Concept Note Blended Mode of Teaching and Learning
Concept Note Blended Mode of Teaching and Learning
Concept Note Blended Mode of Teaching and Learning
1. Background 1
1.1 Introduction
1.2 Need for Flexibility to Students / Student
Centricity
Background
1.1 Introduction
Resources such as video lectures, podcasts, recordings and articles would be provided in
order to transfer the main bulk of the necessary knowledge from teacher to
student before each class. This then frees up time in class for teachers to support
students in activities, lead discussions and facilitate engagement
The National Education Policy has given a rare glimpse in what can be achieved through
the transformation of education. The new NEP clearly states that it is time to take on a
policy that is undoubtedly student centric, or what can be safely put down as Education
4.0! The time has indeed come to recognize the fact that the student is the main
stakeholder and that efforts must be taken to make the system respond to their dreams
and aspirations. In this line of thinking the new policy gives the acceptability of many
modes of learning including that of face to face learning, online learning and distance or
virtual mode. It also promotes use of vocational courses, multi-disciplinary courses and
multi-modal approaches there by focussing on Blended teaching-learning.
The student centricity means that availability of multiple entry and exit points;
promotion of the mother tongue and other languages; focus on the arts and humanities;
reforming the examination systems with open book testing and group exams; the ready
support for mature learners; and above all the concept of the ABC (Academic Bank of
Credit) that factors in the potential of time, place, mode, speed and language that in
many ways is going to be the new approach of education.
Figure 1.1
Educational Transformations
Technology is a critical element in the whole process and the ABC as currently being
evolved understands that. The new teaching –learning
learning and educational processes of the
NEP 2020 policy will have to be backed by adequate technologies and blended modes of
acquiring knowledge.
ABC is a carefully laid out set of building blocks that has flexibility for everybody
everybody—for the
top level higher learner to go on fast track while the slow learner would require extra
time and assistance to meet their academic targets. Keeping this mind the ABC can
mainly be understood through six building blocks: 1. any subject combinations that
would include specializations that are inter
inter-disciplinary
disciplinary factoring in normal and skill or
vocationall courses at par; 2. flexible education or the merging of regular, distance,
online and virtual modes; 3. the flexibility would be given to students to study in any
national or international institutions; 4. converting credits into degrees and diplomas; 5.
enabling a lifelong learning process so that the notion of a fixed time for education is
done away with option of multiple entry and exit points; 6. the opportunity for the
student to indulge in a potpourri or types of course leading to something called a
Bachelor of Liberal Education in the event of credits not adding up to a specific discipline.
2
Undoubtedly there are some key advantages or take
take-aways
aways of the ABC is in favour
favo of the
young mind who can blend education as they like. A student can change sp
specializations
or institutions in mid-course;
course; choose own subjects and courses along with degrees and
diplomas; courses can be lined up according to strength of institutions and professors;
utilize online mode which offers a round the clock facility eliminat
eliminating
ing the time limitations.
Fig. 1.2 presents ABC framework.
Figure 1.2
A blended learning mode provides ultimate flexibility in many aspects. And most of all, it
can be applied to any program which holds on to the values of traditional learning and
incorporates digital media with that. It is a lot more effective and likeable than anything
that has been ever before. Students, academicians, policy makers etc. appreciate the
needed freedom/flexibility. Only a well-crafted blended solution can provide a seamless
transition from classroom to computer or vice
vice-versa. Though there are many teaching
methods and techniques, available resources indicate that blended learning mode is the
“best of all worlds”. It is the best because it helps all learning requirements and
styles through a variety of mediums and techniques. Recently many learning platforms
globally have adopted blended learning and is also one of the most adopted learning
tools.
3
Chapter II
2.1 Introduction
The world is changing constantly and the various domains are also influenced by the
change. There is no exemption even in the education domain. The evolution of the digital
learning platforms has a huge impact in educational institutions and has eventually put
the traditional methods in the back seat. However, there are demands for both
technology and traditional learning methods. As a result of this, the art of
combining digital learning tools with more traditional classroom face to face teaching
gave birth to the term “Blended Learning”. This chapter deals about the educational
transformations and the prerequisite for Blended Learning.
BL is not a mere mix of online and face-to-face mode, but it refers to a well-planned
combination of meaningful activities in both the modes. The blend demands
consideration of several factors, mainly focussing on learning outcomes and the learner-
centred instructional environment.
Given the emergence of digital technologies and the emerging importance of leveraging
technology for teaching-learning at all levels from school to higher education, the NEP
2020 recommends for use of blended models of learning. The NEP-2020 states that while
promoting digital learning and education, the importance of face-to-face in-person
learning is fully recognized. Accordingly, different effective models of blended learning
will be identified for appropriate replication for different subjects.
