
create a rich collaborative learning experience; see [Link]/8.02t/www/802TEAL3D/teal_tour.htm.
4. Brand, S. (1995), How Buildings Learn: What Happens After They’re Built, Penguin.

CELE Exchange 2010/7 – ISSN 2072-7925 – © OECD 2010

 Technology-enabled active learning environments: an appraisal

LEARNING AND TEACHING

It is paramount that these new innovations align the physical space with the educational technologies
so that both can support the pedagogies envisaged for those spaces. It is critical that this happen; after
all, the traditional classroom had to evolve from simply meeting the didactive teaching methods which
predominated prior to the emergence of significant educational technology.
I believe that the limitations of the traditional classroom in supporting these learning approaches is a cause
of concern, whether they be in the form of lecture theatres and seminar/tutorial rooms in universities,
or closed boxes for 25-35-40-45 students in schools (depending on the relevant country). The closed
classroom represents a physically outdated teaching model which does not match the inter-connected
virtual world we now live in. Students are learning collaboratively through a vast array of informal learning
spaces both on and off campus, yet are still crammed into outdated traditional models. What we know as
the “knowledge age” is rapidly morphing into a “creative age” yet classrooms, according to the students
I have surveyed, are the least creative space they can learn in.
These learning spaces need to adapt to meet the emerging needs of a wide range of pedagogies. 3
This concept is reflected in the Australian Learning and Teaching Council’s5 recent appointment of
15 discipline-specific teaching and learning advisors.
Although the original TEAL model noted above was launched to rejuvenate the teaching of Physics 1 at
MIT, many versions of it have proliferated in geology, chemistry, engineering, education, architecture
and some other disciplines. It is in engineering that the most advances have been made and this is
largely because of the need for engineers to have a wide range of competencies than cannot be assessed
solely in the examination room.
About the same time as TEAL, MIT’s Aeronautical School initiated a new pedagogical model called
CDIO (conceive, design, implement and operate). This approach has now taken off across the globe. Its
wide use and variations in practice can be seen at [Link].
These issues are important because engineering schools are preparing students who, as professional
engineers, will be required to work in self-directed ways through problem solving and collaborative
team work.6
A critical notion to understand is the concept of graduate attributes or graduate competencies. For
engineers, these might be expanded to include critical thinking, communicating to peers and the wider
community, working in multi-disciplinary teams and environmental literacy. Engineers are involved
in complex projects involving infrastructure which means they will have to work across – and in
collaboration with – a range of disciplines. To continue to learn in a didactive, teacher-centred way will
not provide students with those competencies.

5. See [Link]
6. Chang, R.L. et al., “Places for learning engineering: A preliminary report on informal learning spaces”, proceedings of the Research in
Engineering Education Symposium 2009, Palm Cove, QLD, The University of Melbourne, Australia.

© OECD 2010 – ISSN 2072-7925 – CELE Exchange 2010/7

 Technology-enabled active learning environments: an appraisal

This was first understood in the teaching of medical students. For some 30 years medical students have
been taught in a collaborative way with groups of ten students being supported by a tutor. This model
is difficult to achieve across all disciplines because of budget constraints, but the approach can be
modeled using the TEAL concept.

CASE STUDIES 7
In order to illustrate how effective they are in enhancing teaching and learning outcomes, three case
studies have been selected and are presented in chronological order, from 2003 to 2010.

The Australian Science and Mathematics School (ASMS) 8

Opened in 2003, this public senior high school for pupils aged 15-18 (the final three years of secondary
school) has been featured in many publications and received many international visitors because of its
innovative design which meets what was then seen as a “radical” pedagogical approach. This school
was planned around the CDIO concept before that concept became common knowledge.

