Online learning communities (OLC) for remote learning

Online learning communities (OLC) 

• Peer to peer learning that occurs over the internet.
• Online learning communities (or virtual learning communities or networked learning communities) are learning communities that are computer-mediated by interconnected computers
• Groups of students and faculty connected solely via technology. All interactions begin and occur over the Internet, through conference calls, via videoconferencing, and so forth.
• Online learning communities are comprised of people brought together with a definite purpose, generally the completion of a course and/or program, and guided by processes that involve interaction, collaboration, and social construction of knowledge and meaning (Palloff & Pratt, 2007)
• Learning communities fostered through utilization of Internet technologies. 

Online learning communities are created through :

• Twitter
• Facebook
• Instagram
• virtual teaming and multi-user virtual environments (MUVEs) etc.

Necessity of online learning communities for remote learning 

distance education both at home and abroad is highly demanding, conflicting schedule to attend the face-to-face mode of education for the working professionals.

• provide access and quality in higher education to the wide range of people through open and distance learning mode.
• e-library (e-repository and e-resources) for distance and online mode of higher education.
• professional and non-academic courses as continuing education for the adults.
• professionals in e-learning, e-pedagogy and e-education
• conduct research, seminars, conferences with a particular focus on distance education, blended learning, technology integration and life-long learning

ICT tools in teaching and learning

ICT tools in teaching and learning :

Information and communications technology (ICT) is defined as any medium used to transmit information, and is often used synonymously with the term “information technology” (IT); however, ICTs tend to be more inclusive as they quite often refer to any device used to transmit or record information including all computer application software. Examples include popular basics such as cellular phones, radio, video, and even paper. What we hear about most frequently today are innovative ICT applications such as wikis, blogs, virtual teaming and multi-user virtual environments (MUVEs). Wiki’s, blogs, Google Docs, MUVEs and other Web 2.0 applications all use ICTs to create environments that meet our changing social demands in all sectors.(Vincenti, G., & Braman, J. (2011). Teaching through multi-user virtual environments: applying dynamic elements to the modern classroom. Hershey, PA: Information Science Reference.)

ICT tools (as per Function):

As creation  : PC,Digital camera,Scanner, Smartphone

 Processing :  calculator,smartphone, PC

 Storage :  CD, DVD, Blu-ray, microchip, cloud storage

Display:  PC television projector smartphone

Transmission : Internet, teleconference, video conference, mobile technology, radio

Exchange :  email, smartphone, block, postcard, social media

      As per teaching learning tools :

1. Teaching : 

• White board
• overhead projector(OHP)
• computer internet
• Projector
• Presentation tool :  Power point etc.

    2.  Learning :

• E-reader
• I-products (Ipod,Ipad etc.)
• Android mobile
• Computers

The most commonly cited reasons for using ICTs(ICT tools) in the classroom has been to better prepare the current generation of Student for a Workplace where ICTs, particularly computer, the internet and related technology, are becoming more and more ubiquitous.

 

Fixing CGI (Corrugated galvanized Iron) sheet roofing : 

1. The length and gauge thickness of the sheet should be checked as per the specification before spreading the CGI sheet.
2. The overlapping side length should be at least 150 mm or 2.5 corrugation.
3. When tying the CGI sheet with purlin, at least 3 J-hooks should be pressed to the width of one sheet.
4. When drilling holes for J-hooks, only the upper part of the corrugation should be drilled.
5. The length of the hook portion should be equal to the outer diameter of the precision measured purlin.
6. Each J-hooks should have two bitumen washers and 1 cup washer.
7. The truss should be painted anti corrosion paint.
8. When the J-hook is tightened, the tip of the hook should be turned towards the axis to hold the purlin and the long section of the threaded J-hook should be shifted towards the lower slope to prevent the CGI sheet falling down.

Please click the link below for information about Corrugated roofing sheets  :

https://www.roofingmegastore.co.uk/roofing-categories/pitched-roofing/corugated-roof-sheets.html.

Please click the link below for demo video :

https://www.youtube.com/watch?v=xrhhgzqL_z4

Click the link below for the assignment.

https://docs.google.com/forms/d/17UWL5q9nFF58O80_ru1JriDKrfn6COdmPAy7dVRjcvw/edit

Flipped Learning

Flipped Learning :

Flipped learning is a methodology that helps teachers to prioritize active learning during class time by assigning students lecture materials and presentations to be viewed at home or outside of class.(Lesley University)

Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problems solving activities facilitated by teachers. 

A flipped classroom is an instructional strategy and a type of blended learning that reverse the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework. In flipped classroom, students watch online lectures, collaborate in online discussions, or carryout research at home while engaging in concepts in the classroom with the guidance of mentor.

Advantages:

• Students can consume lecture materials at their own pace.
• The teacher is present while students apply new knowledge
• Flipped classroom uses a more application based approach for students(i.e. hands on and problem solving activities)
• Flipped classroom utilizes a student centered teaching model
• Communication is generally emphasized in flipped classroom setting.

Disadvantages:

• Students may struggle due to their developing personal responsibility.
• Flipped classroom leads to increased computer time
• Time taking process.
• Required learning atmosphere at home as well.

Role of Facilitator (Teacher) in flipped learning :

As a facilitator a good teacher makes learner aware about their goal. A teacher can change a classroom in smart and active learning methodologies.

• Plan ahead and think about the needs of students.
• Teacher must consider how to use students strength to address their challenges.
• Teach students how to use classroom material.
• Teach students to ask questions to acquire information.
• Monitor the amount of discussion student do.
• Give student opportunity to take responsibility for maintaining their classroom.

HOW TO IMPLEMENT A FLIPPED CLASSROOM?

Jeff Dunn (2014) has wrote a short piece on “The 6-step guide to flipping your classroom”, which presented 6 easy steps for implementing flipped classroom.

1. Plan :Figure out which lesson in particular you want to flip. Outline the key learning outcomes and a lesson plan.

2. Record : Instead of teaching this lesson in-person, make a video. A screencast works. Make sure it contains all the key elements you’d mention in the classroom.

In Bergmann and Sams’ book (2012), they also pointed out that do not make a video just for the sake of making a video. Only do so when you feel these are appropriate and necessary. It all depends on the educational goal of your lesson. If making videos better facilitate your instructional goal, then go ahead.

3. Share :Send the video to your students. Make it engaging and clear. Explain that the video’s content will be fully discussed in class.

4. Change :Now that your students have viewed your lesson, they’re prepared to actually go more in-depth than ever before.

5. Group :An effective way to discuss the topic is to separate into groups where students are given a task to perform. Write a poem, a play, make a video, etc.

6. Regroup :Get the class back together to share the individual group’s work with everyone. Ask questions, dive deeper than ever before.

After the six steps, Review, Revise, and Repeat!

Some other strategies that can be used in in-class activities include:

• Active learning. Allow students to apply concepts in class where they can ask peers or instructors for feedback and clarification.
• Peer instruction. Students can teach each other by explaining concepts or working on small problems.
• Collaborative learning. Collaborative learning activities could increase student engagement, enhance student understanding, and promote collective intelligence.
• Problem-based learning. Class time can be spent working on problems that can last for the duration of a semester.
• Discussions or debate. Give students the opportunity to articulate their thoughts on the spot and to develop their arguments in support of their opinions or claims.