The advantages of BL for students include increased learning skills, greater access to
information, improved satisfaction and learning outcomes, and opportunities both to
learn with others and to teach others.
4
Recent research identifies the following key benefits of BL:
BL shifts the teacher’s role from knowledge provider to coach and mentor. This shift does
not mean that teachers play a passive or less important role in students’ education.
Quite the contrary—with BL, teachers can have an even more profound influence and
effect on students’ learning. Traditionally, classroom instruction has largely been
teacher-directed, top-down, and one-size-fits-all, with a bit of differentiation thrown in,
but with BL, it now becomes more student-driven, bottom-up, and customized, with
differentiation as a main feature. Much of this new learning dynamic is due to the
enhanced role technology plays in instruction. BL provides an appropriate balance
between online instructions, which offers the interactive, tech-based learning,
individualized pacing, and privacy that keep students continuously engaged and
motivated, and teacher-led instruction, which personalizes the learning experience and
adds the human elements of encouragement, compassion, and caring guidance that only
teachers can give.
This new learning dynamic benefits students and teachers alike. Giving students
permission and space to become active learners who gain knowledge directly lets them
assume some control over their learning and helps them develop self-reliance. As more
students are working independently, time opens up for teachers to provide face-to-face
support and individualized instruction more frequently for more students, effectively
improving differentiation. BL provides teachers with a fuller, more accurate picture of
how each student is doing. BL yields more frequent and more personal teacher
5
interaction with individual students, teachers have the opportunity to deepen and
strengthen student/teacher relationships. The trust that comes with close relationships
can give teachers insights into students’ personal struggles and needs -insights which
empower teachers to comfort and coach students through challenges that often serve as
obstacles to learning. In summary, BL combines the best aspects of online learning with
the best aspects of direct instruction, helping teachers easily manage to do much more
to meet student needs without adding to an already weighty workload.
6
Enables students to learn at their own pace:
Due to the flexibility of BL and the ability to access internet resources allows students to
learn at their own pace, meaning a teacher can help speed up the learning process or
give more advanced resources if necessary.
Many factors must be considered when choosing how to blend in-person and online
teaching and learning activities. In some cases, most interactions between students and
the teacher, as well as the direct delivery of instruction, take place in person in the
classroom, while materials and possibly some additional activities are delivered online.
In other cases, most of the class activities occur online, with infrequent meetings in
person to solve problems and support community building. In some blended
arrangements, students may choose which activities to complete online and which to
complete in a classroom. Ideally, blends are personalised so individual students have the
blend that best fits their age, life circumstances and learning needs. These are called à la
carte models. Students choose what to take fully online, what to take fully in person
and, when the design is available, blended courses where they choose when to go to in-
person classes and when to watch videos, download readings and complete assignments
online. This kind of personalisation is not always available. Most important is ensuring
that students are able to function well as learners with any delivery method, single-mode
or blended, even if it is not their preference or the best situation for them.
Teachers are valuable coaches for helping students manage in any learning situation; it
is up to teachers and learning designers to offer blended activities that best suit the
subject, the learners’ needs and the curriculum requirements. Not all unique and
interesting BL designs are one-size-fits-all model. Below are seven sample configurations
of BL activities to consider for BL teaching situation. These examples of BL are drawn
from higher education but can be shaped to fit any teaching and learning situation.
7
been replaced by online activities. Seat time is required for this model, while online
activities are used to supplement the in-person classes; readings, quizzes or other
assessments are done online at home. This model allows students and faculty to share
more high-value instructional time because class time is used for higher-order learning
activities such as discussions and group projects.
8
Flexible-mode courses
Flexible-mode courses offer all instruction in multiple modes - in person and online and
students choose how to take their course. An example of this is San Francisco State
University’s hybrid flexible (HyFlex) model, which offers classroom-based and online
options for all or most learning activities, allowing students the ability to choose how
they will attend classes: online or in person.
2.5 Scenarios in BL
The curricula across the country are now credit-based. Weeks for credit hours generally
range from 12 to 15. e.g. IIIT considers 12 weeks per credit, IIT considers 13 weeks per
credit, whereas UGC considers 15 weeks per credit. Total credits per Programme change
as per UGC Guidelines and approvals to programmes by Academic Councils of the
Universities. e.g. In a particular University, M.Com. programme may be offered of 80
credits whereas M.Sc. programme may be of 96 credits. Considering a theoretical
programme, where 15 hours classroom time is allotted per 1-credit (1-credit hour * 15
weeks), total classroom hours are 4 * 15 = 60 per course. Total number of hours are
240 for these 16 credits are being taught in face-to-face mode. UGC is offering a choice
of teaching these 240 hours in a Blended Mode, i.e. instead of attending 240 classroom
hours, students can spend upto a certain hours in online interactions and be present in
F2F mode (face-to-face) for the remaining hours. Additional student work (self-study,
revision, assignments, projects, assessment preparations, etc.) are of 240 hours which
remain unchanged.
