Lesson 2.2.4-Individualised-Blended and FLIPPED LEARNING (For Uploading)

COURSE: ICT IN TEACHING AND LEARNING, MODULE-2 Integrate ICT Pedagogy into Teaching-Learning
Process, Lesson 2.2.4: Integration of Individualized learning with portable storage devices, Blended and
Flipped Learning in teaching and Learning
Learning Material
COURSE: ICT IN TEACHING AND LEARNING

MODULE-2: INTEGRATE ICT PEDAGOGY INTO TEACHING-
LEARNING PROCESS
Unit-1 Pedagogical integration of appropriate emerging ICT

strategy in Teacher Directed Learning (TDL) situations
Lesson 2.2.4: Integration of Individualized learning with portable

storage devices, Blended and Flipped Learning in teaching and
Learning
Dr. R. K. Kapoor, Professor,

National Institute of Technical Teachers’ Training & Research,
Shamla Hills, Bhopal M.P. INDIA 462002
National Institute of Technical Teachers’ Training & Research, Bhopal Pagei

ICT IN TEACHING AND LEARNING

OBJECTIVES OF THE COURSE
The participants (means teachers or potential teacher) of this course will be able to:
➢ Integrate ethically appropriate pedagogy of Information and Communication
Technology (ICT) into Teaching- Learning Process for a given situation.
Learning Outcomes:
The participants (means teachers or potential teacher) of this course will be able to:
i). Select an appropriate Information and Communication Technology (ICT) in Teacher
Directed Learning (TDL)and Learner Directed Learning(LDL) situation Week-1 & 2
ii). Integrate an appropriate ICT pedagogy into Teaching-Learning Process (Open
Educational Resources Video and Interactive video tutorials, Virtual Lab, Virtual Reality,
Individualized learning, Blended learning and Flipped Learning, Small Private Online Course (SPOC),
Massive Open Online Course(MOOC) and m-learning) Week-2, 3 & 4
iii). Fortify the ethical- intellectual property rights /copyright handling, legal, security
and other issues related to ICT enabled teaching and learning. Week-4
Structure of Module - 2 Learning Material

Lesson 2.1.1: Integration of Individualized learning with portable storage devices, Page No.
Blended and Flipped Learning
1.0 Introduction 1
2.0 Individualized learning with portable storage devices 2
2.1 Pros and Cons 3
3.0 ADDIE Model 3
4.0 Blended Learning 5
4.1 Applying blended approach in learning situation 5
4.2 Role of Teacher in Blended learning 6
5.0 Flipped Learning 7
5.1 Flipped learning process 7
5.2 Applying Flipped learning 7
5.3 Significance of Flipped Learning 8
5.4 Downsides of Flipped Learning 9
5.5 Implications for teaching and learning 9
6.0 Summary 11
National Institute of Technical Teachers’ Training & Research, Bhopal Pageii

Lesson 2.2.4: Integration of Individualized learning with portable storage

devices, Blended and Flipped Learning
Learning Outcomes:
• Explain the characteristics of Individualized learning with portable devices.
• Explain the features of Blended and flipped learning.
• Explain the way Blended and Flipped learning can be applied in teaching learning
process for improving students’ learning.
1.0 Introduction
The modern educational environment is different than it was few decades before. The
Variation in student demography, their personal traits, globalization of the world economy
and Internet technologies has enforced to change it. As a result, many educationalists are
exploring newer models of instruction which can transfer and inculcate necessary
knowledge, skills and attitude to meet out these challenges and could produce successful
pass-outs to serve the modern society.
As educationalists begin to think changing the lecture based traditional teaching-learning
process as the preferred teaching method by integrating technology in teaching-learning ,
blended and flipped learning has emerged as approaches of education design.
There are a wide variety of instructional approaches in practice; in majority of the cases
instruction can be distinguished by the following tasks:
i). setting objectives i.e. the abilities learners will possess at the end of a lesson
ii). design of teaching content based on these objectives,
iii). and the evaluation of learner’s performance.
This is the most common approach; however, many educators strive for alternative
approaches. Among the alternative approaches there is a focus on a more individualized
approach to instruction, where the traits of relatively homogeneous group of learners are
given more consideration.
Instruction, which is adjusted or regulated to meet the pace and learning needs of group of
students, is known as individualized learning. This is in contrast to differentiated learning
where instruction is customized so as to fulfill the learning needs, preference and goals of
individual learner.
This chapter introduce about the way Individualized learning with portable storage
devices, Blended and Flipped learning can be integrated in teaching learning process and to
create an ICT enhanced learning environment for improving students’ learning.
National Institute of Technical Teachers’ Training & Research, Bhopal Page3
2.0 Individualized learning with portable storage devices