View of Learning Commons

showing transparency
4 throughout the building

© ASMS

7. For further information, see [Link].

8. Discussed in a previous issue of this newsletter; see [Link] pp. 24-26.

CELE Exchange 2010/7 – ISSN 2072-7925 – © OECD 2010

 Technology-enabled active learning environments: an appraisal

Figure 3. A comparison of the stages of the Project of Scientific Enquiry

with the ASMS model for deep learning

t to further lea
itmen rnin
mm g
Co
pm ent of rigorous t
o hin
vel kin
De Unfamiliar
g
context

Transfer and Focus on

application innovation
• Orientation to • Orientation
problem solving to creativity

Familiar Unfamiliar
problem problem
Focus on facts Analysis and
• Orientation interpretation
to mastery • Orientation to
of basics research and
experimentation

Familiar
Co context g
mm
itme ar ni n
De nt to further le g
vel
opm i nkin 5
ent of rigorous th

Source: Oliver, G. (2007), “Scientific Inquiry Promotes Deep Learning”, in “How do we meet the challenges of inspiring learners?”, iNET
online conference.

Key features of the school include:

• It focuses on problem-based learning around mathematics and science but also includes six other
key learning areas.
• Learning principles include New Sciences, Inquiry Learning, Interdisciplinary Curriculum, Standards
of Significance, Authentic Experience and Engagement and Retention.
• It is located on the campus of Flinders University in Adelaide.
• It designs and delivers the curriculum in partnership with the University’s Faculty of Science.
• It acts as a professional development centre for national and international teachers.
• It consists of “learning commons” and “learning studios” collocated to foster seamless theoretical
and practical learning.
• It enables students to organise desks in the learning commons to suit their daily agreed social and
learning needs.
• Students host visitors and explain how the school works.
• It has been used as a model to “de-privatise” teaching practice through the transparent nature of the
internal wall, most of it being glass.

© OECD 2010 – ISSN 2072-7925 – CELE Exchange 2010/7

 Technology-enabled active learning environments: an appraisal

4th Year and Doctoral Engineering Design Studio, the University of New South Wales
This facility, opened in April 2010, was designed for 100 4th year and 30 doctoral engineering students.

Figure 4. 3D view of the concept showing collaborative learning, research students,

gallery space and café informal learning area

©W
ood
6 s Ba
got

The key elements of the studio are as follows:

• It offers integrated collaborative learning for undergraduates, postgraduates and partners in industry
in research-led pedagogy where students work actively on projects with industry.
• It facilitates interaction between undergraduate, postgraduate and academic staff based on real-
world design and research projects.
• It simulates the project-based type of environment students will face when entering industry.
• It comprises a studio, study spaces for 30 doctoral students, a gallery/foyer and functions space, café/
kitchenette for social and other functions involving project partners from the world of industry.
• No fixed technology is used other than plasma screens at the perimeters: the technology used by
students consists of state-of-the-art wireless and battery-powered devices eliminating the need for
clumsy power and data connections which limit flexibility.
• It can accommodate 96 students in groups of 8; its 12 tables fold away to allow alternative uses for
the space.

CELE Exchange 2010/7 – ISSN 2072-7925 – © OECD 2010

 Technology-enabled active learning environments: an appraisal

CDIO in the Faculty of Engineering, University of Melbourne

Conceive, design, implement and operate (CDIO) is the most recent version of collaborative learning
spaces developed in the faculty. The CDIO concept allows students to work on theory and on practice
seamlessly.

© Woods Bagot
Faculty of Engineering,
Learning Collaborative
Classroom

Key points include: 7

• It is designed for ten groups of six (60 students in all), with each group of six able to work in twos or
threes.
• It allows students to work collaboratively on project-based activities in three-hour sessions. Not all
students use the practical studio or laboratory at the same time, but they work on specific set projects
in small groups.
• Social spaces and reflective spaces surround the studios for informal and collaborative study.
• It is used by the Faculty of Architecture, Building and Planning for construction students.
• Students now feel part of a community of learners and are observed within the Faculty for greater
periods of time on campus, including weekends and evenings