9
Table 2.1
Courses:
203 eLearning 4 60
* Practical course, so
double number of hours
Course 204 is an optional course, which can be skipped by the students and instead any
4-credit SWAYAM course can be completed. Remaining 4 courses can be taught using BL
mode.
3. Teacher C teaching course 203 (eLearning) has allowed students to join a MOOC on
eLearning. While students are completing this external MOOC, teacher C has also
joined this MOOC to keep track of teaching-learning happening in the MOOC. S/he is
conducting a few activities, confirming students’ regular access to MOOC and
completion of assignments, discussing and allotting group activities in the class as
well in online mode. Students are submitting assignments of the teacher C
simultaneously in online mode and attending classes on the campus only for 25% of
the total hours, i.e. there are only 15 campus hours for this course.
4. Teacher D is dealing with OER development course (204). S/he needed to assign a
separate weightage of hours for every module. Last 2 modules require more lab
10
hours where students themselves are developing the entire OER using the studio of
the institute. The previous 2 modules aim at their own explorations of free tools and
they can work more from home. As per teacher’s plan, students spend 80% time in
online mode for module 1 and 2, whereas 40% time online and 60% time in the
classroom is spent for module 3 and 4. Average 30% of the total time is spent in the
classroom for this course.
However, all teachers A, B, C and D have submitted this proposed weightage to the
institution for information.
2.5.2 Scenario II: BL Mode for training used by a National Level Institute
The national level institute offers training in ICT using the following 3 approaches:
a. The Induction course of ‘ICT in Education’ Curriculum for teachers followed the
flipped curriculum approach where the 18 sessions were conducted in face to face
mode for 10 days followed up by reading materials online and doing activities like
assignment submission, forum discussion and quiz online.
c. Refresher course in ‘Research in ICT’ uses maximum online modalities. The total
number of hours planned are 120. LMS is being used alongwith synchronous sessions
through virtual class. All resources are accessed through LMS. Synchronous classes
are used for solving queries, conducting expert talks, online group activities.
Participants attended face-to-face workshop only towards the end of the course and
spent 30 hours in the institute (5-day workshop) and finalised research proposals.
They also had a hands-on experience of SPSS in the institute’s lab.
The scenarios discussed in this section provide a few ideas or implementing BL mode.
11
Chapter III
Significant ICT initiatives useful for the higher education teachers of our country while
implementing BL are discussed in the following sections.
Open educational resources (OER) are defined by the United Nations as any type of
educational materials in the public domain or introduced with an open license. Critical to
supporting open knowledge and open access, OER are learning materials supporting
legal and free (a) copying, (b) usage, (c) adaptation and (d) sharing.
These resources can be anything from textbooks to syllabi, lecture notes, tests, videos
or animations. OER offer the opportunity to provide access, quality GUIDE TO BL and
cost-effectiveness in education delivery and have led to significant dialogue around
policies for knowledge sharing and capacity building in the social and economic global
world.
While OER are not a necessity for successful BL, these two education innovations
combine to make a powerful contribution to high-quality, accessible and affordable
education. Using well-designed, available OER can free up resources that can then be
used to design and deliver BL opportunities.
MOOCs
MOOC stands for massive open online course (MOOC) which is an online education
system providing various courses, which aims at large-scale interactive participation and
open access via web. MOOC aims to provide real time education online with the help of
12
various features like videos, study materials, quizzes and online exams and also tries to
make it more efficient than the real time education in class rooms by removing time
constraints and location constraints. MOOCs also provide interactive discussion sessions
for the user through interactive discussion forums that help to build a community for the
students and professors.
SWAYAM
SWAYAM is a programme initiated by Government of India and designed to achieve the
three cardinal principles of Education Policy viz., access, equity and quality. The
objective of this effort is to take the best teaching learning resources to all, including the
most disadvantaged.
LMSs are web applications, meaning that they run on a server and are accessed by using
a web browser. LMSs give educators tools to create a course web site and provide access
control so only enrolled students can view it. LMSs also offer a wide variety of tools that
can make your course more effective. They provide an easy way to upload and share
materials, hold online discussions and chats, give quizzes and surveys, gather and
review assignments, and record grades.
