ICT MA Education.

M.A.
EDUCATION
SEMESTER - I (CBCS)
CORE COURSE - IV
ICT IN EDUCATION
SUBJECT CODE: CC4

© UNIVERSITY OF MUMBAI
Dr. Suhas Pednekar

Vice Chancellor
University of Mumbai, Mumbai
Prof. Ravindra D. Kulkarni Prof. Prakash Mahanwar
Pro Vice-Chancellor, Director,
University of Mumbai IDOL, University of Mumbai
Programme Co-ordinator : Dr. Santosh Rathod

Professor of English,
Head of Interdisciplinary Course,
IDOL, University of Mumbai
Course Co-ordinator/ Editor : Ms. Komal Shivaji Ambhore
Assistant Professor,
Course Writers : Mrs. Vaishali Gajanan Mugatkar

Pune
: Dr. Pooja Manghirmalani Mishra
Mumbai
: Dr. Swarnalata Harichandan
Principal, H.B.B.Ed.College,
Vashi, Navi Mumbai.
: Dr. Usha Borkar
Associate Professor,
H.J. College of Education, Khar (West), Mumbai.
: Ms. Komal Shivaji Ambhore
December 2021, Print - 1
Published by : Director,
Institute of Distance and Open Learning,
University of Mumbai,
Vidyanagari,Mumbai - 400 098.
DTP Composed by : 7SKILLS

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Printed by :
ii
CONTENTS
Unit No. Title Page No.
Module-I: Information and Communication Technology in Education
1. Information and Communication Technology in Education........................................1
2. Theories and Psychological Principle in the ICT enabled

Teaching-Learning Process........................................................................................16
3. Emerging Trends in the ICT Enabled Teaching-Learning Process............................29
Module-II: Instructional Design and Ethical Practices
4. Instructional Design...................................................................................................49
5. Development of Instructional Design........................................................................67
6. Online Resources and Ethical Practices in the

ICT Enabled Teaching-Learning Process....................................................................91
iii
M.A. EDUCATION
SEMESTER - I (CBCS)
CORE COURSE - IV
ICT IN EDUCATION
SEMESTER I
SYLLABUS
CORE COURSE IV
ICT IN EDUCATION
Theory: 60 ; Internals: 40 Total Marks = 100

Total Credits= 6
Course Objectives
1. To explain the conceptual framework of Information and Communication

Technology in Education
2. To apply the learning theories in ICT enabled Teaching-Learning Process
3. To study the emerging Trends in the ICT enabled Teaching-Learning Process
4. To study the various Instructional Designs
5. To understand the development of various Instructional Design
6. To study and understand the online resources and ethical practices in ICT enabled
Teaching-Learning Process
Module 1: Information and Communication Technology in Education Credits: 2
Unit 1: Information and Communication Technology in Education
a. Concept of Information, Communication and Educational Technology

b. Role of ICT in Higher education and Teacher Education
c. Application of ICT in Research
Unit 2: Theories and Psychological Principle in the ICT enabled Teaching-Learning

Process
a. Application of Learning theories in E-learning context: Constructivism and Connectivism

b. ICT enabled environment: Characteristics of e-learner and e-learning environment
c. Psychological principles of ICT enabled classroom learning
Unit 3: Emerging Trends in the ICT enabled Teaching-Learning Process
a. Massive Open Online Courses (MOOC)– Concept and Characteristics

b. E- Learning – Concept and Characteristics
c. Blended Learning – Concept and Application in the Classroom
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Module 2: Instructional Design and Ethical Practices Credits: 2
Unit 4: Instructional Design
a. Concept of Instructional Design

b. Models of Instructional Design: ADDIE, Dick and Carey Model
c. Model of E-learning: Community of Inquiry (CoI) Model – Garrison and Anderson (2003)
Unit 5: Development of Instructional Design
a. Stages of development of Instructional design

b. Events of Instruction: Gagne’s Nine Events of Instruction
c. Use of Media: Types of media, Choice of medias
Unit 6: Online Resources and Ethical Practices in ICT enabled Teaching-Learning Process
a. Online resources: Web 2.0 tools, Open Educational Resources, Digital evaluation tools
b. E-Learning Portals and database: e-Pathshala, SWAYAM, N List
c. Ethical Practices in ICT enabled Teaching-Learning Process: Copyright, Plagiarism, Creative
Commons
Module 3: Internal Assignment: Credits: 2
Sr. Particulars Marks

No.
1. Assignments (2*10) 30
2. Case study/Projects/Posters and exhibits /Seminar/ Workshop/ Cooperative 10

Learning /Blended Learning/Construction/Nai-Talim- Experiential Learning
/Open Book Assignment/ Class test
Suggested Books for Reading
1. Veletsianos, G. (Ed.). (2010). Emerging technologies in distance education. AU Press.

Retrieved from https://www.aupress.ca/app/uploads/120177_99Z_Veletsianos_2010-
Emerging_Technologies_in_Distance_Education.pdf
2. Naidu, S. (2016). E-Learning-A Guidebook of Principles, Procedures and Practices. CEMCA.
Retrieved from
http://dspace.col.org/bitstream/handle/11599/53/elearning_guidebook.pdf?sequence=1&isAllo
wed=y
3. Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed). AU Press.
Retrieved from https://www.aupress.ca/app/uploads/120146_99Z_Anderson_2008-
Theory_and_Practice_of_Online_Learning.pdf
v
4. Thyagarajan, R. (2016). ICT-Integrated-Teacher-Education.pdf. (n.d.). Commonwealth
Educational Media Centre for Asia. Retrieved September 6, 2021, Retrieved from
http://lcwu.edu.pk/ocd/cfiles/Professional%20Studies/PC%20/%20B.Ed.-
205/2016_Panigrahi_ICT-Integrated-Teacher-Education.pdf
5. Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in
instructional design. Educational Technology Publications. Retrieved from
https://web.stanford.edu/~roypea/RoyPDF%20folder/A85_Edelson_etal_96.pdf
6. Brown, A., & Green, T. D. (2016). The essentials of instructional design: Connecting
fundamental principles with process and practice (Third edition). Routledge.
https://ikhsanaira.files.wordpress.com/2016/05/the-essential-of-instructional-design.pdf
7. Marenzi, I., Berger, J., Neumann, J., Santos, J., Weitzmann, J., Śliwowski, K., & Kelly, B.
(n.d.). Open Education Handbook. Retrieved from https://oerpolicy.eu/wp-
content/uploads/sites/4/2017/07/Open-Education-Handbook.pdf
References
1. Kanaya, T., Light, D. &Mcmillan Culp, K. 2005. Factors Influencing Outcomes from
aTechnology-Focused Professional Development Program . Journal for Research
inTechnology Education, 37, 313- 329.
2. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction. New York:
Longman.
3. Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in
instructional design. Educational Technology Publications.
4. Sehra ,Siddharth, Maghu , Sunakshi and Bhardawaj, Avdesh. (2014). Comparative Analysis
of E-learning and Distance Learning Techniques. International Journal of Information &
Computation Technology. Retrieved from http://www.irphouse.com
5. Anderson, Jonathan. (2005). IT, e-learning and teacher development. International
Education Journal, ERC2004. Retrieved from http://iej.cjb.net
6. Rothwell, W. J., &Kazanas, H. C. (1998). Mastering the instructional design process: A
systematic approach. San Francisco, CA: Jossey-Bass Publishers.
7. OECD. (2007). Giving Knowledge for Free: The Emergence of Open Educational
Resources. OECD. https://doi.org/10.1787/9789264032125-en
8. McGreal, R., Kinuthia, W., & Marshall, S. (2013). Open educational resources: Innovation,
research and practice. Commonwealth of Learning and Athabasca University.
https://www.oerknowledgecloud.org/archive/pub_PS_OER-IRP_web.pdf
*************
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1
INFORMATION AND COMMUNICATION
TECHNOLOGY IN EDUCATION
Unit Structure
1.0 Objectives
1.1 Introduction
1.2 An Overview
1.3 Information Technology
1.4 Communication Technology
1.5 Educational Technology
1.5.1 Meaning & scope
1.5.2 Characteristics
1.5.3 Objectives
1.5.4 Applications
1.6 Information and Communication Technology
1.6.1 Concept
1.6.2 Objectives
1.6.3 Role of ICT in Higher Education
1.6.4 Role of ICT in Teacher’s Education
1.7 Applications of ICT in Research
1.8 Let us sum up
1.9 Unit End Exercise
1.10 References
1.0 Objectives
After reading this unit you will be able to:

● State the meaning of Information, Communication and Technology
respectively.
● Define the term –Educational Technology.
● Explain the concept of Educational Technology.
● Examine the applications of Educational Technology
● Analyze the characteristics of Educational Technology
● Define the term ICT- (Information and Communication and
Technology)
● State the meaning and concept of ICT.
● Identify the role of ICT in higher and Teacher’s Education.
● Examine the applications of the ICT in Research.
1
ICT In Education 1.1 Introduction
The rapid development and spread of digital technology in the 1990's

contributed to advancing industrialization and also improving the
economic status of the countries. IT (Information Technology) is
influencing every aspect of human life. It is playing a role in each and
every aspect, such as at work places, education, entertainment, business,
economic trends etc.
In this digital world it is important to use technology in the classroom, so
the students get the opportunity to learn and apply the digital Skills.
ICT is making dynamic changes in society. We could see these changes
more in education as teachers and students are getting more opportunities
to adopt the teaching and learning needs of an individual with ease.
ICT provides tools for educational change and reform. But the effective
use of ICT & its integration is really a challenge.
In this unit we will get an overall idea about the concepts of ICTs. We
will also discuss the role of ICT and applications.
1.2 An Overview
When we think about the term digital / digitalization, what comes to

mind? The answers may differ from person to person, some would say
information explosions, communication, electronic media, technology, and
so on. This leads us to know more about all aspects of ICT. The aspects
are Information, Technology and Communication, when all these three are
integrated effectively we could get a clear Idea about what exactly the ICT
is?
ICT spans a wide variety of areas such as processes, software, hardware,
programming languages, system designs, data management, data mining,
data retrieval, multimedia, and computing.
ICT is the use of computers and software to manage information.ICT is
responsible for storing information, protecting information, processing the
information, transmitting the information and later retrieving the
information as and when necessary.
In this section we will discuss Information Technology, Communication
Technology and Educational Technology basics.
1.3 Information Technology
Information is data that has been processed to make it meaningful.

Meaningful data 🡪 Information
Interpreted data 🡪 Information
Processed data 🡪 Information
In simple terms information is the processed data that has been converted
22 into meaningful and useful form for specific use. The technology, which is
exclusively designed to store, process, and transmit information, is known Information and
Communication
as Information Technology. Technology in Education
UNESCO defines Information Technology as "scientific, technological
and engineering disciplines and the management techniques used in
information handling and processing information, their applications;
computers and their interaction with man and machine and associated
social, economic and cultural matters". (Stokes)
1.3.1 Role of IT in Education
1. Access to a variety of learning resources - In the era of
technology, IT aids have plenty of resources to enhance teaching
skills and learning ability. With the help of IT now it is easy to
provide audio visual education. Learners are encouraged to regard
computers as tools to be used in all aspects of their studies. In
particular, they need to make use of the new multimedia
technologies to communicate ideas, describe projects, and order
information in their work.
2. Immediacy to information - IT has provided immediacy to
education. Now in the year of computers and web networks the pace
of imparting knowledge is very fast and one can be educated
anywhere at any time.
3. Any time learning - Now in the year of computers and web
networks the pace of imparting knowledge is very fast and one can
be educated. One can study whenever he wants irrespective of
geographical conditions.
4. Collaborative learning - Now IT has made it easy to study as well
as teach in groups or in clusters. The Internet and its Web sites
provide this facility.
5. Multimedia approach to education - Audio-Visual education,
planning, preparation, and use of devices and materials for
educational purposes. Among the devices used are still and motion
pictures, filmstrips, television, transparencies, audiotapes, records,
teaching machines, computers, and video discs. The growth of
audio-visual education has reflected developments in both
technology and learning theory. IT provides authentic and updated
information
1.4 Communication Technology
Communication means to inform, to tell or to give information.

Communication is also interpreted as an interchange of thoughts. Some of
the definitions of communication are as follows.
George R. Terry - Communication is an exchange of facts, opinions or
emotions by two or more persons.
Communications technology is older than computer technology. It has
grown as rapidly as computer technology in recent times. A
3
ICT In Education communication system can establish paths over which messages can be
sent between any two instruments in specified locations at desired times.
Communication technology refers to all the tools used to send, receive,
and process information.
The purpose of communications technology plays a vital role in the field
of education, as education means to impart knowledge. To fulfill the
whole & sole of the education process communication is important.
Communication encompasses the bridge between teacher educator and
student.
In this section we discussed what Information and Communication
Technology means, also how they are interrelated with each other.
In further sections let us discuss educational technology in detail.
1.5 Educational Technology
Technology is becoming a boon for teachers as it is helping them to teach

more effectively. Education has been benefited by technology in different
ways, and at various levels. Technology has made an impact on education
training.
If we talk about the current situation, many institutes worldwide are
offering courses through various technologies such as Internet,
multimedia, live TV, computer (Audio/video conferencing) etc. The result
is a large number of learners are pursuing their studies through technology
(online/ offline).
It became very much essential for all who are members in the field of
education to get familiar with the use of technology in education.
In the early period when writing was unknown, verbal communication
was the part of learning. The more emphasis on students practice was
memorization, the oral teaching method was maintained traditionally in
the Gurukul system. Later writing developed & different means of
communication materials were used like writing on leaves, tree - trunks,
engraving on metals, engraving on rocks and gradually paper and ink got
introduced which helped in development of printing materials, textbooks.
This is an advent in Technology.
This developed technology later on helped in utilization and production of
different materials like chalk-board, pictures, charts, diagrams, graphs and
graphics. This concept get broadened with new innovations in CAI
(Computer Assisted Instructions).
1.5.1 Meaning And Scope Of Educational Technology (ET)
The interface of education and technology is known as Educational
Technology.
44
Information and
Communication
● Technical equipment such as electronic media (OHP, Computer,

