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Educational developments in the last century by Prof. M.M. Pant
1. Educational Developments….. ……in the last century Program on Educational Entrepreneurship By Prof. M.M. Pant For more details, visit: www.mmpant.net
2. The meaning of education: What great thinkers have said…Quotations
3. John Dewey I believe that education is the fundamental method of social progress and reform. All reforms which rest simply upon the law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.... But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.... Education thus conceived marks the most perfect and intimate union of science and art conceivable in human experience
4. John Dewey Education is not preparation for life; education is life itself. The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.
5. A few more quotations Lord Brougham: Education makes a people easy to lead, but difficult to drive; easy to govern, but impossible to enslave. Lou Ann Walker: Theories and goals of education don't matter a whit if you don't consider your students to be human beings.
6. A few more quotations Maria Montessori: Establishing lasting peace is the work of education; all politics can do is keep us out of war. Marian Wright Edelman: Education is for improving the lives of others and for leaving your community and world better than you found it. Mark Twain: First, God created idiots. That was just for practice. Then He created school boards.
7. A few more quotations Paulo Freire: Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. Pete Seeger: Education is when you read the fine print. Experience is what you get if you don't.
9. Suggested statutory warning to accompany all exam results The marks indicated for this student have no correlation with the real abilities learning and achievement is purely co-incidental (and we are as surprised as you are when that happens)
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14. We all know GPS…… Global Positioning System GPS devices tell you your exact longitude and latitude (it gets the information from orbiting satellites). GPS refers to satellite-based radio positioning systems that provide 24 hour three-dimensional position, velocity and time information to suitably equipped users anywhere on or near the surface of the Earth (and sometimes off the earth).
15. How does one create a GPS for education? Define a learner’s position on cognitive, affective and psycho-motor dimensions Target the new location within a defined time span: week, term, year Design learning interventions to achieve that target Deploy instruments of measurement for the above
16. Implicit assumptions Consensus on academic goals Agreement on priorities Goals are stated explicitly Progress on achieving goals is measurable We can validly differentiate between truly competent, incompetent or incomplete achievement
17. Norm referenced assessment Traditional psychometric approach Useful for short-listing Measures and compares individual differences in relation to norms provided by others Marks scored, grades or percentiles
18. Criterion referenced assessment Interprets a student’s score in relation to the goals No reference to other student’s score Measures a learner’s proficiency in a particular instructional domain Can demonstrate growth over time What else the learner needs to attain specified instructional goals?
22. The key difference Norm referenced assessment is useful for selecting talent Criterion referenced assessment is helpful in developing talent
23. Instructional sensitivity In NR assessment each test item must be missed by 50% of the examinees and create a bell curve In CR assessment, all could fail the test before instruction and all should pass the test after the learning intervention
24. Test attributes A competent person passes the test ( a correct-positive decision) A competent person fails the test (a false-negative decision) An incompetent person fails the test (a correct-negative decision) An incompetent person passes the test (a false-positive decision)
25. Linkages to standards If the standard is too low, we will have more false-positive decisions How high the standards are will depend upon what we want to achieve Measurement decisions for NR and CR are quite different although in practice they are often correlated
27. Mastery Learning A measurements based approach So that everyone can learn
28. The changes…… We have rapidly moved from the agricultural age to the information age in less than 30 years. Changes are taking place rapidly in the economic arena due to reforms and advances in technology. But instructional practice remained about the same over more than a hundred years. This is leading to a growing concern that our Institutions are unable to adequately prepare our youth and therefore, nontraditional methods and modes of instruction must be explored.
29. Mastery learning The developers of mastery learning assert that it is most useful with basic skills and slow learners at both elementary and secondary levels. Group instruction is often given to the entire class by the instructor with individual time for learning provided until mastery is met. The goal of mastery learning is success for the student. It is asserted that success in achievement, attitude, and motivation in the education or learning environment makes learning more effective.
30. Learning rates Time on task, student attendance and attrition rates, and instructional time, all showed positive effects. Remediation time spent by students and instructors significantly decreases as the student reaches higher instructional units. The learning rate appears to be an alterable characteristic and mastery learning procedures may be one way slow learners can be helped to increase the rate at which they learn. Students who learned under mastery conditions generally liked the subject they were studying more, were more confident of their abilities in that subject, felt the subject was more important, and accepted greater personal responsibility for their learning than students who learned under non-mastery conditions
31. Benefits of mastery learning Again, positive effects of mastery learning were seen across all levels of education; they appeared to be larger for younger students in elementary classrooms than for older high school or college students. Only 7 of the 46 studies investigated student retention of learned material over a 4-week to 4-month time period. The results showed that group-based mastery learning strategies do appear to have a positive effect upon students' retention of the material. The authors suggested that more studies are needed involving short-term retention as well as long-term retention.