LMS can be installed in cloud & all faculty can upload to share all the particular class
related documents, video, MP3 etc.
Table 3.1
13
Canvas(Australia) Licensed/Free (For Single https://www.instructure.com
Users)
D2L (Australia, Brazil, Licensed https://www.d2l.com
Europe)
TVS (India) Licensed www.tvslms.com
BlackBoard (USA) Licensed https://www.blackboard.com
Totara Learn (New Licensed https://www.totaralearning.com/
Zealand)
CLANED (Finland) Licensed https://claned.com/
Matrix (Europe) Licensed https://www.matrixlms.com/india
CALF (USA) Licensed https://nuvedalearning.com/calf/
SYNAP Licensed https://synap.ac/
Adobe Captivate Prime Licensed https://www.adobe.com
(USA)
SPOT(France) Licensed https://www.spotlms.us
3.4.1 SimLab+
Virtual labs provide remote-access to Labs in all major disciplines of Science and
Engineering. These Virtual Labs can cater to students at the UG & PG levels as well as to
research scholars. Use of these labs can cut down the effective cost by 24x7uses and
providing better reliability, repeatability and access.
14
Allows us to share costly equipment and resources, which are otherwise would be
available to limited number of users due to constraints of cost (including the initial cost,
maintainability and the ROI)
It helps student to conduct experiments by arousing their curiosity and learning basic
and advanced concepts through remote experimentation but with more safety, security.
Can be considered as a part of Learning Management System where the students can
avail the various tools for learning, including additional web-resources, video-lectures,
animated demonstrations and self-evaluation.
3.4.3 Robotics
The use of robots is rapidly growing and becoming more common across workplaces,
homes, and educational institutions. Institutions have also started using teaching robots,
to impart knowledge to their students. These robots can help in delivering lessons in
Science, Technology, Engineering, and Mathematics concepts that are essential in the
educational curriculum.
The use of robotics in learning is ideal for interaction in classrooms as it can improve and
encourages collaboration among students. Playing (and learning) with robots also offer
additional benefits for students with disabilities. Students can undertake challenging
tasks by designing, creating and programming their own robots.
3.4.4 FOSSEE
E-sim: eSim is an open source EDA tool for circuit design, simulation, analysis and PCB
design.
Osadag: Osdag is a cross-platform open-source software for the design of steel
structures, using the Indian Standard.
15
DWSIM: DWSIM allows chemical engineering students and practicing engineers to model
process plants by using rigorous thermodynamic and unit operations models.
PLC: Provides training and skilling for PLCs.
SBHS: The single board heater system (SBHS) is a lab-in-a-box setup useful for teaching
and learning control systems.
R: R is a language and environment for statistical computing and graphics.
QGIS: QGIS (Quantum GIS) is a desktop Geographic Information System (GIS)
application.
PYTHON: Easy to read and learn, useful for scientific computing.
It is evident that learner-centred learning has always helped the learners achieve
curriculum outcomes and more than that adds to their skills to function effectively as the
21st Century learners. Collaboration, and not competition at individual level, needs to be
encouraged for a teacher’s contribution towards a productive society. Studies also
emphasize that active participation of learners in the co-creation of knowledge leads to
the increased level of learner satisfaction and motivation. At one hand, cooperative
learning strategies, group-work, group-projects in the classroom environments help
teachers in creation of the conducive learning environments, whereas collaborative ICT
tools prove a great aid to the teacher in co-creation of knowledge by learners.
BL may not turn into teacher-centred classroom scenarios in face-to-face and online
mode. On the contrary, the learners can be engaged in creative and productive activities
through several ICT tools.
Collaborative contribution of learners may be planned by teachers through free ICT tools.
Some of the indicative ICT tools are listed below as some examples, though teachers are
expected to explore many other tools achieving learner collaboration:
3.5.1 Blogging
A blog can be created by the teacher, and then students can be added as contributors to
the blog. A problem, theme, issue may be provided with a few resources and learners’
views, ideas, opinions, examples, scenarios, etc. can be invited as contribution to the
blog. Blogging can be given as an asynchronous activity and the teacher can be
facilitator to guide them throughout the posting process.
3.5.2 Stickynotes
Stickynote tools such as IdeaFlip, Lino.it, Jamboard, etc. can be used for online
brainstorming. Brainstorming activity can be done as a synchronous activity in live online
16
class or else an assignment of such idea generation can be given as asynchronous
activity.
Students can be told to come out with a product after working in small groups of 2 to 5
students. Tools such as Google Doc, Google slides, etherpad, ScatterSpoke, ideaboardz,
etc. can be introduced to them. Most of these tools are free and students get chance of
being online at their own convenience and internet availability.