Television, Radio etc.)
● Scientific and systematic analysis of the teaching learning process to
improve its effectiveness.
Let us see some notable definitions of Educational Technology by
different individuals.
1. Shiv K. Mitra - “Educational Technology can be conceived as a
science of techniques and methods by which educational goals could
be realized”.
2. S.S. Kulkarni-“Educational Technology may be defined as the
application of laws as well as recent discoveries of science and
technology to the process of education”.
3. J.R. Gases- “Educational Technology has to be seen as part of a
persistent and complex endeavor of bringing pupils, teachers and
technical means together in an effective way”.
4. According to AECT (Association of Educational
Communications and Technology)- “Educational technology is the
study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate
technological processes and resources." (AECT, 2007)
5. G.O.M. Leith-“Educational Technology is the systematic
application of scientific knowledge about teaching learning and
conditions of learning to improve the efficiency of teaching and
training.”
6. Robert M. Gagne -“Educational Technology can be understood as a
means for the development of a set of systematic techniques and
accompanying practical knowledge for designing, testing and
operating schools as educational systems”.
From these above definitions we could see the wide differences in
opinions. These definitions reflect the whole range of activities
included in educational technology.
Scope Of Educational Technology
● The term education includes teaching, learning, instructions and
training similarly the scope of educational technology is also much
● wider. Let us Focus on the areas and scope of Educational
Technology.
5
ICT In Education
(Figure: 1.5.1.1)
1.5.2 Characteristics Of Education Technology
1. The basis of Educational Technology is science.
2. It is more practical discipline rather a less theoretical one.
3. It is a modern discipline.
4. It brings teachers, pupils & technology together in an effective way.
5. It is the science of techniques and methods.
6. It is concerned with improvement in the teaching learning process.
7. ET is a continuous and dynamic process.
8. New innovations are possible due to technological intervention.
9. Educational Technology is the practical aspect of science.
10. Synchronized with learning theories and the art of teaching.
11. Educational Technology creates a fruitful environment to achieve
learning objectives.
12. Educational Technology is wider.
13. ET is a fast growing modern technology.
14. ET involves input, output and process aspects of education.
15. ET is the science of imparting technique and methods.
16. Safe environment - learners are free to utilize.
17. ET is more informative, creative, collaborative, versatile, engaging,
trustworthy, available and reliable.
18. It involves desired changes in traditional methods.
1.5.3 Objectives Of Educational Technology
Educational Technology provides an aid in the teaching-learning process
for achieving results through the available resources.
The following are the objectives of Educational Technology.
1. To identify educational needs and aspirations of the learners.
2. To identify the aims of education with its structure.
3. To develop man-made resources and the process to utilize them.
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4. To develop technology-based teaching models to improve the Information and
Communication
efficacy of education. Technology in Education
5. To help in extending educational opportunities to the masses.
6. To overcome the barriers in education through distance learning.
7. To administer managing strategies in the educational system such as
planning, implementation, evaluation and feedback phases.
8. To analyze the teaching learning process.
9. Development of curriculum and courses.
10. Development of teaching - learning materials.
11. To impart training to teachers.
12. To develop teaching strategies.
13. To develop the ideas of selecting the use of appropriate audio-video
aids.
14. To provide educational tools for the systematic feedback approach.
15. To develop outline-learning resources.
16. To provide a technology-assisted environment.
17. To integrate technological skills with the art of teaching effectively.
18. To manage learning resources(human and non-human).
19. To provide a self-paced learning environment to pupils.
20. To enhance the digital literature among masses.
1.5.4 Use Of Educational Technology
1. ET creates classroom activities more engaged and fun filled - It
can help active participation of an individual in the classroom. It
also promotes fun-filled activities and interactive activities using
computers and the internet.
2. ET improves collaboration and coordination - Using technology,
it is seen to increase in collaborative learning. Techno savvy
teachers can train and help other teachers. Students who are good in
using technology can give assistance to the peers of their group. In
case it leads to effective collaborative learning.
3. ET incorporates different learning styles - Every child in our
classroom is different and this is a complex challenge faced by
teachers. To overcome this, technology helps teachers to identify
learning styles and accordingly modify the lessons and activities
with ease.
4. ET innovate teaching methods and strategies - ET overcomes the
barriers in traditional classroom teaching methods. Lecture-based
methods are getting replaced by innovative methods, strategies and
models which in turn gives scope for research and innovation.
5. ET provides Trial- and- error approach - Technology gives
students a chance to enhance their curiosity in different ways.
Students can try new things without hesitation. ET provides a self-
paced learning environment, so it gives students an opportunity to do
trial and error by providing immediate feedback. Students can do
self-assessment using this approach. 7
ICT In Education 6. ET provides unlimited access to information - ET provides
unlimited access to information from any location, at any time with
a single click. Instead of going to the library and searching a stack of
books they can refer to the vast information by sitting at home. Also,
they can access the additional views on the information.
7. ET Provides synchronous and asynchronous learning - It
provides the opportunity for synchronous (real-time, face-to-face)
learning or Asynchronous (with the pace of student / online)
learning.
8. ET embraces digital literacy skills - ET gives an opportunity to
students as well as to the educators to deal with new learning trends,
technological skills by integrating technology in education. Students
will have a sight of technological terms and their applications.
9. ET promotes SLT (Self-Learning Techniques) - Educational
Technology gives scope to self-learning. Students learn and access
the technology as per their convenience and interest. Students get a
chance to do self- study by using SLM (Self Learning Material).
Thus, Educational Technology has a promising future for our country. ET
has brought qualitative and quantitative improvement in education.
Check your progress - 1
1. Define Educational Technology.
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2. Write a short note on Information Technology.
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3. Write a short note on Communication Technology.
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4. What is the scope of Educational Technology? Information and
Communication
____________________________________________________________ Technology in Education
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1.6 Information and Communication Technology (ICT)
ICT in education is any hardware and software technology that

contributes to educational information processing. ICT terms are
combined from three different aspects.
(Figure- 1.6)
ICT is an аррroach of teaching and learning where computers are used as
aid to establish communication (interaction) in different ways.
In this section let us discuss ICT in detail with its role and significance in
teaching learning process.
1.6.1 Concept of ICT
ICT is a technology that includes activities related to information. Such as
gathering data, processing data, presenting data and storing data.
The term information refers to the representation of knowledge in the form
of facts, texts, pictures, narrations, thoughts. ICT is becoming a lifestyle
choice as it is changing the way of communication, way of interaction and
way of imparting knowledge. ICTs are becoming a significant part of our
future world as it connects to every aspect of our lives. We like to use it
for personal growth, innovation, creativity, qualitative and quantitative
development.
Let us observe some notable definitions of ICT.
1. According to UNDP (United Nations Development Program) –
“ICTs are basically information handling tools - a varied set of
goods, applications and services that are used to produce, store,
process, distribute and exchange information”.
2. Nick Bostrom – “ICT is the fusion of infrastructure and components
that enable modern computing."
9
ICT In Education 3. According to Mahapatra and Ramesh - “ICT is the result of
technological convergence of existing single isolated technologies -
computer technology, communication technology, information
processing, publishing technology etc.”
4. According to UNESCO - “ICT is a scientific technological and
engineering discipline and management techniques used in handling
information and application and association with social, economic
and cultural matters”.
5. Yekini and Lawal (2012) – “ICT is a powerful collection of
elements which include computer hardware, software,
telecommunication networks, workstations, robotics and smart chips
which is also at the root of information systems”.
6. The UK national curriculum document in 2000 defines – “ICT as
the technology used to handle information and aid communication”.
From the views of the above definitions, we conclude that ICT is
often associated with computer-assisted technologies. ICT is an
information handling tool. ICT is a resource which is used to
communicate effectively. ICT has become a means that has changed
many aspects of the way we live.
ICT uses the following digital technologies:
1. Digital camera (Audio/ video conferencing)
2. Internet /Intranet
3. www
4. Online databases
5. Discussion forums
6. Vlogs, Blogs
7. Digital libraries
8. Newsgroups
9. Chats
10. E-books
11. E-mails
12. Storage devices (CD, DVD, HDD)
13. Cell Phones (smart phones)
14. E- Journals
15. Telecommunications
16. Virtual reality
17. Interactive TV, Radios
18. Projection devices
1.6.2 Objectives of ICT
1. To facilitate communication.
2. To foster the use of online resources such as discussion forums,
blogs, vlogs, emails, chats to share information.
10
10
3. To provide distance learning opportunities by providing video- Information and
Communication
conferencing, tele and audio-conferencing. Technology in Education
4. To provide E-learning facility with the help of electronics media.
5. To carry out research and innovations.
6. To give opportunities to share and exchange information for
professional growth.
7. To broadcast learning materials online.
8. To support administrative and technical support.
9. To act as a learning assistant.
10. To promote digital literacy skills.
11. To increase a variety of educational services and mediums.
1.6.3 Role of ICT In Higher Education
1. Advancement in assessment - Assessment in the classical
education system was limited to several examinations at the end of
completing syllabus. But the adaptation of ICT in higher education
makes assessment more manageable and effective. MCQ test, quiz,
results, portfolios, work in progress, feedback etc. can be compiled
in a desired format.
2. Blended learning - Gives the combination of multiple approaches to
learning. This method is useful for higher studies as it includes a
mixture of face-to-face learning, self-learning. Higher education
mostly emphasizes self-learning approaches.
3. Incorporates collaborative Techniques - It promotes teamwork
projects, collaborative learning. Students can discuss topics with
their peers. They help each other learn in a safe environment.
4. Instant access to knowledge - uses of the internet gives a chance
for a holistic view of any subject content. Students as well as
teachers are able to overcome the restriction of one-sided textbook
materials. A large amount of information is retrieved and explored
as and when required.
5. Learner centered approach - Allows learners to learn effectively
and also explore the new things as per their interest.
6. Offers educational activities covering large geographical areas.
7. Transformation of education - Online platforms for higher
education are MOOC (Massive Open Online Courses, NPTEL
(National Program on Technology Enhanced Learning), these kinds
of platforms are available for higher education.
8. ICT is considered mainstream in higher education. ICTs are being
used in many areas such as developing course materials,
communication between learners and teachers, delivering content,
sharing content, academic research, administrative support and
student enrolment. (Mandal and Mete, 2012).
9. ICT provides the new experiments in learning.
10. Flipped classroom
11. Open Educational Resources (OER)
11
ICT In Education 12. Massive Open Online Courses (MOOC)
Thus, we conclude that ICT in higher education improves teaching-
learning process and provides online learning facility to learners in an
effective way.
1.6.4 Role of ICT In Teacher's Education
1. ICT enhances the efficiency of learning - ICT facilitates the
learners to have control on lesson, pace the sequence, content
and feedback which improves the efficiency in learning.
2 ICT promotes interactive learning environment - unlike books,
it is interactive in nature and creates motivation and interest among
the learners. It includes the individual unique need of a learner.
3 ICT enhances the professional development of teachers - ICT has
become an important and integral part of the curriculum of teacher’s
education. ICT can be used as a tool for training and support of
teachers, regardless of geographical area restrictions.
4 ICT helps teachers in Pre- and In-service teachers training - ICT
can make education more efficient and productive, it is a tool used to
enhance and facilitate teachers’ professional activities. It is essential
that pre- and in-service teachers have basic ICT skills and
competencies. To obtain these things teachers' education institutions
need to plan education programs and make them well prepared to
use new tools for learning.
5 ICT is used as an assisting tool - To make assignments,
documentations, lesson plans, evaluation sheets, researches,
activities, feed backs. ICT can be used independently with different
subject matters.
6 ICT promotes teachers to be a facilitator and guide- Now-a-days
classrooms have become more learners -centered where teachers are
no more leaders but have become facilitator. Technology assists
teachers to act as a facilitator by providing the facilities such as
digital library, smart board, whiteboards, audio-video chats and E-
learning.
7 ICT promotes self-learning in subject matter - Teachers have
unlimited access to updated and additional learning resources, ICT
enables teachers to do self-learning in subject area.
8 ICT creates OER (Open Educational Resources) for teachers’
development - OERs are the digital materials that can be used,
reused for teaching, learning and research and are made available for
free(Menon,2014). These OERs are used for teacher's professional
development.
ICT helps student teachers to become effective teachers. ICT is one of the
major factors for producing the rapid change in the teacher's education
programs.
12
12
Check your progress: 2 Information and
Communication
Q. What is ICT? Elaborate with its role in higher education.
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____________________________________________________________
____________________________________________________________
Q. “ICT promotes professional development of teachers”. Explain.
____________________________________________________________
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1.7 Applications of ICT In Research
ICT helps researchers to perform following tasks:

● Data collection and data analysis
● Choose methods for research
● Qualitative and quantitative analysis
● Literature review
● Collection of information through various online portals
● References
● Access to the national and international journals
● Share the databases and datasets
● To connect and communicate with experts
● Access to free digital libraries
● Write and publish research papers
● Plagiarism detection
● Discussion with researchers
The application of ICTs in academic research has grown in the past years.
The most straightforward use of ICTs in research is in data processing.
Computer data processing not only frees researchers from the cumbersome
task of manually analyzing data but more importantly facilitates quick and
accurate analysis of huge amounts of data from national samples or even
multi-national samples covering large respondents.
Another important dimension of ICTs in research is the use of online
databases and online research libraries/virtual libraries which are the direct
13
ICT In Education outcome of the growth in tele-communications networks and technology.
These databases and libraries provide researchers with online access to the
contents of many more books from major publishing houses, research
reports, and peer- reviewed articles in electronic journals.
Using ICT-based tools also can reduce research complexity. The reduction
of research cost is possible with the use of ICT-based tools because less
man hours are required as productivity of researchers has increased.
1.8 Let Us Sum Up
In this unit we have discussed the concepts of Information, and

Communication Technology, Education Technology, ICT, role of ICT in
higher and teacher education, application of ICT in research. ICT will be
the central to learning at all levels in future. Enabling ICT in education
creates an easy-to-manage learning environment where the delivery of
information is so much easier.
Q.1 What is Educational Technology? Explain with its scope.

Q.2 Write objectives of Educational Technology.
Q.3 Elaborate Educational Technology with reference to its
characteristics.
Q.4 Explain the utility of ET in education.
Q.5 Which different digital technologies are used by ICT?
Q.6 Explain the concept of ICT with reference to its objectives.
Q.7 Explain the role of ICT in teachers’ education.
Q.8 Analyze the role of ICT in higher education.
Q.9 “The reduction of research cost is possible with the use of ICT-based
tools”. Explain
1.10 References
1. Menon M (2014). Wawasan Open University: Developing a fully

OER based course. S. Naidu, & S. Mishra (Eds.). Case Studies on
OER based e-Learning, CEMCA, New Delhi.
http://cemca.org.in/ckfinder/userfiles/files/Case%20Studies%20on%
20OERbased%20eLearning_Low%20Res.pdf
2. Davis/Olson: Management Information System, 1985
3. George R Terry, Principles of Management, Richard D Irwin Inc.,
Homewood, Illinois, 1968
4. Educational Technology—S.K. Mangal, P.H.I. Learning.
5. AECT: https://aect.org/educational_technology_a_defi.php
6. Ministry of Education Govt. of India:https://sakshat.ac.in/
7. https://wikieducator.org/
Need_and_Importance_of_Information_Technology_in_Education/
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Information and
Communication
8. UNESCO: ICT in education: https://en.unesco.org/themes/ict- Technology in Education
education
9. Mandal, A., & Mete, J. (2012). ICT in higher education:
opportunities and challenges. Retrieved 04/27/2014Bhatter
Collegehttp://bcjms.bhattercollege.ac.in/ict-in-higher-education-
opportunities-and-challenges/
10. Menon, M. (2014). E-Learning and Open Educational Resources for
Teacher Development,E-Learning in Teacher Education:
Experiences and Emerging Issues, Department of Education (CIE),
University of Delhi, Delhi, pp. 30–54
11. UNESCO (2002). Information and Communication Technologies in
Teacher Education: A Planning Guide.
12. Baishakhi Bhattacharjee and Kamal Deb: International Journal of
Education and Information Studies: Role of ICT in 21st Century’s
Teacher Education
13. Sarkar Sukanta 2012. The Role of Information and Communication
Technology (ICT) in Higher Education for the 21st Century. The
Science Probe, Vol. no.01 May 2012. Pp 30-40 ISSN, 2277-9566.
14. http://connectedresearchers.com/online-tools-for-researchers/
15. https://www.sciencedirect.com/science/article/abs/pii/
S1057231705000664
16. Jager, A. K. & A. H. Lokman (1999): Impacts of ICT in Education:
The Role of the Teacher and Teacher Training, European
Conference on Educational Research, Lahti, Finland.
17. OECD: Giving knowledge for free: Giving knowledge for free: The
emergence of open educational resources.
https://www.oecd.org/education/ceri/givingknowledgeforfreetheeme
rgenceofopeneducationalresources.htm/
18. Thyagarajan R. ICT-Integrated-teacher-education.pdf.
Commonwealth Educational Media Center for Asia
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ICT In Education
2
THEORIES AND PSYCHOLOGICAL
PRINCIPLE IN THE ICT ENABLED
TEACHING- LEARNING PROCESS
Unit Structure
2.0 Objectives
2.1 Introduction
2.2 Applications of learning theories in e-Learning context:
Constructivism and Connectivism
2.2.1 Constructivism
2.2.2 Constructivism in e-Learning
2.2.3 Connectivism
2.2.4 Connectivism in the e-Learning Classrooms
2.3 ICT enables environment: Characteristics of e-Learner and e-
Learning environment
2.4 Psychological principles of ICT enabled classroom learning
2.5 Let Us Sum Up
2.7 References
2.0 Objectives
• To identify psychological principles of e-learning.