The academic goals, in the case of individualized learning remain the same for whole group
of students, but individual students can progress through the course at different speeds,
based on their own learning needs. On one side, this approach serves students who are slow
learners and may need to proceed through courseware slowly by reviewing previously
covered material, and the other side students who are fast learners can quickly go through
the course content they have already mastered.
The term individualized instruction was emerged several decades ago. Initially, the
individualized instruction approach included any teaching strategies that could meet an
individual student’s needs, but in practice, the term describes group of students going
through a set learning materials at their own pace. With individualized instruction, learning
strategies are based on students’ entry level, their terminal learning behavior and aptitude.
The strategy is intended to help each student to acquire the requisite knowledge and skills.
In today’s ICT supported learning environment the computer has been proved to have
potential to deliver individualized instructions in a more powerful way. Most educators, who
advocate the individualized instruction, thus find the computer as a way to further improve
the design and delivery of individualized instruction by serving the learning material,
providing immediate feedback to learner and assessing learner’s overall performance
through it.
Since the learning material is designed in a way to suit the need of a specific group of
students, a self-learning offline technique also can be adapted, involving interaction of the
student with programmed instructional materials served through a portable storage device
such as DVD, flash drive etc. This approach of instructional strategy uses the learning
material which comprises of strategic combination of text, graphics, sound and video to
enhance the learning process.
All the learning material is prepared and composed in a structured way in the form of
lessons, topics for a course and stored in portable storage device which a student can carry
and use on standalone computer as per his convenience without the need of internet or
computer network. Such learning content can have multimedia based content, multiple-
choice questions with immediate feedback, problems, exercise, and worksheets etc.
The facility of using the courseware in portable storage device in self learning mode can be
used for many purposes such as:
i). Drill-and-practice- Drill and practice provide opportunities to students for
repetitively review the content and practice the skills for further improvement and
higher degree of knowledge and skills attainment.

ii). Tutorial- Tutorial activity includes both the presentation of information and its
extension into different forms of work, including drill and practice, simulation,
problem solving.
iii). Blended Learning- It can be utilized as a supplementary material used in blended
mode of learning in addition to classroom and formal modes of teaching.
iv). Flipped learning- It is also useful for off-the class activity in flipped approach of
learning. Students can go through the material before coming to the classroom.
2.1 Pros and Cons
The approach of Integrating Individualized Learning using the courseware in Portable
Storage Devices in offline mode has some Pros and Cons as discussed below:
2.1.1 PROs
i). No need of network or Internet connectivity.
ii). Self directed learning- students can decide when, where, and what to learn.
iii). Multimedia helps to understand difficult concepts through multi sensory approach.
iv). Teachers can get more time to devote on individual students.
2.1.2 CONs
i). Students may feel overwhelmed by the information and resources presented.
ii). No way of immediate interaction.
iii). Learning process becomes too mechanical.
iv). Needs to keep track of subsequent version very carefully after making
correction/updation in Content so that students get most updated version.
3.0 ADDIE MODEL
The instruction design and development of such course is conventionally based on ADDIE
model as shown in figure-1.
The ADDIE model is the common process conventionally used by instructional designers.
This model has five phases—Analysis, Design, Development, Implementation, and
Evaluation. The model represents a dynamic, flexible guideline for designing a course.
i). Analysis Phase
In the analysis phase, the instructional problem is spell out, the instructional objectives
are set and the learning environment and the existing knowledge and skills of learners
are identified.
ii). Design Phase
The design phase has focus on learning objectives, assessment tools, exercises, content,
subject matter analysis, lesson planning, and media selection.