Comprehensive activity platforms such as Padlet, Miro, Whimsical, etc. may prove
effective virtual workspaces. Features such as wireframe will enable learners to develop
project management, team-work abilities needed in 21st Century learners.
Many more ICT tools and platforms can be explored, experimented by teachers and
students. Use of Free and Open Source tools may be encouraged. Mobile Apps of many
tools will be useful for easy access and availability to students. Computer labs on the
campus may be made available for needy students to perform online activities. The next
chapter describes different ways of using these tools.
17
Chapter IV
Implementation of BL
4.1 Introduction
Higher education learners are adult learners who come with their own world of
experience, previous knowledge gained at schooling level and previous years of
education, exposure to other sources of knowledge, etc. Even pre-session resources
suggested by teachers help them some knowledge, information. Lecturing of teacher
assuming the learners are empty boxes is no more a preferred pedagogy. Learners,
instead, can contribute by sharing their knowledge, ideas, views, either in the classroom
or else on online platforms.
BL mode may provide this opportunity to learners to a great extent. Resources can be
uploaded and external links can be posted on Learning Management systems prior to
classroom sessions. These Out-of-class resources prove useful at least for acquiring
information. Once the students study through the resources, classroom time can be
utilized fruitfully in discussions.
Online platforms such as discussion forums, shared documents, blogs, etc. may be used
to help them share their ideas and knowledge on a common platform.
18
4.2.2 Brainstorming
4.2.3 Concept-mapping/Mind-mapping
Creating cognitive structure/schema of any topic in the mind is the best cognitive
exercise for learners. These help learners understand the topic from all perspectives and
also help learners establish relationships of concepts on their own. Features such as
inserting images, sticky-notes, sketches in such tools makes the exercise interesting and
learners get engrossed in the process of meaningful learning.
Education, at any level, and of any subject, should develop creative thinking abilities of
the learners. Microbiology or Sociology learners can present their concepts through
creating cartoon-strips. Story-creation tools are helping learners of higher education for
presenting their knowledge of a subject instead of merely making presentations in the
class. Infographs, short videos, podcasts provide them opportunity to give a creative
form to their knowledge of any topic. This will develop their expression skill and help
them present their ideas creatively even after in the field of work after education.
Higher education students are just a few steps behind the field of work, i.e. the real
world. Exposure to this real world while studying in colleges/universities will help them
get ready for this real world. Field visits to understand the processes, interviews of
stakeholders, case studies, small surveys, etc. will help them interact with the real world
closely. Instead of explaining every process, let learners visit the organisation to
understand the processes or else acquire information from websites, portals. e.g.
Elaborating rules and regulations of any organisation in the classroom by yourselves, let
the learners visit the organisation physically or else study the rules and regulations from
the website of the organisation.
Though learners cannot be exposed to every real world scenario, teachers can use case
studies to bring such real world examples to the classroom. Case studies with though
provoking questions, exercises can be shared with them in classroom or else in online
mode. Giving exercise of preparing case studies is one of the best exercises for learners
to apply their understanding of the topic. e.g. Assignment of writing case studies of one
19
type of Experimental Design or Sampling Techniques help teachers understand how well
the learners have understood these Research Methodology topics.
Teachers are expected to generate many such ideas to engage learners in the
classrooms as well as in online mode. Since several eResources are available and even
teachers can develop Open Educational Resources for their teaching-learning, lecturing
can be minimised and BL mode can be made truly meaningful and effective by using
such learner-centred pedagogies.
There are three types of solutions which can aid this type of learning:
20
Platforms for student assessment and feedback:
Traditional solutions that are often categorised as Learning Management System can be
useful in continuous evaluation of students. Google Classroom and Canvas are two
common examples of such systems. They can be helpful for a teacher in designing an
evaluation-oriented learning experience. Some solutions, such as Microsoft Flipgrid,
provide a feedback mechanism to students to share their experiences with the teacher
as well as their peers.
An apt Curriculum is at the heart of designing any blended-learning program [2]. Thus, it
is essential is to come up with a curriculum that can support such pedagogical
approaches. Traditional curriculum, which expects students to learn in a classroom
environment may not align well with this learning paradigm. Some researchers have
come up with guidelines to design the curriculum for such setting [3] [1] [4], however,
detailed instructions may have to be formulated separately for different areas of
educations.