• To analyze the application of select Psychological principles in e-
learning.
• To understand the learning theories of constructivism and
connectivism in an e-learning context.
• To develop the characteristics of an e-learner and e-learning
environment.
2.1 Introduction
The introduction of computers is considered by many to be the third

revolution in education. The possibility of educational applications was
mainly conjectural at that time, although important instructional
experiments were conducted throughout the 1950’s and 1960’s.
Computers have brought unprecedented changes in many walks of life and
education is no exception. An innovative application of computers in the
pedagogy and learning process is e-learning. E- Learning may be network
based, intranet based or internet based, which includes text, video, audio,
animation and virtual environments. The facility of Internet and Intranet
enables e-learning that allows learning anytime and anywhere. E-Learning
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provides faster learning at reduced costs, increased access to learning and Theories and Psychological
Principle in the ICT Enabled
clear accountability for all participants in the learning process. The fast Teaching- Learning Process
budding influence of Information and Communication Technology (ICT)
and e-learning in content development and content delivery can be seen in
every sector of education. E-Learning can be defined as a broad set of
applications and processes which include web-based learning, computer-
based learning, virtual classrooms, and digital.
Learning and teaching whether it is through actual classroom settings or
through technological applications utilizes many psychological principles
knowingly or unknowingly. Some of the predictions about the future of
education tend to focus not so much on the technology, but on the
intersection between pedagogy and technology, and its effect on
psychology, epistemology and teaching praxis. The most commonly used
or heard Schools of Psychology are Behaviourism, Cognitivism and
Constructivism. The early use of technology in educational settings
reflected a behaviorist view of teaching and learning. Behaviorism
discusses behaviors that can be observed and does not fully consider the
thought processes that go on in the learner’s mind. Cognitivism differs
from behaviorism in that it deals with the internal mental processes of the
mind and how these processes could be used to endorse effective learning.
Developments in technology, particularly those evident in multimedia and
increased understanding regarding the complexities involved in learning
has led to the application of constructivist principles of learning to
electronic environments. Constructivism founded on the premise that, by
learners reflecting on their experiences, and thereafter constructing their
own understanding of their world. All these schools of psychology are
developed based on theories formulated by many psychologists and are
being effectively applied in actual classroom situations.
2.2 Applications of Learning Theories in E-Learning

Context: Constructivism and Connectivism
2.2.1 Constructivism
Constructivism is a theory which suggests that learning is an active
process; learners create, synthesize, and apply new concepts based on their
current and past knowledge.
Constructivism is the theory that says learners construct knowledge rather
than just passively take in information. As people experience the world
and reflect upon those experiences, they build their own representations
and incorporate new information into their pre-existing knowledge
(schemas).
In short, Constructivism is creating experiences that facilitate the
construction of knowledge.
Related to this are the processes of assimilation and accommodation.
● Assimilation refers to the process of taking new information and
fitting it into an existing schema.
17
ICT In Education ● Accommodation refers to using newly acquired information to
revise and redevelop an existing schema.
For example, if I believe that friends are always nice, and meet a new
person who is always nice to me I may call this person a friend,
assimilating them into my schema. Perhaps, however, I meet a different
person who sometimes pushes me to try harder and is not always nice. I
may decide to change my schema to accommodate this person by deciding
a friend doesn’t always need to be nice if they have my best interests in
mind. Further, this may make me reconsider whether the first person still
fits into my friend schema.
● Consequences of constructivist theory are that:
● Students learn best when engaged in learning experiences rather than
passively receiving information.
Learning is inherently a social process because it is embedded within a
social context as students and teachers work together to build knowledge.
Because knowledge cannot be directly imparted to students, the goal of
teaching is to provide experiences that facilitate the construction of
knowledge.
This last point is worth repeating. A traditional approach to teaching
focuses on delivering information to students, yet constructivism argues
that you cannot directly impart this information. Only an experience can
facilitate students to construct their own knowledge. Therefore, the goal of
teaching is to design these experiences.
2.2.2 Constructivism In E-Learning
The primary goal of constructivism is the application of learning in a
creative way. Constructivism focuses on the process of learning and
through this, the outcomes are produced. In constructivism, students have
many opportunities to construct their knowledge and express their
understanding.
Constructivist learning theory in practice-
In summary, constructivist learning theory encourages educators to do the
following:
● Function as a guide or facilitator of learning
● Use realistic and relevant contexts
● Use various modes of representation to make connections with
existing knowledge
● Foster self-guided learning
● Embrace social approaches to learning
● Encourage reflection
Constructivist learning theory in e-Learning-
Having considered how these theories have contributed toward education
in general, let’s explore how they might inform eLearning practices.
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i) Function as a guide or facilitator of learning Theories and Psychological
With traditional teaching methods, the educator often represents an Teaching- Learning Process
authoritative source of knowledge. As such, the idea of acting as a
‘guide’ may require some re-conceptualisation on the educator’s
part.
In an eLearning context, this means including activities, discussion
forums and wikis, for instance, rather than resources that simply
disseminate information. This allows learners to collaborate and
learn from one another. Combining these resources, or designing
activities that require independent research, can also play a
facilitative role.
ii) Use realistic and relevant contexts
This is one of the most important principles of constructivist theory.
Given the belief that new information is processed based on existing
knowledge; it is important for educators to understand what learners
already know prior to engaging with the content.
In other words, they should aim to establish new knowledge in a
way that builds on existing knowledge. One way of doing this is by
using real-world examples that include relatable situations or
characters. This also achieves a higher degree of relevance,
authenticity and complexity.
iii) Use various modes of representation
Bruner has recommended three modes of representation for
facilitating knowledge acquisition:
● Enactive representation (action-based)
● Iconic representation (image-based)
● Symbolic representation (language-based)
It is important for educators to consider how these modes can be
used to draw connections between content. Here, information
that is presented symbolically (e.g. in a written format) might
be accompanied by pictorial representations (e.g. images or
videos). Thereafter, a quiz or interaction can be used to test
learners’ ability to apply this knowledge. This should result in
optimal knowledge acquisition.
iv) Foster self-explorative learning
E-Learning resources (especially those used for assessments) are
often highly structured, with a clear learning path set out. Although
this guides learners in navigating their learning experiences, it is still
possible to encourage self-explorative learning in this scenario. One
way of achieving this is by including links to external websites, or
adding word-search functions to the learning management system
(LMS).
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ICT In Education v) Embrace social approaches to learning
Constructivists believe that learning is optimised when it occurs in a
social context, rather than in isolation. This can be difficult to
achieve in a virtual environment. As such, it is important to identify
opportunities to maximise interaction between learners. This is
where synchronous learning becomes crucial.
Hosting live-streaming sessions or providing online forums are two
options for encouraging learner participation. However, a more
organic form of collaboration is likely to result from group activities,
workshops or wikis.
vi) Encourage reflection
Finally, constructivist theory encourages reflection on the learning
process – which is especially valuable when the process has been
one of self-explorative study. Leading questions and blogs are both
valuable tools for encouraging reflection in an eLearning context.
Conclusion
Although constructivist learning theory deviates from traditional theories
in many ways, these theories are not without value to eLearning
practitioners. Traditional theories can still encourage educators to reflect
on their own practices, to find ways of achieving understanding and
reinforcing knowledge acquisition in their learners. However,
constructivism suggests that educators should primarily function as
guides, rather than as authoritative sources of knowledge. Ultimately, this
means encouraging self-guided exploration, social collaboration and real-
world application, rather than developing resources that simply
disseminate knowledge.
2.2.3 Connectivism
Connectivism is a learning theory which acknowledges the impact of
technology, society, personal networks, and work-related activities. It
asserts that learning has changed with the advent of web browsers, search
engines, social media, etc.
Connectivism is a relatively new learning theory that suggests students
should combine thoughts, theories, and general information in a useful
manner. It accepts that technology is a major part of the learning process
and that our constant connectedness gives us opportunities to make
choices about our learning. It also promotes group collaboration and
discussion, allowing for different viewpoints and perspectives when it
comes to decision-making, problem-solving, and making sense of
information. Connectivism promotes learning that happens outside of an
individual, such as through social media, online networks, blogs, or
information databases.
Connectivism builds on already-established theories to propose that
technology is changing what, how, and where we learn. In their research,
Siemens and Downes identified eight principles of connectivism.
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Principles of connectivism are: Theories and Psychological
● Learning and knowledge rests in the diversity of opinions. Teaching- Learning Process
● Learning is a process of connecting.

● Learning may reside in non-human appliances.
● Learning is more critical than knowing.
● Nurturing and maintaining connections are needed for continual
learning.
● The ability to see connections between fields, ideas, and concepts is
a core skill.
● Accurate, up-to-date knowledge is the aim of all connectivist
learning.
● Decision-making is a learning process. What we know today might
change tomorrow. While there’s a right answer now, it might be
wrong tomorrow due to the constantly changing information climate.
2.2.4 Connectivism In The E-Learning Classrooms
It’s one thing to understand what connectivism is and another to actually
incorporate it in the classroom in learning activities. Remember that in a
connectivist viewpoint, the new learning responsibilities shift from the
teacher to the learner. Unlike traditional teaching methods and other
theories like constructivism or cognitivism, the educator’s job is to guide
students to become effective agents for their own learning and personal
development. In other words, it’s up to the learner to create their own
learning experience, engage in decision making, and enhance their
learning networks.
Connectivism relies heavily on technology, so the first step to creating a
connectivist classroom is to introduce more opportunities for digital
learning—like online courses, webinars, social networks, and blogs.
Here are more ways to incorporate connectivism in the classroom:
● Social media
One way teachers implement connectivism is through the use of
classroom social media. For example, classes Twitter account can be
used to share information, engage in discussion or announce
homework tasks. This can help boost class engagement and open the
lines of discussion among students and teachers.
● Gamification
Gamification takes assignments and activities and puts them into a
competitive game to make learning more of an interactive
experience. There are many learning-based apps and instructional
technologies teachers can use to add an element of gamification to
the classroom. One example is DuoLingo, an online learning tool
that helps students learn languages through fun, game-like lessons.
Teachers can track students' progress while students can earn
“points” for progressing through lessons. Other examples include
apps like Brainscape, Virtual Reality House, and Gimkit, just to
name a few. 21
ICT In Education
● Simulations
Simulations engage students in deep learning that empowers
understanding as opposed to surface learning that only requires
memorization. They also add interest and fun to a classroom setting.
Take, for example, a physics class where students create an electric
circuit with an online program. Instead of being instructed via a
book or classroom lecture, they’re learning about physics by
simulating an actual physical setup.
Incorporating some or all of these examples is a great way to allow
your students more control over the pacing and content of their
learning. It also provides opportunities for individualized learning to
match each student’s unique needs and strengths.
Conclusion
Both the student and the educator can benefit from connectivism in
the classroom. If you’re considering adopting this theory in your
current or future classroom, consider the following benefits:
● It creates collaboration-
Within connectivism, learning occurs when peers are connected and
share opinions, viewpoints, and ideas through a collaborative
process. Connectivism allows a community of people to legitimize
what they’re doing, so knowledge can be spread more quickly
through multiple communities.
● It empowers students and teachers
Connectivism shifts the learning responsibilities from the teacher to
the student. It’s up to the learner to create their own learning
experience. The role of the educator then becomes to “create
learning ecologies, shape communities, and release learners into the
environment” (Siemens, 2003).
● It embraces diversity
Connectivism supports individual perspectives and the diversity of
opinions, theoretically providing for no hierarchy in the value of
knowledge.
2.3 ICT Enabled Environment: Characteristics of

E-Learner and E-Learning Environment
A. Characteristics of E-Learner
i. Techno savvy learners: The growth of the World Wide Web, high-
capacity corporate networks and high-speed desktop computers will
make learning available to people 24 hours a day, seven days a week
around the globe. This encourages the learners to be techno savvy
and upgrade knowledge of various technologies (social media,
eLearning platforms etc.).
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ii. Self-Assessment: Learner-centered eLearning provides Theories and Psychological
opportunities for learners to relate content to their role or personal Teaching- Learning Process
situation through thought-provoking self-reflective learning checks.
Hence, this motivates self-assessment.
iii. Effectiveness of learners and learning: eLearning has a positive
influence; it makes it easy to grasp the content. that give results in
improved scores on certifications, tests, and evaluation. It enhances
the ability to learn and implement the new processes or knowledge
at the workplace. This in turn encourages the learners to learn new
technological skills and teach/ update the same to their peers
(example: exploring new Teaching-Learning platforms, eBooks
portal, etc.) hence making them effective learners.
iv. Skill of exploring: Learner-centered eLearning is easy to use and
enables learners to take control and find what they need quickly.
Learners should be able to navigate the course intuitively through
course design that implements sound user experience principles.
This encourages the learners to explore, learn and enjoy the entire
process.
B. Characteristics of E-Learning Environment
The software used for telecommunications, which provides technological
means to conduct the educational process, its information support and
documentation in the Internet to any number of educational institutions,
regardless of their professional expertise and level of education is called
the eLearning Environment.
Its characteristics include:
i. Should provide technological means to conduct the educational
process, its information support and documentation in the Internet to
any number of educational institutions, regardless of their
professional expertise and level of education.
ii. The e-learning environment also refers to the collaborative
interactions used for knowledge acquisition within the online
computer mediated digital system.
iii. The environment should adapt and evolve as per the requirement of
the teacher and the learners. It should be able to include the inclusive
learning needs of the learner.
iv. The environment should be open sourced and it should be user-
friendly in interface and usage.
v. The e-learning platforms should have a development that includes
all the solutions in the same educational environment for a
successful learning experience VIZ student management for all
types of learning, enrolment, forums, student communities, virtual
classrooms with publication of schedules, reservation of classes,
download of course material etc.
23
ICT In Education vi. As eLearning is a paperless way of learning, so is the eLearning
environment. It protects the environment to a lot of extents, there is
no need to cut trees for obtaining paper which makes it a highly eco-
friendly way of learning.
2.4 Psychological Principles of ICT Enabled Classroom

Learning
The following are the psychological principles of learning which are

applied to an ICT enabled classroom.
a. Readiness
Readiness implies a degree of concentration and eagerness.
Individuals learn best when they are physically, mentally, and
emotionally ready to learn, and do not learn well if they see no
reason for learning. Getting students ready to learn, creating interest
by showing the value of the subject matter, and providing
continuous mental or physical challenge, is usually the instructor’s
responsibility. If students have a strong purpose, a clear objective,
and a definite reason for learning something, they make more
progress than if they lack motivation. In other words, when students
are ready to learn, they meet the instructor at least halfway,
simplifying the instructor’s job.
Example: For an e-Learning classroom, some simulation game
could be played by the teacher and the outcome of the game could
make the teacher aware of the readiness of the students.
b. Exercise
The principle of exercise states that those things most often repeated
are best remembered. It is the basis of drill and practice. It has been
proven that students learn best and retain information longer when
they have meaningful practice and repetition. The key here is that
the practice must be meaningful. It is clear that practice leads to
improvement only when it is followed by positive feedback.
Human memory is fallible. The mind can rarely retain, evaluate, and
apply new concepts or practices after a single exposure. Students do
not learn complex tasks in a single session. They learn by applying
what they have been told and shown. Every time practice occurs,
learning continues. These include student recall, review and
summary, and manual drill and physical applications. All of these
serve to create learning habits. The instructor must repeat important
items of subject matter at reasonable intervals, and provide
opportunities for students to practice while making sure that this
process is directed toward a goal.
Example: In an e-learning setup, lecture recording can be used as an
exercise or even a summarization video with a repetition of the
examples discussed in the class. This will enable students to retain,
evaluate and apply new concepts.
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Theories and Psychological
Teaching- Learning Process
c. Effect
The principle of effect is based on the emotional reaction of the
student. It has a direct relationship to motivation. The principle of
effect is that learning is strengthened when accompanied by a
pleasant or satisfying feeling, and that learning is weakened when
associated with an unpleasant feeling. The student will strive to
continue doing what provides a pleasant effect to continue learning.
Positive reinforcement is more apt to lead to success and motivate
the learner, so the instructor should recognize and commend
improvement. Whatever the learning situation, it should contain
elements that affect the students positively and give them a feeling
of satisfaction. Therefore, instructors should be cautious about using
punishment in the classroom.
Example: In an e-learning setup, the teacher can use emoticons for
positive reinforcement. Things like clap and cheer sounds will also
add motivation for the learners.
d. Primacy
Primacy, the state of being first, often creates a strong, almost
unshakable, impression. Things learned first create a strong
impression in the mind that is difficult to erase. For the instructor,
this means that what is taught must be right the first time. For the
student, it means that learning must be right. “Un teaching” wrong
first impressions are harder than teaching them right the first time.
If, for example, a student learns a faulty technique, the instructor
will have a difficult task correcting bad habits and “Re-teaching”
correct ones.
The student's first experience should be positive, functional, and lay
the foundation for all that is to follow. What the student learns must
be procedurally correct and applied the very first time. The
instructor must present subject matter in a logical order, step by step,
making sure the students have already learned the preceding step. If
the task is learned in isolation, is not initially applied to the overall
performance, or if it must be relearned, the process can be confusing
and time consuming. Preparing and following a lesson plan
facilitates delivery of the subject matter correctly the first time.
Example: Use for concept maps and flowcharts in e-learning setup
really helps to successfully this principle. It not only creates a visual
description of the entire lesson, but it also creates a strong impact
impression wise.
25
ICT In Education e. Recency
The principle of recency states that things most recently learned are
best remembered. Conversely, the further a student is removed time-
wise from a new fact or understanding, the more difficult it is to
remember. For example, it is fairly easy to recall a telephone number
dialed a few minutes ago, but it is usually impossible to recall a new
number dialed last week. The closer the training or learning time is
to the time of actual need to apply the training; the more apt the
learner will be to perform successfully.
Information acquired last generally is remembered best; frequent
review and summarization help fix in the mind the material covered.
Instructors recognize the principle of recency when they carefully
plan a summary for a lesson or learning situation. The instructor
repeats, restates, or re emphasizes important points at the end of a
lesson to help the student remember them. The principle of recency
often determines the sequence of lectures within a course of
instruction.
Example: In an ICT based lesson, this principle is most easily
accomplished. Summary videos, concept maps of the full lesson can
be used to maintain recency of the content taught online.
f. Intensity
The more intense the material taught, the more likely it will be
retained. A sharp, clear, vivid, dramatic, or exciting learning
experience teaches more than a routine or boring experience. The
principle of intensity implies that a student will learn more from the
real thing than from a substitute. For example, a student can get
more understanding and appreciation of a movie by watching it than
by reading the script. Likewise, a student is likely to gain greater
understanding of tasks by performing them rather than merely
reading about them. The more immediate and dramatic the learning
is to a real situation, the more impressive the learning is upon the
student. Real world applications that integrate procedures and tasks
that students are capable of learning will make a vivid impression on
them.
Example: In an ICT based class, a dramatic voice over over a series
of photos could help create intensity of the content. Storytelling
using visual aids could be applied for achieving this principle.
g. Freedom
The principle of freedom states that things freely learned are best
learned. Conversely, the further a student is coerced, the more
difficult it is for him to learn, assimilate and implement what is
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learned. Compulsion and coercion are antithetical to personal Theories and Psychological
growth. The greater the freedom enjoyed by individuals within a Teaching- Learning Process
society, the greater the intellectual and moral advancement enjoyed
by society as a whole.
Since learning is an active process, students must have freedom:
freedom of choice, freedom of action, freedom to bear the results of
action—these are the three great freedoms that constitute personal
responsibility. If no freedom is granted, students may have little
interest in learning.
Example: This principle is most easily attained in ICT based
learning. Students could be given access to relevant websites for
their research on certain concepts to get a deeper understanding.
This will motivate freedom to learn, explore and enhance
knowledge.
2.5 Let Us Sum Up