iii). Development Phase

The development phase involves creating and assembling the content resources that
were identified in the design phase. This phase also ensures that all the other required
resources like books, equipment, tools, devices and software are in place.
iv). Evaluation Phase
This phase consists of formative and summative evaluation. Formative evaluation is
present in each stage of the ADDIE process, whereas summative evaluation takes place
after course delivery that involves a systemic process of collecting feedback from the
learners.
Analyze
Implement Evaluation Design
Development
Figure-1: ADDIE Model

More about the ADDIE model is presented in the Lesson 2.2.5 “Integration of SPOC, MOOC
and m-Learning in Teaching and Learning”.
Although using this offline approach in individualized learning for delivering course using
portable storage device has some shortcomings. It can be designed and utilized in a way to
provide students an enhanced learning experience through multimedia courseware that can
be used in self learning mode without the need of network infrastructure.
Once the course is designed and delivered, the students can learn at their own. Later
students can interact to teachers for clearing their doubts and further discussions. Since the
student’s dependency on teacher in direct face to face mode is reduced in this way, the
teachers get more time which gives them opportunity to pay more attention on individual
student. Overall this mode in individualized learning can be considered as good alternate to
online learning.

4.0 Blended Learning

Blended learning is the learning environment that involves the integration of technology in
the learning process together with traditional instructive practices. Blended learning is a
combination of offline i.e. face-to-face, traditional classroom learning and technology based
online learning in a way that the one compliments the other [1].
It provides learners with the opportunity to take advantages of both the modes. For
example, students might attend classes in a common classroom setting and then
supplement the learning by completing coursework through online mode. Again they can
attend the class to clarify any doubts and further discussions if required.
Blended learning is often also referred to as “hybrid” learning, and can take on a variety of
forms in education environments. Teachers may use blended learning techniques on some
selected occasions, or can utilize it as a primary teaching method within their set of course.
There are two key principles commonly associated with blended learning [2]
i) Students who share information and work with other students directly in a
collaborative environment have a more enriched learning experience.
ii) Collaboration between students can be improved upon if group activities rely on
information gathered from online resources or lessons.
Tools and platforms that can be commonly used to complement classroom teaching in
blended learning include Learning Management Systems, Virtual labs, Virtual reality, Videos
and interactive video tutorials, various OERs like NPTEL, eGyanKosh, and by using
desktop/laptop computers, and mobile devices such as tablets and smart phones.
4.1 Applying blended approach in learning situation.
It takes some planning and analysis before you transit from a traditional classroom
environment to blended learning. Here is a suggested strategy for the same.
i) Ascertain Learning Objectives and Assessment technique
The first thing to start with is to decide, what ability you want to develop in your
learners i.e. deciding learning objectives. Then decide the appropriate teaching
strategy, and ways of assessing the students’ learning. For example, if your Learning
objective is simply about recall information, then a Quiz based online assessment
would be an appropriate method. On the other hand, if it requires your learners to
collaborate, then you should think of a discussion boards on an LMS.
ii) Map Learning Objectives with delivery strategy
Once the objectives and its assessment method are decided you can determine which
mode of instruction would be best for each of the learning objectives.