32. Evolution of mastery learning John B Carroll (1963) proposed the idea that all learners have the potential to learn any instruction given, but take different amounts of time to do so. He identified two factors that affected the learning rate of a student,(1) perseverance of the student, and (2)the opportunity to learn. The first is controlled by the student, that is, how much time they spend on learning, the second is the time allotted to learn by the classroom, or access to materials, etc.
33. A break-away from the past This was in contrast with the classic model in which all students are given the same amount of time to learn and the focus is on differences in ability.
34. Benjamin Bloom (1968) Bloom in 1968 further developed the concepts now known as Mastery Learning. Bloom researched on individual differences as applied to learning. He concluded that it should be possible to set the degree of learning expected of a student to some level of mastery performance. Bloom concluded that given sufficient time and quality instruction, nearly all students could learn.
35. Bloom’s predictions Bloom (1968) is now generally recognized as the classic theoretical formulation on the mastery model. He predicts that in classes taught for mastery, 95% of the students will achieve at the level previously reached by the top 5%. That means that typical scores in a mastery classroom should be around the ninety-eighth percentile, or approximately two standard deviations above the mean.
36. Shift from teaching to learning The theories of Mastery Learning resulted in a radical shift in responsibility for teachers The blame for a student's failure rests with the instruction not a lack of ability on the part of the student. In this type of learning environment, the challenge becomes providing enough time and employing instructional strategies so that all students can achieve the same level of learning (Levine, 1985; Bloom, 1981).
37. The 5 steps of the method The mastery learning method divides subject matter into objects that have predetermined outcomes .
38. The 2nd step Students work through each unit in an systematic fashion. This may be done individually It may also be carried as a group or class activity
39. Demonstration of mastery : the 3rd step Students must demonstrate mastery on unit exams, typically 80%, before moving on to new material.
40. Remediation : the 4th step Students who do not achieve mastery receive remediation through tutoring peer monitoring small group discussions or additional homework.
41. The 5th step in the cycle of mastery Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. Even students with minimal prior knowledge of material have higher achievement through mastery learning
42. Instructional design for mastery learning 1. Clearly state the objectives representing the purpose. 2. The content is divided into relatively small learning objects, each with their own objectives and assessment. 3. Learning materials and instructional strategies are identified; teaching, modeling, practice, formative evaluation, reteaching, reinforcement, and summative evaluation are included. 4. Each learning object is preceded by brief diagnostic tests, or formative assessments. 5. The results of diagnostic tests are used to provide supplementary instruction, or corrective activities to help the learner achieve goals.
43. Time is not the constraint *** Time to learn must be adjusted to fit aptitude ***. NO STUDENT IS TO PROCEED TO NEW MATERIAL UNTIL BASIC PREREQUISITE MATERIAL IS MASTERED.
44. Focus on mastering content Mastery learning does not focus on content, but on the process of mastering it. Curriculum materials can be designed by inhouse Instructional designers Or existing instructional materials can be used. A combination of this is most appropriate. The teachers must evaluate the materials they plan to use to ensure that they match the instructional objectives.
45. Advantages Students have prerequisite skills to move to next learning object Requires teachers to do task analysis, thereby becoming better prepared to teach Requires teachers to state objectives before designating activities Can break cycle of failure (especially important for academically weaker students)
46. Disadvantages (Challenges) Not all students will progress at same pace; this requires students who have demonstrated mastery to wait for those who have not or to individualize instruction Must have a variety of materials for remediation Must have several tests for each unit If only objective tests are used, can lead to memorizing and learning specifics rather than higher levels of learning
47. The Keller Plan (1968) In colleges, the most serious, systematic implementation of mastery learning was through so-called Keller Plans, also called personalized systems of instruction (PSI). Among the key elements to Keller's plan were self-pacing, repeatable testing, and peer tutors. These plans flourished during the decade around 1970
48. Consensus on success of mastery learning Several educational systems have attempted to implement mastery learning. There is substantial agreement about the success of mastery learning, particularly in college teaching settings [Kulik & Kulik, 1987; Kulik et al., 1990]. Many modern, structured learning programs include strong mastery learning components.
49. Successful … but very demanding In one review, it was suggested that, "the future will bring even wider use of the plan." Keller Plan testing, however, drove both students and teachers nearly to the point of burn-out. One Chemistry teacher reported administering, grading, and filing 2500 five-question quizzes for 90 students in a sophomore organic chemistry class.