In this unit, we have explored the Applications of Learning theories of
Constructivism and Connectivism in the e-Learning context. First we saw
briefly what these theories mean and then we saw their application in an
ICT based classroom.
Then we learned the Characteristics of e-Learner and e-Learning
environment which also helped us understand the advantages of e-
learning. Then we moved on to Psychological principles of ICT enabled
classroom learning where we saw the classical principles with their
implementation in an ICT enabled classroom.

1. Discuss the ICT based classroom’s psychological principles of
learning with relevant examples.
2. What is Constructivism? Discuss using e-learning as the mode of
learning.
3. Explain the ways to incorporate connectivism in the classroom?
4. Briefly state the characteristics of e-Learner and e-Learning
environment.
2.7 References
● Tomoe Kanaya, Daniel Light & Katherine McMillan
Culp (2005) Factors Influencing Outcomes From A Technology-
Focused Professional Development Program, Journal of Research on
Technology in Education, 37:3, 313 329, DOI: 10.1080/ 15391523.
2005.10782439 27
ICT In Education ● Dowling C., Kwok-Wing Lai (2003) Information and
Communication Technology ' Md the Teacher of the Future,
International Federation for Information Processing Published by
Springer 192
● Ghosh, P.P. ((2005) Modern Educational Technologies, Aavishkar
Publishers, Distributers. Jaipur, Rajasthan.
● Laurence, J C. (2006) Impact of Digital Technology on Education,
Rajat Publication, New Delhi.
● Marilyn Leask, (.001) Issues in Teaching Using ICT, Published by
Routledge
● https://psychology.fandom.com/wiki/Principles_of_learning
● http://psychlearningcurve.org/these-psychological-principles-will-
help-your-students-learn-more-effectively/
● Woolfolk, A. E. (1990). Educational Psychology (4th ed.). Boston:
Allyn

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3
EMERGING TRENDS IN THE ICT ENABLED
TEACHING –LEARNING PROCESS
Unit Structure
3.0 Objectives
3.1 Introduction
3.1.1 Online Education
3.1.2 Positive and Negative effects of learning online
3.1.3 Future of Online Education
3 .2 Massive Open Online Courses (MOOC)- Concept
3 .2.1 Massive Open Online Courses (MOOC)- Characteristics
3 .2.2 Advantages of a MOOC
3 .3 E-Learning- Introduction
3.3.1 E-Learning- Concept
3.3.2 E-Learning- Characteristics
3.3.3 E-Learning- Types
3.3.4 E-Learning- Advantages
3.3.5 E-Learning- Limitations
3. 4 Blended Learning- Introduction
3. 4.1 Blended Learning- Concept
3. 4.2 Five Blended Learning Models & Platforms
3. 4.3 Blended Learning- Application in the classroom
3.5 Let Us Sum Up
3.7 References
3.0 Objectives
After reading this unit student will be able to,

• Understand the concept of MOOC and enlist its characteristics.
• Understand the concept of an E-learning process and enlist its
characteristics
• Enlist advantages and limitations of E-learning.
• Enumerate types of E-learning
• Apply E-learning types in their in service teaching process.
• Understand the concept of Blended learning
• Explain applications of blended learning in the classroom
29
ICT In Education 3.1 INTRODUCTION
Thanks to the rapid advancement of technology, online learning is a part

of many institutions' course offerings around the world.
From certificates, PhDs, impactful online language learning and
everything in between, learning online has never been so easy!
Offered by some of the world's top-ranked institutions, online learning
offers you all the perks of attending your dream university, with the added
convenience of a learning experience tailored to your schedule. With
courses available in almost every subject, and flexible timetables to suit
almost every lifestyle, students are increasingly turning to online learning
as a viable alternative to on-campus study. It could allow you to study
abroad remotely, at a university not in your home country!
Advances in technology now allow students to study entirely online while
still socializing with classmates, watching lectures and participating in
subject-specific discussions.
While some consider online learning to require a greater degree of self-
motivation, institutions recognize that educational support is just as
important as tutor feedback, and take great care to ensure that their
students receive the same levels of support that they would receive on
campus.
Online learning is the future of education, discover how it works and why
it could be the perfect study abroad option for you!
3. 1.1 Online Education
Online education is a flexible instructional delivery system that
encompasses any kind of learning that takes place via the Internet. Online
learning gives educators an opportunity to reach students who may not be
able to enroll in a traditional classroom course and supports students who
need to work on their own schedule and at their own pace.
The quantity of distance learning and online degrees in most disciplines is
large and increasing rapidly. Schools and institutions that offer online
learning are also increasing in number. Students pursuing degrees via the
online approach must be selective to ensure that their coursework is done
through a respected and credentialed institution.
3.1.2 Positive And Negative Effects Of Learning Online
Online education offers many positive benefits since students:
● Have flexibility in taking classes and working at their own pace and
time.
● Face no commuting or parking hassles.
● Learn to become responsible for their own education with
information available at their fingertips.
● Find the submission of assignments easy and convenient.
30
30
● Are more apt to voice their own opinions and share and debate Emerging Trends in The ICT
Enabled Teaching –
issues with other students, as well as learn from other students Learning Process
during the group discussions.
Possible negative effects of learning online are that some students:
● May miss the face-to-face interaction with the instructor and among
students.
● May prefer to attend traditional classes with an instructor who
teaches and guides them through the course.
● Find access to the necessary technology challenging and the
availability of technical support limited.
In addition, some administrators and instructors who do not understand the
workload may display a negative attitude toward online education.
3.1.3 Future of Online Education
Online teaching is here to stay. Many students prefer the online classroom
since it offers flexibility in their busy schedules. With the proliferation of
information and knowledge, students must become lifelong learners in
today's world, and online education plays an important role in helping
individuals access the learner-centered and self-directed instruction.
With enhanced software, hardware, and Internet access, more options for
online education will become available. With student enrollments
increasing faster than classrooms can be built, students becoming more
proficient with technology, and students pursuing an education that meets
their needs, the future of online education will continue to grow. Online
degree programs will become more widely accepted as they become a
more common practice.
3.2 Massive Open Online Courses (Mooc)- Concept
A massive open online course (MOOC) is a model for delivering learning

content online to any person who wants to take a course, with no limit on
attendance.
A massive open online course (MOOC) is an online course that has open
access and interactive participation by means of the Web. MOOCs provide
participants with course materials that are normally used in a conventional
education setting - such as examples, lectures, videos, study materials and
problem sets. Apart from this, MOOCs offer interactive user forums,
which are extremely useful in building a community for students, TAs,
and professors.
MOOCs are a recent progression in distance education. The concept of
MOOCs originated in 2008 among the open educational resources (OER)
movement.
The first MOOCs date back to 2008 with online courses by David Wiley,
Utah State University, and Alex Couros, University of Regina. The term
Massive Open Online Course was used for the first time by Georges
Siemens and Dave Cormier in reference to Stephen Downes and Georges
31
ICT In Education Siemens’ “Connectivism and Connective Knowledge” (CCK08) course.
The course was given in 2008 at the University of Manitoba, in Canada,
and taken by 25 students who attended in-class courses as well as 2,300
Internet users. Course content was cobbled together using various online
tools available at the time: a wiki, a blog, RSS feed, Moodle forum, Page
flakes, Twitter,. Some students even discussed course material via the
Second Life virtual world.
It was not until 2011 that MOOCs would make a name for themselves in
the media. Sebastien Thrun and Peter Norvig, respectively Professor at
Stanford University and Research Director at Google, announced that one
of their courses would be given for free on the internet. In just a few
weeks, “Introduction to Artificial Intelligence” had over 160,000 enrollees
ready to follow the first lessons. The size and media impact of the course
makes it one of the most memorable in the short history of MOOCs.
3.2.1 Massive Open Online Courses (Mooc) -Characteristics
MOOCs are available for everyone. These are free and are usually
provided by the most trusted and eminent institutions. These online
courses emit certain specific characteristics. So without further ado, let’s
take a deep dive into the characteristics of MOOCs.
1. MOOCs Use Web Formats
MOOCs heavily depend on web formats and there can be different
types of MOOCs depending on the web formats. Most of the video
content that is streamed, simulates the presence of a trainer. MOOCs
also use live streams to build a virtual classroom. Sometimes, the
online trainer can organize live sessions with the students using tools
like Ustream or Hangouts. This is an opportunity for the students to
get in touch with the trainer, ask questions and clear their queries.
2. Synergetic Learning
MOOCs can easily create an in-class environment that includes the
use of collaborative tools. These open courses support the
emergence of learning communities and offer a hybrid distribution
of knowledge. Every participant can contribute to this and enrich the
course. Q&A forums, social media groups, meetups, are used to
encourage a synergetic learning environment.
3. Knowledge Assessment
In addition to the content designed to convey information, MOOCs
also offer tools to assess the smooth transfer and knowledge
retention. These online courses offer a dynamic and interactive
environment in the form of multiple-choice questions, essays,
programmed tests, and fun-filled quizzes. Apart from that, MOOCs
also offer certificates to the learners who complete the courses.
4. Time Limits & Deadlines
Time limitations and deadlines are the final characteristics of
MOOCs. These online courses have specified start and end dates.
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The course content such as documents, videos, exercises, quizzes, Emerging Trends in The ICT
essays, and MCQs (multiple choice questions) is delivered every Learning Process
week. The courseware is spread overtime for the learners. It is also
an effective means to ensure that these courses are just like the
traditional courses with weekly classes and home assignments.
MOOCs have drastically changed the online education industry. This is
opening doors to new learning opportunities, discussion methodologies,
and a brighter future for modern learners.
3. 2.2 Advantages Of A Mooc Are As Follows:
● No tuition fees.
● Open access, exposing top level professors at schools that would
otherwise be unavailable to much of the World's population.
● Open courses for all interested, regardless of location, resulting in a
more diverse student base.
● Collecting data via computer programs helps closely monitor the
success and failure of each student. Traditional classroom
participation cannot offer this type of precise information.
● Some enthusiastic professors have found global sharing of
knowledge more appealing. Many acknowledge that MOOCs help
them reevaluate their pedagogical methods, while improving
knowledge sharing.
3. 3 E-Learning- Introduction
A learning system based on formalized teaching but with the help of

electronic resources is known as E-learning. While teaching can be based
in or out of the classrooms, the use of computers and the Internet forms
the major component of E-learning. E-learning can also be termed as a
network enabled transfer of skills and knowledge, and the delivery of
education is made to a large number of recipients at the same or different
times. Earlier, it was not accepted wholeheartedly as it was assumed that
this system lacked the human element required in learning.
However, with the rapid progress in technology and the advancement in