For example if you want your learners to simply recall the sequence of steps of a
process, you can have an online learning module comprises of text, images and/or
other media. This material can be served through Learning Management System
(LMS). Then for reinforcement of learning a regular class session could be conducted.
Take another example, if your learning objective requires your learners to “apply” the
knowledge, then: learners can be taught the conceptual part of the learning in a
classroom situation, and then they can apply the knowledge using any simulation
software.
These two examples exhibits typical case of a blended approach where learners get
opportunity to practice in real time using technology, and still have the face-to-face
interaction with their teachers.
4.2 Role of Teacher in Blended learning: Teacher has to play an active part differently
than the traditional classroom setups. The shift to blended learning has enthused
educators to redefine traditional roles of a teacher. The word “ facilitator” has emerged as
an alternative to “teacher,” bringing with it a somewhat diverse focus on teaching learning
activities.
The facilitator has to put an emphasis on empowering students with the knowledge and
skills required to make the use of online material and independent study time in most
effective manner, guiding students toward the most meaningful learning experience
possible.
The teacher as facilitators has to focus on following key areas:
• Making available online and offline course content by developing it and/or by
organizing the sources and links of online content useful for the course.
• Facilitation of communication with students and among students to create a
conducive environment to carry on activities.
• Guiding the learning experience of individual students, and customizing the material
wherever possible, in order to reinforce the learning experience.
• Designing ways of assessing the learners as per the perceived outcomes of learning.
With the easy availability and accessibility of technological tools, implementing blended
learning is a viable option for institutes looking to integrate technology-enabled learning
into their Teaching-learning strategy. You will appreciate that the blended learning has
potential to get the best of both TDL and LDL approaches in a given situation. It is up to
teachers to utilize it in appropriate way to harness its benefits to increase the
effectiveness of teaching learning process.

5. Flipped Learning
Flipped learning is a pedagogical approach in which the conventional concept of classroom-
based learning is inverted, so that students are introduced to the learning material before
class commences. The classroom time then used to extend the understanding of the topic
through various activities like discussion with teacher and peers, problem-solving activities
in a workshop situation facilitated by teachers.
In short, the flipped classroom is a pedagogical model in which the typical lecture and off
the class elements like homework of a course are reversed.
5.1 Flipped learning process:
Short video lectures are viewed by students before the class session, whereas the in-class
time is dedicated to discussions, exercises, projects. The video lecture, often considered as
the key component in the flipped approach, are either created by the teacher himself then
made available online or can be selected from online repository available on internet.
The notion of a flipped learning brings about such concepts as active learning, student
engagement, and hybrid course design. The worth of a flipped class is in the effective
utilization of class time into a workshop situation where students can get an opportunity to
discuss and inquire about lecture content, indulge in activities to apply knowledge, and
interact with one another in hands-on activities. During class sessions, the role of teacher is
as coach or guide, motivating students in individual learning activities and collaborative
efforts.
5.2 Applying Flipped learning
Teachers can device suitable strategy to adopt flipped learning in their teaching-learning
process. To begin with, teacher can expose students to some of their courses’ fundamental
concepts through various online learning resources before they attend the classroom
session. Teacher then can conceive live classroom sessions design that has focus on
developing activities that are mainly build on those concepts aiming directly towards
developing students’ analytical and problem solving skills that strengthen student’s overall
understanding of the course.
Different models can be followed to apply flipped learning—the term is broadly used to
describe almost any class organization that provides prerecorded lectures followed by in-
class activities.
In one common model, students might view various lectures of short duration; say five to
seven minutes each. Few online quizzes or activities can be integrated to test students
learning.
In order to clarify any doubt, an immediate quiz, feedback and the replay of lecture
segments may help and clarify points of confusion.