50. Much more feasible today…. Today, testing can be made available on demand. Much of this testing can be automated. Under these circumstances, it should be possible to implement modernized Keller Plan courses using technology that makes testing much easier for teachers, and more accessible for students. Elements of the Keller Plan, especially repeatable testing, continue to find favor with educators
51. Instructional design a tested and proven methodology for developing instruction. gained popularity in World War II
52. The roots of instructional design Industrial efficiency movement Educational theory Military Training Cybernetics Psychology
53. Advantages of ID The advantages of using an instructional design approach It’s formal It’s proven It’s fair It’s modular It’s portable It provides data for evaluation
54. Why isn’t instructional design used in higher education? Tradition Perceptions of Academic Freedom Lack of training in how to teach Emphasis on research Heavy class loads Dependence Upon Part-Time Instructors
55. How does an ID approach differ from the traditional approach? • Rigorous analysis identifies the most critical material and makes it a priority of the course. • The course is tailored to a specific audience. • Course content is derived from learning objectives that specifically state what a student is to learn. • Course content is delivered in a variety of methods and carefully scripted to evoke maximum learning and retention. • Evaluation is varied and frequent. • Evaluations are keyed to the learning objectives (i.e., are criterion-referenced) • Evaluations are used both as a teaching tool (via prompt and remedial feedback of results) and a feedback tool for professors to constantly improve the course.
56. The steps in Instructional Design • A = Analysis • D = Design • D = Development • I = Implementation • E = Evaluation
57. Gagne’s model of Instructional design Gain attention Convey learning objectives Relate to prior knowledge Presentation of learning material Provide Guidance for Learning Let the learner do something Give feedback Test whether learning goals achieved Enhance retention and transfer
58. 1.Gain attention Gain attention. Present a problem or a new situation. Use an "interest device" that grabs the learner's attention. The ideal is to grab the learners' attention so that they will watch and listen, while you present the learning point. Storytelling, Demonstrations, Presenting a problem to be solved. Doing something the wrong way (the instruction would then show how to do it the right way)
59. 2. Convey learning objectives This allows the learner's to organize their thoughts and around what they are about to see, hear, and/or do. There is a saying in the training field to 1) tell them what you're going to tell them, 2) tell them, and 3) tell them what you told them.
60. 3. Relate to prior knowledge Stimulate recall of prior knowledge. This allows the learners to build on their previous knowledge or skills. It is much easier to build on what we already know. e.g. remind the learners of prior knowledge relevant to the current lesson, provide the learners with a framework that helps learning and remembering.
61. 4. Presentation of learning material Present the material. Chunk the information to avoid memory overload. Blend the information to aid in information recall. This is directly related to Skinner's "sequenced learning events." This allows learners to receive feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where the root of the learning challenge lies. Bloom's Taxonomy and Learning Strategies can be used to help sequence the lesson by helping you chunk them into levels of difficulty.
62. 5. Provide guidance for learning Provide guidance for learning. This is not the presentation of content, but are instructions on how to learn. This is normally simpler and easier than the subject matter or content. It uses a different channel or media to avoid mixing it with the subject matter. The rate of learning increases because learners are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts
63. 6. Let the learner do something Elicit performance. Practice by letting the learner do something with the newly acquired behavior, skills, or knowledge
64. 7. Give feedback Provide feedback. Show correctness of the learner's response, analyze learner's behavior. This can be a test, quiz, or verbal comments. The feedback needs to be specific, not, "you are doing a good job" Tell them "why" they are doing a good job or provide specific guidance.
65. 8. Test whether learning goals achieved Assess performance. Test to determine if the lesson has been learned. Can also give general progress information
66. 9. Enhance retention and transfer Enhance retention and transfer. Inform the learner about similar problem situations, provide additional practice, put the learner in a transfer situation, review the lesson.
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68. Recognize an equilateral triangle Gain Attention - show variety of computer-generated triangles. Identify Objective – On completion of this lesson, you will be able to “Recognize an equilateral triangle." Recall Prior Learning - review definitions of triangles. Present Information - give definition of equilateral triangle, show example of how to create equilateral. Elicit Performance - ask students to create five different examples or provide quiz on five different examples. Provide Feedback - check all examples as correct/incorrect; quiz is self-marking Assess Performance – students will be tested on this at a point in time
69. Tell me Give me clear instructions in words I can understand
70. Show me Animated explanations of how it happens, simulations, demos
71. Let me Guide me in performing a procedure on my own
72. Gender and Instructional Design for ICT: Gender-inclusive design. According to Knupfer (1997), it can be difficult to recognize, analyze, and explain when instruction is gender-biased. Obvious gender biases, such as language that is exclusionary, are fairly easy to identify. Hidden gender bias can involve how the learning is structured, what is neglected, and how the design reflects the needs of females and males. Knupfer (1997) asserts that the field of instructional design has been shaped by male influences for many years, and it will take many years to correct some of the inequitable practices that have resulted from individual and collective practice within a social system that perpetuates gender bias .