learning systems, it is now embraced by the masses. The introduction of
computers was the basis of this revolution and with the passage of time, as
we get hooked to smart phones, tablets, etc, these devices now have an
important place in the classrooms for learning. Books are gradually getting
replaced by electronic educational materials like optical discs or pen
drives. Knowledge can also be shared via the Internet, which is accessible
24/7, anywhere, anytime.
3. 3.1 E-Learning - Concept
E-learning is electronic learning. It is a broad term. It has been referred to
as computer enhanced education. In many respects the term E-learning is
commonly associated with the field of advanced learning technologies
33
ICT In Education (ALT). It deals with both the technologies and associated methodologies
in learning using network and or multimedia technologies.
On account of different social backgrounds of pupils and parents, and also
on account of different standards of learning and teachers training
programmes, teachers cannot deliver the same message to all the learners.
Hence, the need to provide uniform or standardized teaching learning
resources or methods. And here we come to web-based learning or e-
learning. This is done by introducing or using information technology and
related tools in education to all students, including the students from rural
areas. Development in internet and multimedia technologies is the basic
enablers of e-learning.
E-learning is an umbrella term that encompasses all kinds of learning done
through a computer (or a mobile device which is referred to as m-
learning), usually connected to a network. Other terms which are
frequently interchanged with e-learning include: online learning, Online
education, technology enabled learning, web based learning, or computer
based learning(usually associated with CD-ROM).
It is now widely accepted that e-learning can be as rich and valuable as
classroom learning or even better.
Let us now go through with very few definitions of the term E-
learning. These are as follows;
1. E-learning refers to using electronic applications and processes to
learn.
2. E-learning refers to the delivery of learning, training or educational
programmes by electronic means.
3. E-learning is a type of education where the medium of instruction is
computer technology.
4. E-learning refers to learning and other supportive resources that are
available through a computer.
5. E-learning is about information, communication. education and
training. Regardless of how trainers categories training and
education, the learner only wants the skills and knowledge to do a
better job/to answer the next question from a customer.- Tom Kelly,
CISCO
6. E-learning refers to the use of Internet technologies to deliver a
broad array of solutions that enhance knowledge and performance. -
Rosenberg
7. E-learning covers a wide set of applications and processes such as
web based learning , computer based learning, virtual classrooms
and digital collaboration. It includes the delivery of content via the
internet, extranet, audio and videotapes, satellite broadcast,
interactive TV and CD-ROM.
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3. 3.2 E-Learning- Characteristics Emerging Trends in The ICT
Learning Process
● Characteristics of E-learning
1 Anywhere, anytime, anyone.
The growth of the World Wide Web, high-capacity corporate
networks and high-speed desktop computers will make learning
available to people 24 hours a day, seven days a week around the
globe. This will enable businesses to distribute training and critical
information to multiple locations easily and conveniently.
Employees can then access training when it is convenient for them,
at home or in the office.
2 Provides reflection opportunities
Learner-centered eLearning provides opportunities for learners to
relate content to their role or personal situation through thought-
provoking self-reflective learning checks.
3 Effective learning
eLearning has a positive influence, It makes it easy to grasp the
content. that give results in improved scores on certifications, tests,
and evaluation. it enhances the ability to learn and implement the
new processes or knowledge at the workplace. by help in retaining
information for a longer time.
4 Friendly, Easy using
Learner-centered eLearning is easy to use and enables learners to
take control and find what they need quickly. Learners should be
able to navigate the course intuitively through course design that
implements sound user experience principles.
5 Personalized learning
In learner-centered eLearning, the content speaks directly to the
learner as an individual rather than addressing the learning audience
as a group. This helps create the feeling of a personalized learning
experience and generates an emotional connection with the content.
6 Less Impact On Environment
As eLearning is a paperless way of learning, it protects the
environment to a lot of extents, there is no need to cut trees for
obtaining paper. As per a study done on eLearning courses, it has
been found that distance-based learning programs consumed around
90% less power and generated 85% less amount of CO2 emissions
as compared to traditional campus-based educational courses. With
eLearning Thus, eLearning is a highly eco-friendly way of learning.
35
ICT In Education ● Characteristics of successful E-learning courses-
Everyone involved in creating a new e-learning course wants it to be
successful. As with all forms and methods of training, however,
success is not guaranteed. So, what are the characteristics of a
successful e-learning course?
The most important characteristics are in the sections below. However,
before you even get into creating the content, visual design, and
features, you need to have a clearly defined objective for the e-learning
course you are creating.
Without a clearly defined objective, the course is unlikely to achieve
the levels of success you want it to achieve, plus you will have nothing
to provide you with a meaningful measurement. So, creating this
objective should be a priority.
1. Fantastic Appearance and Professional Visuals
The visual design of your course is crucial, as it shows you take the
topic and the content seriously. The visual appearance also reflects on
your brand and business, plus good design can facilitate the learning
process.
2. Distraction-Free Design
As the above point states, good design is essential for successful e-
learning courses. However, it is possible to go too far with design.
This includes adding elements that distract learners.
Successful e-learning courses don’t have these distracting elements.
Instead, they have white space when there is nothing of substance to
fill the area, while everything included in the design is there to
enhance the learning process.
3. Good Branding
The e-learning course you are creating will become an asset for your
teaching-learning process.. It is also a communication tool with your
students. Therefore, it should clearly feature your organization’s
branding.
4. Design Consistency
Staying with the design theme, successful e-learning courses have
consistent design throughout. This doesn’t just apply to the design and
layout of each screen, though, as it also applies to the various content
elements that you include, such as graphics and videos. They should
also be designed in a way that is consistent with the rest of the course.
5. Interactive Elements
The best e-learning courses are highly interactive, where learners
actively participate in the completion of the course. This style of e-
learning course is much more effective than passive courses where the
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36
learner spends their time reading text, looking at images, and watching Emerging Trends in The ICT
videos. Learning Process
Those elements are important, too, but you also need elements that are
interactive. The best interactive elements are those that let the learner
practice what they have learned.
6. Well Structured and Focused Content
The way you structure and present the content in your e-learning
course is also critical for ensuring success. Firstly, it should be focused
on the topic of the course, and it shouldn’t go off on tangents. You can
offer learners links and information to other material if they want to
explore a related area further, but it is almost always best to keep the
content of your course on-topic.
7. Variety of Media
Media elements are important in e-learning, including images, graphs,
infographics, videos, and audio elements. They work best when you
include various types, especially when you use the most appropriate
type of media for the information or concept you are trying to explain.
For example, sometimes it will be best to use a graph, while for other
concepts, a video will be better.
8. Content That Is Engaging
Engagement is a commonly used measurement of e-learning success,
plus engaging courses typically get the best results. Therefore, it is
crucial you make the content in your course as engaging as possible.
Following the previous few tips will help, including adding interactive
elements and a variety of media.
9. Content That is Challenging
If learners find the content too easy, especially if they feel like they
know it already, they will quickly become bored and disengaged. This
is not good for them or the success of your e-learning course.
While it may be difficult for some types of e-learning courses,
including some compliance-related topics and refresher courses, you
will get a much better result if the course is challenging.
10. A Positive, Professional, and Friendly Voice
Tone of voice is important in e-learning course design, as it impacts
engagement levels and how learners relate to the content. The voice
that should be apparent throughout your course should be professional
without being stuffy, positive without being patronizing, and friendly
without being informal.
11. On-Demand Availability
One of the biggest benefits of e-learning is that people can complete
your course at a time that best suits them. Therefore, you should make
37
ICT In Education sure you don’t do anything during the creation of the course that limits
this benefit. For example, check that your course is responsive so it
can be completed on any device.
12. Easy Access to Support
Learners complete e-learning courses on their own, but that shouldn’t
mean they don’t have access to support. Instead, support should be
available to learners who need it, and it should be clear how to access
that support.
13. Putting Everything Together
One of the things the points above demonstrate is that creating a good
e-learning course is about more than gathering content and putting it
onto a Learning Management System (LMS). There are several crucial
elements you should include, plus you need educational, design, and
technical skills. Often, the best way to ensure your course is successful
is to use a professional e-learning designer. Whatever approach you
decide to take, making sure your course features the characteristics
above will help make it a success.
3. 3.3 E-Learning - Types
1. Online learning-
Synchronous e-learning: Communication occurs at the same time
between individuals and information is accessed instantly. For
example- real time charts, audio-video conferencing.
Trainers and trainees do not meet physically, but by using for
example a video conferencing system a course is given or students
are able to ask questions.
Asynchronous e-learning: It is learning in distance in time where
trainers and trainees never meet. Courses are distributed via the
internet and communication via email only.
For example- taking a self-paced course, exchanging email messages
with a mentor and posting messages about atopic to a discussion
group.
2. WWW-(World Wide Web)
It is the computer based network of information resources that a user
can move through by using links from one document to another.
Information on the WWW is spread over computers all over the
world. It is that portion of the internet uses linking HTML pages. It
is a collection of text, pictures, sounds, video clips, graphics and
other information arranged in pages and linked together via the
internet.
A client server software package which uses hypertext to organize,
connect and present information and services throughout the
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internet. A hypertext based system for finding and accessing internet Emerging Trends in The ICT
resources. Learning Process
3. Discussion Forum-
An area within a website where an internet user can discuss any
aspect of a particular topic with other online users around the world.
4. Chat box-
It is a synchronous ,text-based communication via computer
between two or more people, typically in real time. Electronic mail
is generally not considered chat, because it is not two people writing
back and forth in conversation simultaneously, people in online chat
sessions type messages to each other using their keyboards. The
message then appears on the screens of all participants. Chats can
involve two or more people.
5. E-mail-
Electronic mail is the exchange of electronic devices (Computer/
Tab/ Mobile) stored online messages by telecommunication. It
allows for the transfer of information from one electronic device to
another , provided that they are hooked up via the Internet. It is
asynchronous in nature.
Email addresses a unique name that identifies an email recipient.
Email addresses take the form username@hostname Wherein the
host name is the web mail service provider. Eg. Hotmail, Gmail,
Yahoo etc. An email address is a place where someone can contact
another person, typically in the format username @host.com/co.in
within an enterprise, users can send mail to a single recipient or
broadcast it to multiple users. Mail is sent to a simulated mailbox in
the network mail server or host computer/ tab/ mobile until it is
interrogated and deleted.
6. Off- line learning-
It is defined as “Presenting courses on a computer when it is not
connected to a network.” The user will only be able to be instructed
about the available course and is not able to explore information
related to the courses via links or define the learning speed to his/her
will. Eg. PC, CD-ROM, Recorded audio-video sessions etc.
3.3.4 E-Learning- Advantages
1. Flexibility, Accessibility, Convenience-
Users are able to proceed through a programme at their own pace.
Users can access an e-learning course anytime, anywhere and learn
only as much as they need.
39
ICT In Education 2. Cross-platform-
E-learning can be accessed by web browsing software on any
machine over the internet or intranet without having to author a
programme for each platform.
3. Browser software and Internet are widely available-
Most computers/ tabs/mobile have access to a browser, are
connected to organization’s Intranet or the internet.
4. Inexpensive worldwide distribution-
There is a need for a separate distribution mechanism.
5. Erase of updating information-
If changes need to be made to a programme or courseware after the
first implementation, these changes are made on the servers storing
the programme or courseware. Everyone worldwide can instantly
access the update of information.
6. Travel costs and time saving-
There are no travel costs and time saving for bringing remote
learners to a centralized teaching.
7. Training efficiency is increasing significantly-
Not only from a qualitative standpoint (i.e. pedagogical by the use of
a new method, personalization, learner autonomy, memorization and
follow-up, operational by learning by opportunity and the speed of
the learning updates and organizational by creation of knowledge
sharing community) but also from a quantitative standpoint (i.e
learning elapse decreases, learning cost may be reduced and learning
effectiveness is increasing.)
3.3.5 E-Learning- Limitations
1. Bandwidth limitations-
Limited bandwidth means slower performance for sound, video and
intensive graphics, causing long waits for download that can affect
the ease of the learning process.
2. Loss of human contact-
There is a general concern that as we move towards more computer
usage, a terminal will replace a friendly place. Gradual introduction
of e-learning or the use of blended learning may be the answer to
this concern.
3. E-learning programmes are too static- The level of interactivity is
often too limited.
4. E-learning systems take more time and more money to develop
than expected-
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This is indeed the case, as it is with any new technology that is Emerging Trends in The ICT
implemented. It is easier by starting with an easy programme and Learning Process
building on success.
5. Not all courses are delivered well by computer-
Some training topics are not best served by computer based training
and require a more personal touch. Team building issues and dealing
with emotional issues are two examples.
6. Resistance to change-
Introducing an e-learning initiative in an organization is not an easy
to do task. Resistance may be hard to overcome , lack of
communication and commitment from champions within the
organization may jeopardize the chances of a succeeding e-learning
initiative.
3. 4. Blended Learning- Introduction
The National Education Policy has given a rare glimpse of 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 focusing 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.
Technology is a critical element in the whole process and the ABC as
currently being evolved understands that. The new teaching –learning and
educational processes of the NEP 2020 policy will have to be backed by
adequate technologies and blended modes of acquiring knowledge.
A blended learning mode provides ultimate flexibility in many aspects.
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 likable than anything that has been ever before. needed
freedom/flexibility. Only transition from classroom to computer or vice
methods and techniques, available resources indicate that blended learning
mode is “best of all worlds”. It is the best because it helps all learning
requirements and styles through a variety of mediums and techniques. 41
ICT In Education Globally have adopted blended learning and is also one of the most
adopted learning tools.
3. 4.1 Blended Learning (Bl) - Concept
The definition of blended learning is a method of learning that combines
face-to-face and online instruction.
Blended learning is the term given to the educational practice of
combining digital learning tools with more traditional classroom face to
face teaching. In a true blended learning environment, both the student and
the teacher should be physically located in the same space. Despite this,
the digital tools used should be able to be utilized by the students in order
to enforce some control over the speed or topics of their learning.
The important features of a Blended Learning environment are:
• Increased student engagement in learning.

• Enhanced teacher and student interaction
• Responsibility for learning.
• Time management and flexibility
• Improved student learning outcomes
• Enhanced institutional reputation.
• More flexible teaching and learning environment
• More amenable for self and continuous learning
• Better opportunities for experiential learning
• 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.
3. 4. 2. Five Blended Learning Models & Platforms-
1. Flipped Classroom
A flipped classroom is a pedagogical model in which the lecture and
homework has actually been reversed.
The classroom lecture is viewed at home either through online
videos or video podcasts. After viewing an online lecture, the
students have the ability to chat with each other through a discussion
forum and to note questions that they have from the lecture. The
homework is then completed in the classroom and will typically
include some type of activity such as collaborative work with a team
or a hands-on lab. The teacher is available to interact with the
students and act as a guide.
2. Alternative Credit Recovery
PLATO is an example of an online learning option outside of the
realms of traditional schooling.
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High school students can remain in school and earn the credits Emerging Trends in The ICT
necessary for graduation. The PLATO classroom offers self-paced Learning Process
courses which students can work on completing both inside of the
school and at home. There are pre-tests given to place students in the
appropriate courses, and they have the opportunity to master the
content and meet the rigorous academic standards set by the school
district. The course is facilitated by a credentialed teacher, and upon
completion the student can earn course credit.
3. Social Media Blending
There are many ways to integrate social media into the classroom
setting.By integrating social media; students can show mastery of
content through a variety of digital tools such as blogging, Skype,
Edmodo or video conferencing. Classmates have the option to
constantly share knowledge and interact with each other well beyond
the hours spent in the classroom and online discussions can become
engaging.
4. Project-Based Learning
PBL is a hands-on inquiry and collaborative based learning model in
which students seek answers to a real world challenge or problem. It
is a relevant and student-driven project completed in the classroom
with presentations given to an audience.
If students access content at home–.e.g., researching, compiling
data, and general independent work–the majority of their class time
can be spent working collaboratively with their teams at school.
5. Moodle
Moodle is a course management system that gives teachers options
to post assignments, lectures, videos, and much more. Students can
interact with each other through discussion forums, private
messaging and chat rooms. Students have the ability to upload
completed assignments by attaching files. Grades are added to the
grade book on the same site and students can also view feedback
given by the teacher. Moodle performs well when used in addition to
face-to-face meetings.
3.4.3 blended learning- Application in the classroom
Blended learning offers many opportunities for both the teacher and the
student that a traditional brick and mortar classroom may not. With the
increasing demands of state standards and busy school days, blended
learning permits students to learn a portion of the academic content at
home and gives teachers the ability to engage students in a richer, deeper,
and more meaningful context in the classroom.
Blended learning enables the teacher to become more of a participant in
student learning and can help facilitate student mastery of content with
enriching learning activities introduced and completed when the class
meets face to face.
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ICT In Education Recent research identifies the following key benefits of BL:
● Opportunity for collaboration at a distance: Individual students work
together
● Virtually in an intellectual endeavor as a learning practice.
● Increased flexibility: Technology-enabled learning allows for
learning anytime and anywhere, letting students learn without the
barriers of time and location but with the possible support of in-
person engagement. (Any speed, any mode, any language)
● Increased interaction: BL offers a platform to facilitate greater
interactivity between students, as well as between students and
teachers.
● Enhanced learning: Additional types of learning activities improve
engagement and∙ can help students achieve higher and more
meaningful levels of learning.
● Learning to be virtual citizens: Learners practice the ability to
project themselves socially and academically in an online
community of inquiry.
● Digital learning skills are becoming essential to be a lifelong learner,
and blended courses help learners master the skills for using a
variety of technologies.
Role of Teachers in BL Environment-
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 6 interaction with individual students,
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teachers have the opportunity to deepen and strengthen student/teacher Emerging Trends in The ICT
relationships. Learning Process
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.
Role of a Learner in the Blended Learning Environment-
● Increase student interest: When technology is integrated into
school lessons, learners are more likely to be interested in, focused
on, and excited about the subjects they are studying.
● Keep students focused for longer: The use of computers to look up
information & data is a tremendous lifesaver, combined with access
to resources such as the internet to conduct research. This
engagement and interaction with the resources keeps students
focused for longer periods then they would be with books or paper
resources, this engagement also helps develop learning through
exploration and research.
● Provides student autonomy: The use of eLearning materials
increases a student’s ability to set appropriate learning goals and
take charge of his or her own learning, which develops an ability
that will be translatable across all subjects.
● Instill a disposition of self-advocacy: Students become self-driven
and responsible, tracking their individual achievements, which helps
develop the ability to find the resources or get the help they need,
self-advocating so they can reach their goals.
● Promote student ownership: BL instills a sense of ‘student
ownership over learning’ which can be a powerful force propelling
the learning, It’s this feeling of responsibility that helps the feeling
of ownership. Allow instant diagnostic information and student
feedback: The ability to rapidly analyze, review and give feedback
to student work, gives the teacher the ability to tailor his teaching
methods and feedback for each student while improving time
efficiency.
● 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.
● Prepares students for the future: BL offers a multitude of real-
world skills, that directly translate into life skills, from: Research
skills, Self-learning, Self-engagement, Helps to develop a ‘self-
driving force’, Better decision making, Offers a larger sense of
responsibility, Computer literacy.
Blended Learning Structures in Education- 45
ICT In Education 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
personalized 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 personalization 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 models.
Below are seven sample configurations of BL activities to consider for BL
teaching situations. These examples of BL are drawn from higher
education but can be shaped to fit any teaching and learning situation.
● Blended face-to-face class - Also sometimes called the “face-to-
face driver model,” the blended face-to-face class model is based in
the classroom, although a significant amount of classroom time has
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.
● Blended online class - Sometimes referred to as the “online driver
model,” this class is the inverse of the blended face-to-face class.
The class is mostly conducted online, but there are some required in-
person activities such as lectures or labs.
● The flipped classroom - The flipped classroom reverses the
traditional class structure of listening to a lecture in class and
completing homework activities at home. Students in flipped classes
watch a short lecture video online and come into the classroom to
complete activities such as group work, projects or other exercises.
The flipped classroom model can be seen as a sub-model of the
blended face-to-face or blended online class.
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● The rotation model - In this model, students in a course rotate Emerging Trends in The ICT
between various modalities, one of which is online learning. There Learning Process
are various sub-models: station rotation, lab rotation and individual
rotation. Some of these sub-models are better suited to K–12
education; station rotation, for example, requires students to rotate
between stations in the classroom at an instructor’s discretion.
Others work well on a college campus; the lab rotation model, for
example, requires students in a course to rotate among locations on
campus (at least one of which is an online learning lab). In the
individual rotation model, a student rotates through learning
modalities on a customized schedule.
● The self-blend model - While many of the BL models on this list
are at the course level, self-blending is a program -level model and is
familiar to many college students. Learners using this model are
enrolled in a school but take online courses in addition to their
traditional face-to-face courses. They are not directed by a faculty
member and choose which courses they will take online and which
they will take in person.
● The blended MOOC- The blended MOOC is a form of flipped
classroom using in-person class meetings to supplement a massive
open online course. Students access MOOC materials - perhaps from
another institution or instructor if the course is openly accessible -
outside of class and then come to a class meeting for discussions or
in-class activities. In 2012, San Jose State University piloted a
blended MOOC using MIT’s Circuits and Electronics course, with
students taking the MOOC out of class while face-to-face time was
used for additional problem solving.
● 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.
3.5 Let Us Sum Up
The National Council for Teacher Education (NCTE) has taken a decision
to make Information and Communication Technology(ICT) literacy a
compulsory part of Pre service course at the primary and secondary level
to help each teacher educator in becoming ICT literate.
In the above chapter we have learned about MOOC as an education
system and its characteristics. At a time when retraining and up skilling
are the norm, MOOCs give students and professionals the opportunity to
continue their education outside a formal university setting. Further the
concept of E-learning and Blended learning has greater importance
nowadays as the world becomes techno savvy. This teaching and learning
methodology cum mode of education is beneficial with its own
47
ICT In Education limitations. For this a teacher must be updated at each level of knowledge
explosion in the technological era of education.
1. Explain characteristics of MOOC .