The teacher might guide in discussions, convert the classroom into a workshop where
students create, collaborate, and put into practice what they have learned from the lectures
or outside the class.
As an expert, teachers can suggest various approaches of learning and problem solving,
clarify content, and monitor progress. They might organize students into an informal
workgroup to solve a problem that students in general are feeling difficult to comprehend.
Because this approach correspond to a comprehensive change in the class dynamic and
requires lot of planning and preparation, teachers can go to implement only a few elements
of the flipped model or to flip only a few selected class sessions during a term.
In all, teachers have to give emphasis on following points to design an effective flip class [3].
i) Decide where and when to flip the class;
ii) Design suitable classroom based activities to enhance students learning;
iii) Identify and organize content to engage students in leaning before class;
iv) Motivate students for the flipped approach by setting and informing expected
outcomes.
5.3 Significance of Flipped Learning
In a traditional lecture sessions, students often try to grasp what is being said by the teacher
at that instant of time. At time they cannot stop immediately to reflect upon what is being
said because they are trying to transcribe the teacher’s words, and they may miss some
important points.
In contrast, when students use video and other prerecorded media, it brings lectures under
the control of the students: they can watch, rewind, and fast-forward as per need. Lectures
that can be viewed more than once may also help slow learners.
Assigning class time to application of concepts and principles, might give teachers a better
opportunity to inculcate learning outcomes in the students. At the same time, collaborative
projects can encourage social interaction among students; provide opportunity to learn
from one another and for those of higher skill levels to support their peers.
In all, flipped learning believes to enhances learning outcomes by involving students to work
at their own pace by viewing the video and other interactive material as many times as they
would like thus provides opportunity of more clarification of a subject. Notionally, students
enter the classroom with a better understanding of the topic than they would otherwise
have into a traditional classroom scenario. Flipped class model is also useful to enhance the
critical thinking skills in students.

5.4 Downsides of Flipped Learning

The flipped learning is a simple model probable to get in wrong direction, if not
implemented carefully. Although the idea is simple, an effective flip requires careful
planning and preparation.
Recording lectures requires efforts and time on the part of teachers. Flipped learning also
requires efforts in redesigning and developing the course material to replace the existing in-
class presentations.
Out-of-class elements and in-class activities must be carefully designed and integrated for
students to ensure that learning occurs. As a result, introducing a flip approach can mean
additional work and may require new skills to be developed by the teachers. Lot homework
is to be done by teacher to get desired results, although this learning curve could smoothen
the gravity by entering the model slowly step-by step.
Students, for their part, may feel it difficult to adjust with the change due to the loss of face-
to-face lectures; particularly those with a different learning style enjoy themselves attending
class to hear lectures.
Students with the perception that they can get everything to learn by surfing the web may
not immediately appreciate the value of the interaction, collaboration and hands-on part of
the model.
Students may also have a thinking that the assigned video lectures are available to anyone
online that can be accessed any time and feel it safe to skip outside-class activities and thus
might miss the real worth of the flip.
5.5 Implications for teaching and learning
The flipped learning makes up a role change for teachers, they have to convert the lecture
oriented session to more and more activity based learning and creating scope for
collaborative and cooperative contribution by the students to the teaching process.
A teacher’s session may not rely on preplanned lesson notes to disseminate information to
students; the flipped classrooms call for much greater spontaneity to answer learner’s
questions.
There is an associated change in the role of students’ commitment towards learning. Instead
of passive participants in the education process where instructions and material is served to
them, the flipped model gives students a thrust to experiment and make them more
responsible for learning.
Activities are basically led by students and the session is devoted to learning through hands-
on and problem solving activities thus tend more towards Learners’ directed Learning. The
concept of flip brings about a distinctive shift in the responsibility of teachers and student
both.