74. Sources of information about Indian Education Official Government websites Institutional websites National Knowledge Commission Google searches Articles in wikipedia A recent Times of India publication
75. International student mobility: In 2006, UNESCO estimated that over 2.5 million students were studying at the tertiary level in countries other than their homes, up from an estimated 1.7 million in 2000. A report from IDP Education Australia predicted that by 2025, almost eight million students will be educated transnationally.
76. IIE Atlas of student mobility: The Atlas of Student Mobilityatlas.iienetwork.orgwebsite contains the following: The latest available data on international students from host destinations and sending places of origin Articles and papers of interest Data tables containing contextual information on places of origin, such as population, income levels, and education
77. Key National Organizations Planning Commission National Knowledge Commission Ministry of Human Resource Development, GoI University Grants Commission Medical Council of India Bar Council of India All India Council of Technical Education National Council of Teacher Education National Council of Vocational Training Distance Education Council Indira Gandhi National Open University Indian Institutes of Technology Indian Institutes of Management Indian Institute of Mass Communication National Institute of Design National Institute of Fashion Technology Jawahar Lal Nehru University National Institute of India University All India Institute of Medical Sciences Educational Consultants India Ltd.
79. A fast forward history of Indian education Ancient traditions of Gurukul(s) with teacher having absolute authority Community managed village schools Several Universities..Nalanda,Taxila,Vikramshila…. Lord McCaulay’s design (1835) ….promotion of European literature and science among the natives of India East India company destroyed the village community schools and worked towards the above goals
80. Mahatma Gandhi’s Speech at Chatham House in October 1931 "Today India is more illiterate than it was fifty or a hundred years ago, and so is Burma, because the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out. They scratched the soil and left the root exposed and the beautiful tree perished".
81. Post independence educational initiatives Kothari Commission (1964-1966) NPE 1968 NPE 1986 and revised PoA 1992 Learning without burden (1993) NCF 2005
82. Development of IITs In May 1950, the first Indian Institute of Technology was set up in Kharagpur. By 1961 four more such institutes were established in Mumbai, Kanpur, Chennai and Delhi. IIT Guwahati was established in 1994. In 2001, University of Roorkee was granted IIT status. This formed the seventh campus of the IITs in India. In 2008-2009, 6 more added Indore and Himachal activated in 2009-10
84. The current thinking & latest steps for inclusion National Curriculum Framework 2005 Creation of and reports by the National Knowledge Commission The 86th Constitutional Amendment The Right to Education Act 2005 The Right to Information Act 2005
85. The key challenges: A non-traumatic transition to the Knowledge from a mainly agricultural and low production industrial economy The challenge of numbers The challenge of access The challenge of quality
86. Areas lacking skilled personnel: Civil Infrastructure: Roads, buildings, airports construction, maintenance and repair Automobiles: Manufacturing, maintenance services and repair Electronic equipment: Manufacturing, maintenance and repair Airlines: Cabin staff, ground staff
87. Areas lacking skilled personnel: Healthcare: Nurses, technical equipment operators and hospital support staff Specialized care: Of elderly, of children, of the disabled Personal : Fashion, fitness trainer, cosmetics & beauty parlour
88. Areas lacking skilled personnel: Financial Services: Insurance, Investment products Advertising and mass media Real Estate: Agents, Facilitators Retail : Sales staff, Supervisory staff Quality : Auditors and other support staff
89. Areas lacking skilled personnel: Hospitality : Tourism and leisure Education: Back-office, examination support, tele-support Legal: Para-legal, drafting and research services Other services : household maintenance, housekeeping, courier etc.
91. Models of International Collaboration: A term (semester) in India Pathways programs Faculty exchange Institutional Collaboration Research degree by direct submission
92. Learner expectations: A typical learner at the senior secondary stage does not yet see the intrinsic value of knowledge or learning, seeks a program of study with the following attributes: Holds out promise of employability (not necessarily a guarantee) Is accredited or certified in some way ( he cannot judge the value by himself) Is not demanding in academic rigour ( not too much science or maths please) but more oriented towards industrial practice Is easy on the pocket ( Not necessarily free)