2. Distinguish between E-learning and Blended learning.
3. Enlist common factors between E-learning and Blended learning.
4. Discuss the role of teacher and students in E-learning.
5. Discuss the role of teacher and students in E-learning.
6. Enlist advantages and disadvantages of E-learning.
7. “E-learning is good as well as bad for student’s development”-
Criticize.
3.7 References
1. Dr. Rao, Usha ; “Educational Technology”, Himalaya Publication.

2. Singh,P.P. and Sharma ,Sudhir ; "E-learning New Trends and
Innovations", Deep and Deep Publication.
3. What's A MOOC? History, Principals, And Characteristics
https://elearningindustry.com/whats-a-mooc-history-principles-
characteristics
https://www.ncolr.org/jiol/issues/pdf/13.1.1.pdf
4. Characteristics of e-learning
https://www.capytech.com/index.php/2021/03/30/the-
characteristics-of-successful-e-learning-courses/
https://www.vapulus.com/en/characteristics-of-e-learning/
5. Blended Mode of Teaching and Learning: concept note, UGC (New
Delhi)
https://www.ugc.ac.in/pdfnews/6100340_Concept-Note-Blended-
Mode-of-Teaching-and-Learning.pdf
https://iopscience.iop.org/article/10.1088/1742-
6596/1566/1/012044/pdf

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4
INSTRUCTIONAL DESIGN
Unit Structure
4.0 Objectives
4.1 Introduction
4.2 Concept of Instructional Design
4.3 Models of Instructional Design
4.3.1 ADDIE Model of Instructional Design
4.3.2 Dick & Carey Model of Instructional Design
4.4 Model of E–Learning
4.5 Community of Inquiry Model (CoI) (Garrison& Anderson Model
(2003)
4.6 Let Us Sum Up
4.8 References
4.0 Objectives
After reading this unit you will be able to:

• Understand the concept of instructional design
• Know different models of instructional design
• Explain ADDIE model of instructional design
• Compare the ADDIE model &Dick & Carey model of instructional
design
• Know different models of e-learning
• Explain Community of inquiry model
• Practice ethically the different instructional design
4.1 Introduction
“Design is concerned with how things work, how they are controlled, and
the nature of the interaction between people and technology when done
well; the results are brilliant, pleasurable products.”
- Don Norman
In earlier units you have studied about information and communication
technology in education, e-learning, MOOC and blended learning etc. In
this unit you will be able to know how all these concepts can be designed
well as per the need of the learner in various contexts of learning. This
unit “instructional design” consists of two words “instructional” and
“design”. You know various words like teaching, learning, instruction,
direction etc. Teachers are often called instructors because they instruct,
give knowledge. Then what is the difference between “teach” and
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ICT In Education “instruct”? The difference is that a teacher can teach any concept, ideas,
theories etc. but in ‘instruct’ he gives a set of tools or tasks to do
something specific. The main purpose here is to learn by doing some
activity. Therefore, instructional design is necessary to create cost-
effective high-quality learning materials taking into account the strengths
and weaknesses of students. So, in this unit we will learn more about the
concept and models of instructional design and e-learning.
4.2 Concept of Instructional Design
Thorough planning of imparting instruction in a proper sequence of events

is known as instructional design. The meaning of instruction is the
creation and implementation of purposefully developed plans for guiding
the process by which learners gain knowledge & understanding and
develop skills, attitudes, appreciations and values. Instruction is associated
with curriculum and refers to the teaching methods and learning activities
that a teacher uses to deliver the curriculum in the classroom. You know
that in your question paper instruction is given, anything you buy, it is
written that read the instructions carefully. So, instruction means detailed
information on how one should use something. Instruction in learning and
teaching is the purposeful direction of the learning process. Design means
the way in which something is planned and arranged for the
implementation of a process. So instructional design is the practice of
systematically designing, developing and delivering instructional products
and experiences both digital and physical, in a consistent and reliable
fashion towards an efficient, effective, appealing, engaging and inspiring
acquisition of knowledge. The process consists broadly of determining the
state and needs of the teachers, defining the end goal of the instruction and
creating some “intervention” to assist in the transition. The outcome of the
instruction may be directly observable and measurable or hidden and
assumed so instructional design is a reliable way of thinking and acting to
design quality instruction.
Unwin (1968) has given a comprehensive definition of instructional
design:
“Instructional design is concerned with an application of modern
skills and techniques for the requirements of education and training; this
includes facilitation of learning by manipulation of media, methods and
the control of environment so far as this reflects on learning”.
Why do we need a good instructional design? We need a good
instructional design because of the following characteristics of
instructional design.
- It Provides a clear roadmap
- Maximizes learner engagement
- Assigns the right content at the right time
- Evidence based methodologies to help students learn
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50 - Delivers measurable results.
So now you got the idea that instruction is a set of events that facilitates Instructional Design
learning. Design is a creative pattern or a rational, logical, sequential
process intended to solve problems.
Instructional design is the systematic process of translating general
principles of learning and instruction into plans for instructional materials
and activities.
So, the need of instructional design is to:
- Identify a performance problem
- Determine the goals and objectives
- Define learners and their needs
- Develop strategies to meet needs and goals
- Assess the learning out comes
- Evaluate if goals, objectives and needs are met.
Then how can we organize an appropriate pedagogical scenario to achieve
instructional goals? We need guidelines to organize any work
appropriately. An instructional design model provides guidelines.
Therefore, we will learn about different instructional design models and
discuss some important and useful instructional design models which will
help to impart organized information to the right people through the right
devices.
4.3 Models of Instructional Design
Instructional models refer to the structure and delivery method of a lesson.

It is related to theories about how we learn. To systematically develop
improved learning experiences, it is a significant help to apply a process or
model that can be followed and counted on to produce a robust solution.
There are a number of instructional design models and few have been
widely accepted and implemented.
The following is a list of prescriptive instructional design models.
Prescriptive models provide guidelines or frameworks to organize and
structure the process of creating instructional activities. These models can
be used to guide your approach to the art or science of instructional
design. The following are commonly accepted prescriptive design models:
● 4C-ID Model (Jeroen van Merriënboer)
● Algo-Heuristic Theory (Lev Landa)
● ADDIE Model
● ARCS (John Keller)
● ASSURE (Heinich, Molenda, Russel, and Smaldino)
● Backward Design (Wiggins & McTighe)
● Cognitive Apprenticeship (Edmondson)
● Conditions of Learning (Robert Gagne)
● Component Display Theory (David Merrill) 51
ICT In Education ● Criterion Referenced Instruction (Robert Mager)
● Dick and Carey
● Elaboration Theory
● Gerlach-Ely Model
● Hannafin-Peck Model
● Kirk and Gustafson Model
● Instructional Systems Design ISD
● Integrative Learning Design Framework for Online Learning
(Debbaugh)
● Iterative Design
● Kemp Design Model (Morrison, Ross, and Kemp)
● Organizational Elements Model (OEM) (Roger Kaufman)
● Transactional Distance (Michael Moore)
● Cognitive Apprenticeship
● Discovery Learning
● Empathic instructional design
● Goal-based scenarios
In this unit we will discuss the following two models of instructional
design widely accepted and used by many.
● ADDIE Model
● Dick and Carey Model
4.3.1 ADDIE MODEL
For many years now, educators and instructional designers alike have used
the ADDIE Instructional Design (ID) model as a framework in designing
and developing educational and training programs.“ADDIE” stands for:
● Analyze,
● Design,
● Develop,
● Implement, and Evaluate.
This sequence, however, does not impose a strict linear progression
through the steps. Educators, instructional designers and training
developers find this approach very useful because having stages clearly
defined facilitates implementation of effective training tools. The concept
of Instructional Design can be traced back to as early as the 1950s. But it
wasn’t until 1975 that ADDIE was designed. Originally developed for the
U.S. Army by the Center for Educational Technology at Florida State
University, ADDIE was later implemented across all branches of the U.S.
Armed Forces.
The ADDIE method was based on an earlier ID model, the Five Step
Approach, which had been developed by the U.S. Air Force. The ADDIE
model retained this five-step feature, and included many sub-stages within
each of the five broad phases. Due to the hierarchical structure of the
steps, one had to complete the process in a linear fashion, completing one
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52 phase before starting the next.
Practitioners over the years have made several revisions in the stages of Instructional Design
the original hierarchical version. This has made the model more
interactive and dynamic. It was in the mid-1980s that the version similar
to the current version appeared. Today, the influence of the ADDIE
method can be seen on most ID models being used.
(Figure 4.3.1.1)
The Five Components of the Addie Model Are:
1. Analysis
The Analysis phase can be considered as the “Goal-Setting Stage.”
The focus of the designer in this phase is on the target audience. It is
also here that the program matches the level of skill and intelligence
that each student/participant shows. This is to ensure that what they
already know won’t be duplicated, and that the focus will instead be
on topics and lessons that students have yet to explore and learn. In
this phase, instructors distinguish between what the students already
know and what they should know after completing the course.
Several key components are to be utilized to make sure analysis is
thorough. Course texts and documents, syllabi and the internet are to
be employed. With the help of online materials such as web courses,
a structure can be determined as the primary guide for the syllabus.
At the end of the program, instructional analysis will be conducted
to determine what subjects or topics are to be included. The Analysis
Phase generally addresses the following issues and questions:
i. What is the typical background of the students/participants
who will undergo the program? Personal and educational
information such as age, nationality, previous experiences and
interests should be determined. What is the target group? What
are the educational goals, past knowledge levels, experiences,
ages, interests, cultural background etc. of the learners?
ii. What do the students need to accomplish at the end of the
program? What are the learner’s needs?
53
ICT In Education iii. What will be required in terms of skills, intelligence, outlook
and physical/psychological action-reaction? What are the
desired learning outcomes in terms of knowledge, skills,
attitudes, behavior etc.?
iv. Determining popular methods being used around the subject
and taking a look at what needs to be developed and improved.
Review of existing instructional strategies employed. Are they
adequate? What aspects need to be added, clarified and
improved upon?
v. Determining target objectives of the project. What
instructional goals does the project focus on?
vi. Determining the various options available with respect to the
learning environment. What is the most conducive learning
environment? A combination of live or online discussions?
What are the Pros and Cons between online- and classroom-
based study? What delivery option is to be chosen? What type
of learning environment is preferred? Does one opt for online
or face-to-face or a blend of both? If online is preferred what
will be the difference in learning outcomes between
classroom-based learning and web-based learning?
vii. Determining limiting factors to the overall goal of the project.
What limiting factors exist with respect to resources, including
technical, support, time, human resources, technical skills,
financial factors, support factors?
2. Design
This stage determines all goals, tools to be used to gauge
performance, various tests, subject matter analysis, planning and
resources. In the design phase, the focus is on learning objectives,
content, subject matter analysis, exercise, lesson planning,
assessment instruments used and media selection.
The approach in this phase should be systematic with a logical,
orderly process of identification, development and evaluation of
planned strategies which target the attainment of the project’s goals.
It should follow a very specific set of rules, and each element of the
instructional design plan must be executed with attention to detail.
This systematic approach makes sure that everything falls within a
rational and planned strategy, or set of strategies, that has the
ultimate goal of reaching the project’s targets. During the design
stage, the IDs need to determine:
i. Different types of media to be used. Audio, Video and
Graphics are prime examples. Are third party resources going
to be utilized or will the IDs create their own? Will you
prepare the teaching learning material?
ii. Various resources at hand required to complete the project.
What are the available resources at your disposal for
completing the project?
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iii. Level and types of activity to be generated during the study. Is Instructional Design
it going to be collaborative, interactive or on a per participant
basis?
iv. Using a teacher’s style approach, how will you implement the
parts of the project (i.e. behaviorist, constructivist, etc.)?
v. Time frame for each activity. How much time is to be assigned
to each task, and how will learning be implemented (per
lesson, chapter, module, etc.)? Do the topics require a linear
progression in presentation (i.e., easy to difficult)?
vi. The different mental processes needed by the participants in
order to meet the targets of the project. What are the
prescribed cognitive skills for students to achieve the project’s
learning goals?
vii. Knowledge and skill developed after each task. Do you have a
way of determining that such values have indeed been
achieved by the students? What is the method adopted by you
to determine the acquisition of desired competencies by the
students?
viii. The roadmap of how the study or project will appear on paper.
Will it be advantageous to the ID to create a map of the
different activities to see if they are in line with the goal of the
project?
ix. If the project is web-based, what kind of user interface will
you employ? Do you already have an idea on how the site will
look?
x. The feedback mechanism you will use to determine if the
participants are able to digest the lessons. What is the
mechanism designed by you to obtain the learners’ feedback
on material learnt?
xi. Given the wide variety of student preferences and learning
styles, what method will you implement to make sure that the
program fits their wants? How will you design your project
activities so as to appeal to diverse learning styles and interests
of students? Will you opt for variety in delivery options and
media type?
xii. Pinpoint the main idea of the project (training activity).
3. Development
The Development stage starts the production and testing of the
methodology being used in the project. In this stage, designers make
use of the data collected from the two previous stages, and use this
information to create a program that will relay what needs to be
taught to participants. If the two previous stages required planning
and brainstorming, the Development stage is all about putting it into
action. This phase includes three tasks, namely drafting, production
and evaluation.
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ICT In Education Development thus involves creating and testing of learning
outcomes. It aims to address the following questions:
i. Is the time frame being adhered to in relation to what has been
accomplished in terms of material? Are you creating materials
as per schedule?
ii. Do you see teamwork across various participants? Are the
members working effectively as a team?
iii. Are participants contributing as per their optimal capacity?
iv. Are the materials produced up to task on what they were
intended for?
4. Implementation
The implementation stage reflects the continuous modification of the
program to make sure maximum efficiency and positive results are
obtained. Here is where IDs strive to redesign, update, and edit the
course in order to ensure that it can be delivered effectively.
“Procedure” is the key word here. Much of the real work is done
here as IDs and students work hand in hand to train on new tools, so
that the design can be continuously evaluated for further
improvement. No project should run its course in isolation and in the
absence of proper evaluation from the IDs. Since this stage gains
much feedback both from IDs and participants alike, much can be
learned and addressed.
Design evaluation is done in the implementation phase. Designers
play a very active role in this stage, which is crucial for the success
of the project. Developers should consistently analyze, redesign and
enhance the product to ensure effective product delivery. Meticulous
monitoring is a must. Proper evaluation of the product, course or
program, with necessary and timely revisions, is done in this phase.
When instructors and learners actively contribute during the
implementation process, instantaneous modifications can be made to
the project, thus making the program more effective and successful.
The following are examples of what can be determined:
i. Advise on your preferred method of record keeping, as well as
the actual data you would like to mine from the experience of
students interfacing with the project.
ii. What is the emotional feedback given to you by teachers and
students during the initial demonstration of the project? Are
they genuinely interested, eager, critical or resistant?
iii. As the project proceeds, do you see that IDs are able to grasp
the topic immediately or do they need help?
iv. Explain how you are going to deal with any possible errors
during testing. What will your response be if, after presenting
activities to students, things do not go as planned?
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v. Did you prepare a back-up tool in the event of initial failure of Instructional Design
the project? When technical and other problems arise do you
have a back-up strategy?
vi. Will you go for implementation on a small scale or a large
scale?
vii. When the student group gets the material can they work
independently, or is constant guidance required?
5. Evaluation
The last stage of the ADDIE method is Evaluation. This is the stage
in which the project is being subjected to meticulous final testing
regarding the what, how, why, when of the things that were
accomplished (or not accomplished) of the entire project. This phase
can be broken down into two parts: Formative and Summative. The
initial evaluation actually happens during the development stage.
The Formative phase happens while students and IDs are conducting
the study, while the Summative portion occurs at the end of the
program. The main goal of the evaluation stage is to determine if the
goals have been met, and to establish what will be required moving
forward in order to further the efficiency and success rate of the
project.
Every stage of the ADDIE process involves formative evaluation.
This is a multidimensional—and essential—component of the
ADDIE process. Evaluation is done throughout the implementation
phase with the aid of the instructor and the students. After
implementation of a course or program is over, a summative
evaluation is done for instructional improvement. Throughout the
evaluation phase the designer should ascertain whether problems
relevant to the training program are solved, and whether the desired
objectives are met.
While often overlooked due to time constraints and monetary