EVALUATION OF TEAL
These emerging TEAL models which proliferated since MIT first launched the concept in 2003 are in
the early stages of evaluation. Some publically available articles on evaluation show that these spaces
work well. Although it is difficult to argue that the physical learning environment by itself can enhance
teaching and learning, it is clear that the physical learning environment can inhibit the practice of
some forms of effective pedagogy and therefore limit the extent to which graduate competencies can
be delivered to students.
For example, on average 90% of ASMS’s students go on to university, and yet it has no classrooms. However,
another equivalent but independent senior secondary school, which only has classrooms and uses a tutor
model (but with equally motivated teachers and students) also results in 90% entry to university. The key
question, still to be researched, is whether these respective students are successful at the end of the first
year and can then move effectively through the university system. Specifically, is the TEAL approach more
effective in creating life-long learners compared to the 19th century traditional classroom model?

© OECD 2010 – ISSN 2072-7925 – CELE Exchange 2010/7

 Technology-enabled active learning environments: an appraisal

Some studies suggest that there are significant improvements to learning outcomes in adopting this
approach.
Overall, these Active Learning Classrooms yielded very positive responses from instructors and
students. The instructors who were interviewed enjoyed teaching in the rooms so much that their only
concern was a fear of not being able to continue to teach in these new learning spaces. Similarly, more
than 85% of students recommended the Active Learning Classrooms for other classes. Instructors and
students overwhelmingly found that this space made a difference for them. “I love this space! It makes
me feel appreciated as a student, and I feel intellectually invigorated when I work and learn in it.9
The studio space is also a significant investment and so must clearly improve learning outcomes:
engagement, attitude and collaboration in addition to absorption of the curriculum. Measures of
those outcomes are necessarily qualitative at this point, but based on comments from student and
faculty who actually learned and taught in the space, we would cautiously say that the studio has
met those goals. Of course we will need to continue to evaluate progress in outcomes as people gain
experience with using the space.10

In evaluating teachers’ learning at the ASMS, a recent doctoral graduate found significant connections
between the pedagogical process and the flexibility of the ASMS school design.11 Clearly, evaluation
of the TEAL approach involves both quantitative and qualitative examination. It is also evident that
qualitative studies show significant support for the TEAL model from both teachers and students. Further
8 quantitative study is required to support these qualitative findings and this work is currently underway at
the University of Melbourne’s LEARN centre.12 Findings will be made available as they become public.
What is most pleasing from my viewpoint is that there are exciting alternatives emerging to the traditional
closed classroom and these are gaining increasing acceptance. I certainly look forward to evaluating
and using these findings in future projects and research.

For more information, contact:

Dr. Kenn Fisher
Associate Professor Learning Environments
Faculty of Architecture, Building & Planning
Learning Environments (Action) Research Network
University of Melbourne
Parkville, Victoria
Australia
Tel.: +61424022039
E-mail: fisherk@[Link]

9. Alexander, D. et al. (2009), “Active Learning Classrooms Pilot Evaluation: Fall 2007 Findings and Recommendations”, The University of
Minnesota, [Link]/projects/ALC_Report_Final.pdf.
10. Tom, J., K. Voss and C. Scheetz (2008), “The Space is the Message: First Assessment of a Learning Studio”, [Link]/EDUCAUSE+Quarterly/
EDUCAUSEQuarterlyMagazineVolum/TheSpaceIstheMessageFirstAsses/162874.
11. Bissaker, K. (2009), “The processes and outcomes of professional learning in an innovative school: the construction of an explanatory
model”, unpublished thesis.
12. The Learning Environments Action Research Network is associated with the Smart Green Schools project; see [Link]/
research/funded/smart-green-schools.

CELE Exchange 2010/7 – ISSN 2072-7925 – © OECD 2010

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Higher Education

Government of India
MHRD Ministry of Human Resource Development
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