Face-to-face Video Lectures – Shared to the students for the entire course (Pen Drive /
CD) - e-textbook experience but not dependent on broadband
Internet Based Learning (IBL) – Internet based projects (search & learn) to promote
self-learning
Project Based Learning – integrating multiple peer group for the project, students to
collaboratively generate ideas
TAB based remote learning / remote examination & evaluation / touch screens and
digital pens appeal to tactile learners / portable learning
21
Table 4.1
Table 4.2
Virtual Labs
22
Virtual Lab on AWS / Microsoft Azure / Google Cloud for cloud based IT services
experiments – enabling Students remotely working on assignments on virtual desktops.
Feedback system – Online / SMS Based / Call centre
Low cost computer - Raspberry PI – low cost IOT based computer can be connected to
TV for usage as computer
Remote VPN – for Faculty accessing school computers to work from home
A. User Computing Devices – following are the user devices primarily required
a. Personal Devices - Mobile Phones / TABs / Laptops / Desktops – are required for
supporting end user computing needs
b. Lab Devices – Desktops – are required for Laboratory
c. Audio / Visual Devices – Projector, Smartboard, Conference Solution, Voice Recorder
required to support the classroom
d. Graphics Board Tablet with Stylus – are required for do digital illustration work or
photo retouching
e. TAB Based remote learning / remote examination
f. Satellite Based TV Channel – Mass Learning
g. Low Cost IOT devices – Raspberry PI – convert TV to a smart TV
h. Remote VPN – faculty / student can access school computers & work from home
a. Router – one router for each Inter link, suggested to take redundant link to optimize
load & reduce downtime
b. Link Load Balancer – To optimize / balance between dual ILL connection
c. Firewall – is required to keep the internal organization safe from external threats
d. Wireless Controller – is required to control campus wide all access points
e. Campus Core Switch - the primary witches to connect all campus connections.
f. IP CCTV – is required to connect each observation location
g. Storage (SAN for hosting application & NAS for Backup ) – Storage is required for
storing servers /data & NAS required to keep the daily backups.
23
C. Distribution Network for each building
a. On Campus
Microsoft Active Directory Server for Authentication
Library Management Server
Video Management System (VMS) for CCTV – recording hosting
LMS – Learning Management Server
Simulation based Virtual Labs on Cloud (i.e. AWS / Microsoft / Google)
b. On Cloud
Opex Model / Pay As you Go / Anytime Scalability
Backup Server – for disaster recovery
Cloud server Parameters
1. Compute Power – Amount of CPU core required to do the work
2. Memory – Amount of RAM needed to run the Applications
3. Savings – Power, Maintenance, ROI
c. Internet Link
a. Internet Leased Link (ILL) – approx. 1GBPS for 1000 students
b. ISDN – Internet on copper connection
c. RF link – Internet on Radio Link
d. MPLS – Link for multiple campus connect
e. Connectivity through different ISPs for redundancy
24
e. Remote Support tools
An appropriate pedagogy approaches with suitable infrastructure facilities will enable and
empower teachers and students to achieve desirable learning outcomes. The next
chapter discusses need of appropriate assessment and evaluation strategies for ensuring
achievement of learning outcomes.
25
Chapter V
26
students would be encouraged to share their knowledge with each other and also help
them improve their general understanding.
On demand examinations:
In most cases students are forced to write examination in a single go and collectively.
However, with advent of new methods which are technology based and also blending of
teaching-learning and examinations in new form, it would be a good approach to offer
examination on demand to offer more flexibility and student centricity.
ePortfolio
ePortfolio is not only a compilation of a few best assignments, activities of a learner
throughout the programme, but his/her reflections about the assignments, experience
and challenges faced during the process of working on these assignments, overall
approach, attitude, philosophy towards life as a learner and also his/her academic
resume. ePortfolio is a comprehensive tool which becomes a mirror to ta learner for the
world.
Creative Products
Innovative Pedagogies and relevant ICT tools enable learners to come out with creative
products as an individual or group learning activities. These products are learning
experiences in the beginning, but learners should always be given corrective feedback
about their outputs. Once feedback is sought, learners need to be given chance to
improve on their products and then can be considered for formative evaluation. e.g.
preliminary concept-map can be revised after discussion of the topic, summarization and
feedback. Revised concept-map can be assessed.
One creative/collaborative activity may then be led towards the another product which
can be an assessment activity. e.g. Group or individual presentations by self-learning
would be a learning activity and not an assessment activity. (Many teachers make
mistake of giving marks to the first presentations made by learners after self-study).
Once teacher provided corrective feedback during such presentations, learners can be
expected to revise the same presentations, add a small write-up/infograph/video to it
and submit as an assignment.