reasons, evaluation is an essential step of the whole ADDIE
method as it aims to answer the following questions:
i. Determine the categories that will be established to evaluate
the effectiveness of the project (i.e., improved learning,
increased motivation etc.) On what factors or criteria will the
effectiveness of the project be determined?
ii. Determine the way you will implement data collection, as well
as the timing at which it will be effectively made. When will
the data related to the project’s overall effectiveness be
collected and how?
iii. Determine a system for analyzing participant feedback.
iv. Determine the method to be used if some parts of the project
need to be changed prior to full release. On what basis will
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ICT In Education you arrive at a decision to revise certain aspects of the project
before its full implementation?
v. Determine the method by which reliability and content validity
can be observed.
vi. Determine the method by which you will know if instructions
are clear. How is the clarity of instructions assessed?
vii. Determine the method by which you can analyze and grade the
response of the participants on the project.
viii. Determine who gets to receive your final output regarding the
project. Who will prepare this report on the results of the
evaluation?
4.3.2 The Dick & Carey Instructional Design Model
It is a nine-step process for planning and designing effective learning
initiatives.
It includes all five stages of the ADDIE model, but adds further depth and
structure as well. It also has more focus on design and less focus on
implementation than the ADDIE model, builds in iterative development
through ongoing revision of instruction.
(Figure 4.3.2.1)
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1 Identify instructional goals Instructional Design
Your instructional goals set out where you want to get to. In defining
them you should align with your organization’s strategic goals, be
clear on what learners will be able to do, or how they will behave,
after your initiative has been delivered and focus on real world skills
and behaviors.
2 Conduct instructional analysis
The second stage of the Dick and Carey Instructional Design Model
is to conduct instructional analysis.
Your instructional analysis determines the current state of skills and
knowledge in your learning population, and through this your gap to
your goals. This can be assessed through interviews, surveys,
observation or different forms of testing depending on the nature of
the skills.
Always take a good look at the people you’ll be instructing.
3 Identify entry behaviors
In addition to analyzing your learning population’s current level of
knowledge, you also need to understand their behaviors, traits, levels
of motivation and other factors that will affect their learning journey.
This information will help you design appropriate learning methods.
4 Write performance objectives
Learning objectives should be SMART and should lay out tasks and
processes that must be mastered and how they will be assessed.
These may be known as “SWBAT” in education (Student Will Be
Able To).
5 Develop criterion tests
To monitor and evidence both progress and effectiveness of
instruction, you need to develop criterion specific tests. These
should be of the right format and level for your learning population
6 Develop instruction strategy
Only once you know what your goals, current state, gap, objectives
and testing approach are you should define your instructional
strategy. It should reflect your analysis and use appropriate learning
theories.
Will you use online materials?
7 Develop and select instructional materials
Materials, tools, exercises and delivery media should be decided
once you have defined your learning strategy. These may include
face to face, group based, facilitated or online learning materials.
8 Develop and conduct formative evaluation
The ultimate stage of The Dick and Carey Instructional Design
Model is to develop and conduct formative evaluation.
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ICT In Education Formative evaluation involves assessing how effectively you have
formulated your learning initiative. This can be obtained through
review, focus groups, testing of segments and piloting your learning
program. Feedback obtained should be used to iterate the initiative.
9 Develop and conduct summative evaluation
Summative evaluation takes place once you have delivered your
initiative and is used to assess how effective it has been. Are your
participants satisfied with the program? Have knowledge and skills
increased because of it? Has the business noticed any benefits due to
it?
It is always essential to review results and evaluate performance.
Ongoing Revision
You should continually review and revise throughout your instructional
design and development process. Regularly seeking feedback, testing
outcomes and iterating through stages of your learning products will help
you ensure you deliver the best possible outcomes.
The Dick and Carey instructional design model is more comprehensive
than the ADDIE model and addresses some of the risks associated with it.
The increased focus on goals, objectives and testing in this model help
ensure that good outcomes are delivered. Similarly, the building in of
ongoing revision helps instructional designers think about the
development of their learning initiatives as an iterative and ongoing
process.
Despite this model’s lack of detail in relation to implementation, it’s a
good model and we recommend at least considering it when deciding how
to approach a learning initiative in your organization.
4.4 Model of E-Learning
E-learning has become one of the biggest phenomena of educational

literature in recent years. Although the potential promise of e-learning is
often expected within the process of learning, much of the emphasis is in
fact on the electronic issues to facilitate learning, with little regard for its
consequences on the learning process. Very few studies explore students
request for such technologies, which begs the question-What problem is e-
learning trying to address and whose problem is it? Although we continue
to develop sophisticated gadgetry to ‘enhance’ learning, technology can in
fact distract the learner by allowing technology to become more intrusive
in the educational experience. Consequently, this often erodes the human
factor in learning making the learning process a more isolated experience.
Academics should become more cautious with their acceptance of
facilitating learning through e-learning platforms without fully
understanding the impact on students' learning experiences.
E-learning practitioners may be losing sight of the fundamental role of
education and explore some questions on the role of e-learning in
education. Consequently, the concerns in the route in which our
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educational system is taking, and raises fears of the marketization and Instructional Design
mass distribution of education in doing so.
It also explores the changing role of students in discovering, questioning,
and seeking
Knowledge of that of ‘consumers of pre-packed education.’
E-learning is not very advanced and it supports a ‘one size fits all’
approach, regardless of what most of the literature promises. The poor
implementation of technology can reflect poorly implemented pedagogy,
or an overestimation in the learning technology’s potential.
Learning is emerging as an important conceptual model towards
understanding issues raised by technology and has the potential to transfer
increased control to the students. This may suggest a shift in responsibility
for learning/teaching without any ‘real’ evidence to suggest that this
enhances the learning process. This begs the question, ‘are we merely
experimenting with learning tools and technologies for learning, and at
what cost to the participant learners?’ This leads from the view of learning
‘consumption’ towards education ‘production’ Students’ representatives
must become more involved in the system development of online learning
and support techniques. From a student supportive perspective,
collaborative peer learning activities should be encouraged or enforced. A
system may be implemented where students are awarded with additional
marks for contributing to other students’ queries. The findings from
Carroll (2011)a study conclusively indicates that the current state of online
support within the colleges is unsatisfactory, and in need of significant
attention, redevelopment, or reinvention. It has also identified the need to
introduce methods to enhance the availability of innovative and mobile
online support.
There is little evidence to indicate that e-learning improves education in
any way except for the ‘logistics’ or distribution of educational material to
a wider student population. There is some concern here as we continue to
encourage the evolution of e-learning and we are witness to the change in
student behavior towards connectivism within a virtual world and less
reliant to partake in face-to-face debate and discussion.
Models of e-learning describe where technology plays a specific role in
supporting learning. These can be described both at the level of
pedagogical principles and at the level of detailed practice in
implementing those principles.
The Community of Inquiry model, the Conversational Framework, and
Computer-Mediated Communication form a complementary triad of e-
learning models that can assist instructors in designing learning tasks that
will enhance student learning outcomes through collaborative interaction
with peers. In this unit we will know about the community of inquiry
model.
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ICT In Education 4.5 Community of Inquiry (COI) Model (Garrison and
Anderson (2003)
One prominent theoretical framework to consider elements of this

environment is the Community of Inquiry (CoI) model established by
Garrison and Anderson (2003). The CoI model encapsulates the critical
factors within a learning environment, social, cognitive and teaching
presence.
The Community Of Inquiry (CoI) model describes how learning takes
place for a group of individual learners through the educational experience
that occurs at the intersection of social, cognitive and teaching presence.
Communityof Inquiry Model adapted from Garrison and Anderson.
The purpose of the community of inquiry is to build a solid foundation of
social presence and teaching presence to stimulate cognitive presence in a
course.
Social Presence:
It is the ability of participants to project their individual personalities in
order to identify and communicate with the community and develop
interpersonal relationships. (Garrison, 2009)
Cognitive Presence:
It is the extent to which learners are able to construct and confirm
meaning through sustained reflection and discourse. (Garrison,
Anderson, & Archer, 2001, 2004)
Teaching Presence:
It is the design, facilitation, and direction of the social and cognitive
processes for the purpose of realizing the relevant learning outcomes
(Anderson, Rourke, Garrison, & Archer, 2001).
As depicted in Figure 1, the student’s learning experience is central to the
sense of community of inquiry, yet the focus is on experience rather than
the actual process of learning and tends to adopt a need to facilitate the
inquiry but rather ‘encourage inquiry through a community (or a
collaborative) effort. It is acknowledged that effective learning depends
upon the appropriate balance and interaction of all three factors (social,
cognitive, and teaching presence). However, there tends to be greater
emphasis on social constructivism and a community effort towards
learning rather than the raw desire to acquire knowledge on a personal,
directed, and individualized basis. It is proposed that this will promote
higher-order thinking. Hence, the core problem with this is the
acceptability that learners share common or categorized
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Instructional Design
Figure 4.4.1. Community of Inquiry (Garrison and Anderson 2003).

Successfully implemented within the electronic environment. The
pedagogical principles applied within a traditional classroom environment
are extended within an e-learning environment, although technology has a
significant influence on pedagogical principles. The rapid development of
new learning technologies and tools has paved the way for e-learning (for
example, Internet availability, Web 2.0 collaborative tools, and digital
multimedia). Teare (1998) argues that it is generally accepted that the
dawning of the ‘information age’ resulted from the phenomenon of growth
of personal computer access and ownership during the 1990’s. The growth
in personal computer access and Internet access has propelled the growth
to e-learning which has become a global phenomenon. E-learning
continues to experience the resurgence of traditional educational
methodologies, as learners take more personal responsibility and control
for their own learning needs within the ‘modern’ educational environment.
4.6 Let us Sum Up
In this unit we have discussed instructional design and various models of

instructional design.
Instructional design is the creation of learning experiences and materials
in a manner that results in the acquisition and application of knowledge
and skills.It provides a framework for the creative process of design and
ensures the learners’ needs are met.It is important for both face to face and
distance education systems.
Instructional design models provide guidelines to organize appropriate
pedagogical scenarios to achieve instructional goals.
Types of instructional design models are many. In this unit we have
discussed two models named as ADDIE model and Dick and Carey
model.
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ICT In Education ADDIE model of instructional design is used by instructional designers as
part of their online, offline and blended learning sessions. Simply ADDIE
stands for five steps:
Analysis, Design, Development, Implementation and Evaluation.
Dick and Carey model
The Dick and Carey Model is an instructional design model taking a
systems approach. The model has nine steps:
1 - Identify instructional goals
2 - Conduct instructional analysis
3 - Identify entry behaviors
4 - Write performance objectives
5 - Develop criterion tests
6 - Develop instruction strategy
7 - Develop and select instructional materials
8 - Develop and conduct formative evaluation
9 - Develop and conduct summative evaluation
Models of E-Learning describes where technology plays a specific role in
supporting learning. These can be described both at the level of
pedagogical principles and at the level of detailed practice in
implementing those principles.
The Community of Inquiry model, the Conversational Framework,
and Computer-Mediated Communication form a complementary triad
of e-learning models that can assist instructors in designing learning tasks
that will enhance student learning outcomes through collaborative
interaction with peers. In this unit we have discussed the community of
inquiry model.
Community of Inquiry (CoI) model (Garrison and Anderson
(2003)represents a process of creating a deep and meaningful learning
experiences through the development of three independent elements:
Social Presence:
It is the ability of participants to project their individual personalities
in order to identify and communicate with the community and
develop interpersonal relationships.
Cognitive Presence:
It is the extent to which learners are able to construct and confirm
meaning through sustained reflection and discourse.
Teaching Presence
It is the design, facilitation, and direction of the social and cognitive
processes for the purpose of realizing the relevant learning outcomes.
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However, In the distance education system, a variety of instructional Instructional Design
designs are used to communicate information to students.
Instructional design is a comprehensive and qualitative process that
analyses learning needs and goals. It also develops a delivery system to
meet the learning needs.
1 Describe the concept of an instructional design.

2 Explain the need for using instructional design in the teaching
learning process with example.
3 Discuss with the help of illustration the various steps of the ADDIE
model.
4 Describe Dick and Careys’s model of instructional design.
5 What is the community of inquiry model? Explain which element
creates social presence in a community of inquiry model?
6 Explain three elements of educational experience in a community of
inquiry model with diagram.
4.8 References
Books:
Sharma, R. A. (2008).Information and Communication Technology in
Teaching.Surya Publication, Meerut.
Nehru, R.S. (2014).ICT in Education. A.P.H Publication, New Delhi.
Saxena, J. and Saxena, M. K. (2009). ICT Professional Education. A.P.H
Publication, New Delhi.
Zaidi, S. F, (2013). ICT in Education. A.P.H Publication, New Delhi.
Dick, Walter; Carey,Loure and James O. Carey. (2001).The Systematic
Design of Instruction, 5th ed. Longman,New York.
Reigeluth, Charles M. (ed)(1983). Instructional- Design Theories and
Models: An Overview of Their Current Status.Hillsdale, Lawrence
Erlbaum Associates,N.J.
Wilson, Brent G., (ed) (1996). Constructivist Learning Environments:
Case Studies in Instructional Design. Foreword by David N. Perkins.
Englewood Cliffs. N. J.: Educational Technology Publication.
Websites:
Sherri Braxton-Lieber, Ph.D.
http://www.seas.gwu.edu/student/sbraxton/ISD/design models.html
Gustafson, K. & Branch, R.M (1997). Module4: An Overview of
Instructional System Design. [Online Version at University of Alberta.
65
ICT In Education (Updated 2004, October 2)] Retrieved May 2011
Http://Www.Quasar.Ualberta.Ca/Edit573/Modules/Module4.Htm
Kruse, Kevin (N/A). Gagne’s Nine Events of Instruction: An Introduction.
e-learningGuru.com. Retrieved May 2006
http://www.e-learningguru.com/articles/art3_3.htm
Siemens, George. (2002, September 30). Instructional Design in e-
Learning. e-Learn space Retrieved May 2011 From
http://www.elearnspace.org/Articles/InstructionalDesign.htm
Professional Organization:
The Association for Educational Communications and Technology
http;//www.aect.org/
American Society for Training and Development
http;//www.astd.org/
Community of Inquiry Model
http://www.thecommunityofinquiry.org/coi
https://en.wikipedia.org/wiki/Instructional_design
https://creately.com/blog/diagrams/instructional-design-models-process/
E-learning
https://www.td.org/talent-development-glossary-terms/what-is-e-learning
https://en.wikipedia.org/wiki/E-learning_(theory)
Kurt, S. "ADDIE Model: Instructional Design," in Educational
Technology, August 29, 2017. Retrieved
from https://educationaltechnology.net/the-addie-model-instructional-
design/
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5
DEVELOPMENT OF
INSTRUCTIONAL DESIGN
Unit Structure
5.0 Objectives
5.1 What is Instructional Design?
5.1.1 Brief History of Evolution Of Instructional Design
5.1.2 Meaning of Instructional Design
5.1.3 Summary
5.2 Stages of Development of Instructional Design
5.2.1 Introduction
5.2.2 Models of Instructional Design
5.2.3 Stages of Development of Instructional Design Using
5.2.4 Check Your Progress
5.3 Events of Instruction: Gagne’s Nine Events of Instruction
5.3.1 Introduction
5.3.2Gagne’s Nine Events of Instruction
5.3.3 Summary
5.4 Use of Media: Types of Media & Choice of Media
5.4.1 Introduction
5.4.2 Media and Technology
5.4.2.1 Technology
5.4.2.2 Media
5.4.3 Types of Media
5.4.4 Choice of Media
5.4.5 Summary
5.5 Let us Sum up
5.7 References
5.0 Objectives
After learning this unit, student will be able to,