6. Summary
Individualized learning with portable storage devices can be considered as good alternate to
online learning. Once the course is designed and delivered, the students can learn at their
own. Later students can interact to teachers for clearing their doubts and further
discussions. Since the student’s dependency on teacher in direct face to face mode is
reduced in this way, the teachers get more time which gives them opportunity to pay more
attention on individual student.
Regarding blended and flipped learning, Several studies including a study at Harvard
University focused on the learning gains reveled that students who followed the blended
and flipped approach outperform those who learn in traditional lectures [4], whereas many
other has criticized this approach stating various reasons in support of their arguments.
Prof. Katharine T. Schaffzin in a study has proved that blended and flipped learning if do not
increase the learning, at least, it does not decrease students learning [5].
Although blended and flipped learning demands greater efforts from both, teacher as well
as students comparing to traditional method, it also tender both a return on contribution of
their increased effort. It concludes that blended and flipped learning are overall positive
teaching approach preferable to a traditional classroom teaching-learning mode. The overall
advantages of such a platform outweigh those offered by the state of affairs. Hence one
should go for flipped learning wherever it is possible.
DISCUSSION FORUM TOPIC(S)
i). Discuss an activity plan to incorporate Blended and flipped Learning approach for a
topic.
Note: Please subscribe and post your response on the above topic of discussion in the ‘Discussion
Forum for Lesson 2.2.4-R K Kapoor’ available within "Discussion forum for ICT in Teaching and
Learning” under the menu option” Ask a Question “on the top in the course.
Bibliography
1) [(PDF) Blended learning: pedagogy, learning styles, and assessment activities in the
classroom.(https://www.researchgate.net/publication/309740093_Blended_learning_pe
dagogy_learning_styles_and_assessment_activities_in_the_classroom), accessed in
December 2018.
2) https://www.talentlms.com/elearning/blended-learning
3) http://ctl.utexas.edu/sites/default/files/utflipquickstartguide112114.pdf
4) A. Means et al., Evaluation of Evidence- Based Practices in Online Learning, U.S. Dep’t Of
Educ. (Sep. 2010), (http://www2.ed.gov/rschstat/eval/tech/evidence-based-
practices/finalreport.pdf); Accessed in November 2018.

5) Katharine T. Schaffzin, Learning Outcomes in a Flipped Classroom: A Comparison of Civil

Procedure II Test Scores Between Students in a Traditional Class and a Flipped Class”.
University of Memphis Cecil C. Humphreys School of Law.
(https://www.memphis.edu/law/documents/schaffzin46.pdf ), accessed in December
2018.
6) Individualized Learning, https://www.iste.org/explore/articledetail?articleid=124,
Accessed on December, 2018

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COURSE: ICT IN TEACHING AND LEARNING, MODULE-2 Integrate ICT Pedagogy into Teaching-Learning

COURSE: ICT IN TEACHING AND LEARNING

Unit-1 Pedagogical integration of appropriate emerging ICT

Lesson 2.2.4: Integration of Individualized learning with portable

Dr. R. K. Kapoor, Professor,

National Institute of Technical Teachers’ Training & Research, Bhopal Pagei

ICT IN TEACHING AND LEARNING

Structure of Module - 2 Learning Material

National Institute of Technical Teachers’ Training & Research, Bhopal Pageii

Lesson 2.2.4: Integration of Individualized learning with portable storage

2.0 Individualized learning with portable storage devices

National Institute of Technical Teachers’ Training & Research, Bhopal Page4

National Institute of Technical Teachers’ Training & Research, Bhopal Page5

iii). Development Phase

Implement Evaluation Design

Figure-1: ADDIE Model

National Institute of Technical Teachers’ Training & Research, Bhopal Page6

4.0 Blended Learning

National Institute of Technical Teachers’ Training & Research, Bhopal Page7

National Institute of Technical Teachers’ Training & Research, Bhopal Page8

National Institute of Technical Teachers’ Training & Research, Bhopal Page9

National Institute of Technical Teachers’ Training & Research, Bhopal Page10

5.4 Downsides of Flipped Learning

National Institute of Technical Teachers’ Training & Research, Bhopal Page11

National Institute of Technical Teachers’ Training & Research, Bhopal Page12

5) Katharine T. Schaffzin, Learning Outcomes in a Flipped Classroom: A Comparison of Civil

National Institute of Technical Teachers’ Training & Research, Bhopal Page13

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