Creative assignments such as digital stories, Cartoon strips, drama scripts, eNewsletter,
eMagazine, Recorded interviews of stakeholders, Case studies, etc. can be used for
formative assessment.
27
Classroom/Online Quizzes
Though paper-pencil tests, over-use of question-answers may be discouraged for
formative assessments, a few ICT tools for quizzes and games can be used eventually
for formative assessment.
During the Covid time, many exams were forced to be conducted in an online mode.
These were supported by variety of tools which came into being in recent times and were
based on proctoring through Artificial Intelligence tools. However, AI as technology can
be used for many more assessments like, attention levels, speed of learning, level of
learning etc. Hence new tools should be experimented with for examinations and
assessments.
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Chapter VI
6.1 Background
This chapter discusses broad framework for BL environments in Indian HEIs. The chapter
proposes the framework keeping in mind minimum expectations from non-technology
subjects with the expectation to achieve high-end technology infrastructure and
resources for Science and Technology programme implementations.
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engaging in webinars, e-conferences, online short term training programmes, etc.
engaging in online internships/ projects, etc.
engaging in any activity directly related to the course curriculum for which learner
is not needed to visit the classroom physically but needs to use digital devices
and internet connectivity
Any instructional activity for which students and teachers physically meet on the
campus or else out of campus in the same geographical environments in the light
of learning outcomes.
BL has been implemented across the world successfully. Several models are so far
proposed and researched for BL implementation.
We propose IPSIT Model for the higher education institutes in India. We propose that
every higher education teacher planning to offer his/her course in BL Mode should
necessarily follow all phases of the IPSIT Model.
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6.3.1 Identify Resources and Learner-centred Activities
Higher education teacher will shift his/her role from ‘teach’ to ‘facilitator’ once decides to
implement BL. Though the learner is accessing resources and getting engaged in
activities, continuous scaffolding will be required. Even classroom environments will not
remain teacher-centred. Classroom discussions will revolve around resolving queries;
analysis and application of knowledge sought and creative outputs under the supervision
and guidance of the teacher.
There must be a support mechanism for digital literacy for students and facilitators.
Training should be provided to teachers as well as students to make the best use of
various online platforms and ICT tools used for BL.
Awareness of the progress of every learner on the individual learning path is essential for
any effective learning. Learners should be made aware about their achievements at the
appropriate stages before the official completion of the course. Quizzes, presentations,
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formative assessments, assignments and projects help to identify if learner/s have gaps
in the learning. Corrective Feedback on their work will enable learners to achieve
learning outcomes successfully.
A framework for BL should take both the teaching perspective and learning perspective
into consideration. Infrastructure related considerations for the IPSIT are provided
below:
6.4.1 Infrastructure:
Availability of infrastructure is fundamental to teaching and learning. It must be ensured
that required infrastructure for online systems such as accessibility of internet,
bandwidth, hardware, space and other related resources be made easily available for the
smooth execution of blended teaching-learning process. The financial aid required to
develop the infrastructure and resources must also be taken care of. The minimum or
suggestive requirements for a University/ College/ Institution are indicated in table 6.1.
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Table 6.1
Infrastructure
4. WiFi& Campus Wifi should be available for classes The entire campus should be
Intranet involved in BL. Necessary firewalls fully Connected. All teachers
should be in place not restricting and students alongwith the
student access to ICT tools and admin staff should be able
Social media being used by to use Wifi. Necessary
teachers. firewalls should be in place
not restricting student
access to ICT tools and
Social media being used by
teachers.
5. Electronic Devices (desktops/laptops) in the Fully Functional, Networked
Devices ratio of 1:2 for & Internet enabled
(Computer) technology/professional Computer Labs with 1:1
programmes and 1:4 for non- ratio
technology programmes under BL
Integration of personalised
Low-cost access devices and N- devices should be provided.
computing solutions may be used
for institutes with financial Classrooms/ labs equipped
challenges with
desktops/laptops/tablets are
recommended for BL
environments where
integration of ICT can be
possible during classroom
sessions
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6. Data Centre Shared / Dedicated Secured Server Dedicate, Secured Cloud
Services with adequate Storage Space based Data Centre to
support BL and storage of
ePortfolios
7. Smart Class One shared infrastructure per 1000 Every Class room Connected
Room students to start with is with the Smart class
recommended.
8. Studio Facility One Studio with Pre & Post Each HEI should have a
Production facilities for Cluster of studio with Pre & Post
minimum 10 neighbourhood HEIs Production facilities for
on time & resource sharing basis Development & launching of
professional courses
Video and screencast content
development software with such as
Camtasia, OBS and training to use
the same is a must for teachers
involved in BL
*Infrastructural requirements will vary as per the the size and nature of the institutes as
well as the nature of subjects and learning outcomes
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6.4.2 Resources:
The pedagogy in BL must revolve around the availability of resources, especially online
resources. These resources should be organized according to the courses. In case of
unavailability of online resources, new content should be created keeping in mind the
needs of the students. Co-creation of contents by students will support student learning.
The minimum or suggestive requirements for a University / College / Institution are
indicated in table 6.2
Table 6.2
Resources
2. Virtual Lab At least one per subject in the area of More to be added as
Science and Technology. Relevant per requirement
virtual labs for Social Sciences could
be explored.
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4. Training of Teacher planning to use BL mode Engagement of the
Teachers/ should have acquired himself/herself teachers and
Trainers / or provided training to others for at institutional leaders in
Educators least 45-50 hour in BL / Online National and
Teaching within the last 3 years International level
The training from FDP/STTP/FIP training programmes in
scheme, ATAL, TLCs, HRDCs, NITTR, the areas of BL/ ICT
etc. is recommended. enabled teaching-
learning/ Online
learning, etc.
6.5.1 Teaching-Learning in BL
Table 6.3
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3. Nature of Online Combination of synchronous- Considering hours allotted to
Mode asynchronous ratio will help online mode of BL, maximum
learners study, collaborate and 70% weightage for both
seek guidance from the ssynchronous and
instructor asynchronous mode should be
given in online learning.
Considering hours allotted to
online mode of BL, minimum
30% weightage for both
ssynchronous and asynchronous
mode should be given in online
learning.
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5. Asynchronous At least 30% of the total Passive accessing eResources
Online Mode asynchronous time should be should not consume more
utilized in learner-centred than 50% of the total
activities. asynchronous time.
6. Face-to-face At least 30% of the total face- Not more than 40% of the
time to-face (classroom) time should total classroom time for
be utilized for learner-centred instructor’s lecture is
activities rather than lecture recommended.
method.
Since resources are to be
Cooperative and collaborative uploaded on LMS, classroom
activities need to be planned. time need to be used for
learner-centred activities.
The percentage of learner-
centred activities could be
increased gradually with proper
planning.
7. Use of LMS Resources for the topics to be All learning resources and
dealt in online as well as on- activities would be reflected
campus mode should be through LMS (direct uploads
uploaded on LMS. or else links to the processes
and/or outputs.
Instructions for online activities
can be posted on LMS. LMS would not only facilitate
all teaching-learning activities
Online as well as face-to-face but also prove as a facesheet
activities should be reflected on of the BL mode.
LMS.
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6.5.2 Assessment and Evaluation in BL
Continuous assessment and evaluation play a major role in a learning process. Students
can be informed about their performance in online assignments and quizzes through
technology. They may be given constant access to their online reports for them to
monitor their growth over the time against their individual learning goals.
There should be good means to assess the performance of students. Well defined tools
to assess the student’s growth and accomplishments should be used. Objectivity and
standardization should gain significance. This will also encourage students to participate
in self-assessment and peer assessment activities. The minimum or suggestive
requirements for a University / College / Institution are indicated in table 6.4 given
below:
Table 6.4
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created by students can be used
for product evaluation.
6. Viva Voce Viva-voce for at least 70% Viva-voce for all experiments,
experiments, group-projects research projects, group-
should be mandatory projects should be mandatory
Evaluation Rubrics to be
developed for such
presentations.
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6.5.3 Effective Feedback:
Continuous feedback and support are essential for effective learning. Apart from face-to-
face feedback, online technologies and methods can be used to provide feedback to
support learning. Instructors can use audio and video inputs, written texts or in-text
comments to provide feedback. Maximum feedback for all student work would help in
encouraging learners to achieve learning outcomes.
Students can also engage in providing peer feedback by reviewing each other’s work and
commenting on blogs or discussion forums. Similarly, students can also give feedback to
the instructors. The minimum or suggestive requirements for an institute/ University are
indicated in table 6.5 given below:
Table 6.5
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6.6 Conclusion
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Appendix A
List of Online Study Material/Resources in Open Access
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26. UG/PG UGC-MOOCs http://ugcmoocs.inflibnet.ac.in/ugcmo
ocs/moocs_courses.php
27. e-PG Pathshala https://epgp.inflibnet.ac.in/
28. e-Content Courseware in UG Subjects http://cec.nic.in/cec/
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Appendix B
Template for Detailed Course Planning in Blended Learning Mode
Faculty/Instructor:
Institute (Dept/College/Institute):
Programme:
Course: Sem:
Credits: Marks: Class size:
Prerequisites:
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