• Define the concept of Instructional Design.
• Explain the Stages to be followed in order to develop Instructional
Design.
• Design Instruction with the help of Gagne’s Nine Events of
Instruction.
• Provide you an overview of use of different types of media and
choice of media while developing Instructional design.
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ICT In Education
5.1 What Is Instructional Design?
5.1.1 Brief History of Evolution of Instructional Design

Instructional Design has a very interesting history. The idea of
Instructional Design was laid during World War II. During the war,
thousands of soldiers needed to be taught certain specific tasks, which
were complex and time bound.
Using research from B.F. Skinner’s studies in behavioral sciences, the
tasks were broken down into smaller tasks, so that the soldiers could
comprehend them better and master each step efficiently and quickly. This
approach was later taken and built upon leading to the development of
instructional design, a field of study that unifies education, psychology
and communications to create the most effective teaching plans for
specific groups of students.
This is vital because it ensures that students receive instructions in a form
that is effective and meaningful to them, helping them better understand
the topics and concepts being taught.
5.1.2 Meaning of Instructional Design
From an academic perspective, instructional design is defined as “the
systematic and reflective process of translating principles of learning and
instruction into plans for instructional materials, activities, information
resources, and evaluation.”
Simply put, instructional design is the creation of instructional
materials.Though, this field goes beyond simply creating teaching
materials, it carefully considers how students learn and what materials and
methods will most effectively help individuals achieve their academic
goals. The principles of instructional design consider how educational
tools should be designed, created and delivered to any learning group,
from grade school students to adult employees across all industry sectors.
Further, Instructional design is also considered a systematic approach to
education that prompts educators to familiarize themselves with the
learners in their classroom on a personal level, in order to more
comprehensively understand how they learn. Once educators have
gathered the Intel about their students, this information is critical to
designing personalized lesson plans.
A more comprehensive understanding of Instructional Design is that it is
Design, Development and Delivery of learning experiences. It constructs
learning experiences in such a way that learners acquire the pre decided
knowledge and skills.
Instructional design refers to the deep work of teaching. It focuses on
designing instruction that takes teachers deep into content and into
consideration of their students’ learning. The central idea behind this
methodology is that it meets students where they are at, in terms of their
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experiences inside and outside of the classroom, rather than utilizing a Development of
one-size-fits-all lesson plan and expecting students to adapt to it.
Therefore, Instructional Design is also a process of identifying learning
needs and developing learning material in order to improve instructions to
the learners, thus facilitating learning.
Thus, based on the aforementioned description of Instructional Design, we
may say that the process of Instructional Design involves the following:
● Determining the needs of learners,
● Defining the end goals and objectives of instruction,
● Designing and planning assessment tasks, and
● Designing teaching and learning activities to ensure the quality of
instruction
In order to achieve as stated above, Instructional Design utilizes basic
principles of human learning, specifically the conditions under which the
learning occurs. Principles of contiguity, repetition, motivation, interest,
attention and reinforcement are utilized to recreate conditions external to
the learner that can be incorporated into instruction, which in turn support
learner’s internal learning processes. Instructional Design has its
popularity attributed to its flexible and proactive nature.
Hence, Instructional Design also utilizes the theories of learning and
instructional technology in order to facilitate the transfer of knowledge,
skills and attitude to the recipient or acquirer of the instruction. Smith and
Ragan, 2005 states that Instructional Design is the systematic process of
translating a plan of instruction into a set of activities, materials,
information and/or assessment procedures.
5.1.3 Summary
Summarizing the discussion till now, we can say that according to Gagné
et al., 1992 Instructional Design is the systematic development of
instructional specifications using learning and instructional theory to
ensure the quality of instruction. It is the entire process of analysis of
learning needs and goals and the development of a delivery system to meet
those needs. It includes development of instructional materials and
activities, and tryout and evaluation of all instruction and learner activities.
5.2 Stages of Development of Instructional Design
Development of Instructional Design follows several stages. In this

section, we shall see one of the most significant and generic ways of
developing Instructional Design with the help of an instructional design
model.
5.2.1 Introduction
Instructional design is the systematic approach to the Analysis, Design,
Development, Implementation and Evaluation of learning materials and
activities. Instructional design aims for a learner-centered rather than the
traditional teacher-centered approach to instruction, so that effective 69
ICT In Education learning can take place. This means that every component of the
instruction is governed by the learning outcomes, which have been
determined after a thorough analysis of the learners’ needs. These phases
sometimes overlap and can be interrelated; however, they provide a
dynamic, flexible guideline for developing effective and efficient
instruction.
5.2.2 Models of Instructional Design
Instructional design, also known as instructional systems design or
knowledge architecture is the analysis of learning needs and systemic
development of instruction. Instructional designers often use instructional
technology as a method for developing instruction. Instructional design
models typically specify a method that, if followed, will facilitate the
transfer of knowledge, skills and attitude to the recipient or acquirer of the
instruction.
Knowledge, as a social construct, may be created, mediated and revised
both in terms of its content and meaning and the way in which it is
organized, managed and delivered. Transformative learning is often
dependent on ensuring that knowledge content is organized in ways that
learners can readily access, assimilate and recall. Models for instructional
design provide procedural frameworks for the systematic production of
instruction. They incorporate fundamental elements of the instructional
design process including analysis of the intended audience or determining
goals and objectives. Instructional models prescribe how combinations of
instructional strategy components should be integrated to produce a course
of instruction.
A variety of Instructional Design models have evolved over the years to
represent applications among diverse learner audiences and distinct
educational contexts.
The instructional design model provides a step-by-step process that helps
training specialists plan and create training programs.
The diagrammatic representation of the above five interlinked phases of
the Model is illustrated in the Figure 5.2.3.1
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70 (Figure 5.2.3.1- Instructional Design Model
The instructional design model represents a complete instructional design Development of
workflow. It has built-in planning activities, quality assurance
checkpoints, and feedback cycles.
The Model is an iterative instructional design process, where the results of

the formative evaluation of each phase may lead the instructional designer
back to any previous phase. The end product of one phase is the starting
product of the next phase.
Table 5.2.3.1 presents an overview of the phases of the model along with
the tasks and outputs of every phase.
Table 5.2.3.1
Overview of Phase wise Tasks and Output of Instructional Design
Model
Phase Sample Tasks Sample Output
Analysis- ▪ Needs assessment ▪ Learner profile
The process of ▪ Problem ▪ Description of
defining what is identification constraints
to be learned.
▪ Task analysis ▪ Needs, Problem
Statement
▪ Task analysis
Design- ▪ Write objectives ▪ Measurable objectives
The process of ▪ Develop test items ▪ Instructional strategy
specifying how
it is to be learned ▪ Plan instruction ▪ Prototype
specifications
▪ Identify resources
Development- ▪ Work with producers ▪ Storyboard
The process of ▪ Develop workbook, ▪ Script
authoring and flowchart program
producing the ▪ Exercises
materials ▪ Computer assisted
instruction
Implementation- ▪ Teacher training ▪ Student comments data
The process of ▪ Tryout
installing the
project in the
real world
context
Evaluation- ▪ Record time data ▪ Recommendations
The process of ▪ Interpret test results ▪ Project report
determining the
adequacy of ▪ Survey graduates ▪ Revised prototype
instruction ▪ Revise activities
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ICT In Education
5.2.3 Stages Of Development Of Instructional Design

1. The ANALYZE phase is the foundation for all other phases of
instructional design. During this phase, one must define the problem,
identify the source of the problem and determine possible solutions.
The phase may include specific research techniques such as needs
analysis, job analysis and task analysis. It does not specify exactly
all of the components or steps or how each step will be achieved on
the road to accomplishing the goal. The outputs of this phase often
include the instructional goals, and a list of tasks to be instructed.
These outputs will be the inputs for the Design phase.
2. The DESIGN phase involves using the outputs from the Analyze
phase to plan a strategy for developing the instruction. During this
phase, one must outline how to reach the instructional goals
determined during the Analyze phase and expand the instructional
foundation. Some of the elements of the Design Phase may include
writing a target population description, conducting a learning
analysis, writing objectives and test items, selecting a delivery
system, and sequencing the instruction. This is done through a task
analysis, which identifies each step and the skills needed in order to
complete that step, and an information processing analysis, which
identifies the mental operations the learner needs to employ in
performing that skill. The task analysis is performed by asking
“What are all of the things the student must know and/or be able to
do to achieve the goal?”
The outputs of the Design phase will be the inputs for the Develop
phase.
3. The DEVELOP phase builds on both the Analyze and Design
phases. The purpose of this phase is to generate the lesson plans and
lesson materials. During this phase one will develop the instruction,
all media that will be used in the instruction, and any supporting
documentation. Current educational theory and research support the
use of instructional methods that make students active learners (e.g.,
lecture lab, small group discussion, case-based study, simulations,
independent study, etc.). This may include hardware (e.g.,
simulation equipment) and software (e.g., computer-based
instruction). Although the necessary instructional materials may
already exist, they may need improvement or revision.
4. The IMPLEMENTATION phase refers to the actual delivery of the
instruction, whether it's classroom-based, lab-based, or computer-
based. The purpose of this phase is the effective and efficient
delivery of instruction. This phase must promote the students'
understanding of material, support the students' mastery of
objectives, and ensure the students' transfer of knowledge from the
instructional setting to the job.
5. The EVALUATION phase measures the effectiveness and
efficiency of the instruction. Evaluation should actually occur
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throughout the entire instructional design process - within phases, Development of
between phases, and after implementation. Evaluation may be
Formative or Summative.
FORMATIVE EVALUATION is ongoing during and between
phases. The purpose of this type of evaluation is to improve the
instruction before the final version is implemented. It is important to
remember that sometimes the plans that look so good on paper
actually fail in practice. When possible, test instructional materials
with one or a small group of students to determine how students use
the materials, how much assistance they need, etc. Considering the
teaching methods implemented and the course materials provided
are students learning what they should be?
SUMMATIVE EVALUATION usually occurs after the final
version of instruction is implemented. This is the evaluation that
provides information on how the whole instructional unit enabled
the learner to achieve the objectives that were established at the
outset. This type of evaluation assesses the overall effectiveness of
the instruction. Data from the Summative Evaluation is often used to
decide about the instruction.
1. Instructional Design is fluid. (A. True /B. False)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What are the three components of Analysis according to our
Instructional Design Model?
A. Learning Task
B. Organizational Strategies
C. Learners
D. Formative Evaluation
E. Learning Contexts
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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ICT In Education 3. At what stage of the design process would you begin to write and
produce instruction?
A. Assessment
B. Develop
C. Review
D. Analysis
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Within Instructional Design, when does revision typically occur?
A. Throughout the design process.
B. At the end of the design process
C. Only after strategies are implemented.
D. At the end of instruction.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. What are the three basic elements of Instructional Design?

A. Overview, review, Test
B. Objectives, Summary, Assess
C. Analysis, Develop, evaluation
D. Objectives, content, review
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Correct Responses: 1 (B), 2 (A, C & E), 3 (B), 4 (A), 5 (C)
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5.3 Events Of Instruction: Gagne’s Nine Events Of Development of
Instruction
In 1965, Robert Gagne proposed a series of events that are associated with
and address the mental conditions for learning. Understanding this
sequence of events, will enable educators to plan their teaching in an
effective and efficient manner.
5.3.1 Introduction
Gagne’s book, The Conditions of Learning, identified the mental
conditions for learning which were based on the information processing
model of the mental events that occur when adults are presented with
various stimuli. Each of the nine events of instruction is highlighted
below, followed by sample methods to help implement the events in your
own instruction. Gagne created a nine-step process called the events of
instruction, which correlate to and address the conditions of learning.
Keeping these stages in mind as you plan for a class session or online
module can give your lesson plans a strong foundation.
5.3.2 Gagne’s Nine Events Of Instruction
The following steps have been adapted from Gagné, Briggs, and Wager
(1992).
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by
presenting a stimulus to capture their attention.
These are a few methods for capturing learners’ attention:
● Stimulate students with novelty, uncertainty and surprise
● Pose thought-provoking questions to students
● Have students pose questions to be answered by other students
● Lead an ice breaker activity
2. Inform students of the objectives
Inform students of the objectives or outcomes for the course and
individual lessons to help them understand what they are expected to
learn and do. Provide objectives before instruction begins.
Here are some methods for stating the outcomes:
● Describe required performance
● Describe criteria for standard performance
● Have learners establish criteria for standard performance
● Include course objectives on assessment prompts
Inform students of the objectives or outcomes for the course and
individual lessons to help them understand what they are expected to
learn and do.
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ICT In Education
3. Stimulate recall of prior learning

Help students make sense of new information by relating it to
something they already know or something they have already
experienced.
There are numerous methods for stimulating recall:
● Ask questions about previous experiences
● Ask students about their understanding of previous concepts
● Relate previous course information to the current topic
● Have students incorporate prior learning into current activities
4. Present the content
Use strategies to present and cue lesson content to provide more
effective instruction. Organize and group content in meaningful
ways and provide explanations after demonstrations.
The following are ways to present and cue lesson content:
● Present multiple versions of the same content (e.g. video,
demonstration, lecture, podcast, group work, etc.)
● Use a variety of media to engage students in learning
● Incorporate active learning strategies to keep students involved
● Provide access to content on Blackboard so students can
access it outside of class
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of
resources available. In other words, help students learn how to learn.
The following are examples of methods for providing learning
guidance:
● Provide instructional support as needed – i.e. scaffolding that
can be removed slowly as the student learns and masters the
task or content
● Model varied learning strategies – e.g., mnemonics, concept
mapping, role playing, visualizing
● Use examples and non-examples – examples help students see
what to do, while non-examples help students see what not to
do
● Provide case studies, visual images, analogies, and metaphors
– Case studies provide real world application, visual images
assist in making visual associations, and analogies and
metaphors use familiar content to help students connect with
new concepts
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6. Elicit performance (Practice) Development of
Have students apply what they have learned to reinforce new skills
and knowledge and to confirm correct understanding of course
concepts.
Here are a few ways to activate learner processing:
● Facilitate student activities – e.g., ask deep-learning questions,
have students collaborate with their peers, facilitate practical
laboratory exercises
● Provide formative assessment opportunities – e.g., written
assignments, individual or group projects, presentations
● Design effective quizzes and tests – i.e., test students in ways
that allow them to demonstrate their comprehension and
application of course concepts (as opposed to simply
memorization and recall)
7. Provide feedback
Provide timely feedback of students’ performance to assess and
facilitate learning and to allow students to identify gaps in
understanding before it is too late.
The following are some types of feedback you may provide to
students:
● Confirmatory feedback informs the student that they did what
they were supposed to do. This type of feedback does not tell
the student what she needs to improve, but it encourages the
learner.
● Evaluative feedback apprises the student of the accuracy of
their performance or response but does not provide guidance
on how to progress.
● Remedial feedback directs students to find the correct answer
but does not provide the correct answer.
● Descriptive or analytic feedback provides the student with
suggestions, directives, and information to help them improve
their performance.
● Peer-evaluation and self-evaluation help learners identify
learning gaps and performance shortcomings in their own and
peers’ work.
● Provide timely feedback of students’ performance to assess
and facilitate learning and to allow students to identify gaps in
understanding.
8. Assess performance
Test whether the expected learning outcomes have been achieved on
previously stated course objectives.
Some methods for testing learning include the following:
● Administer pre- and post-tests to check for progression of
competency in content or skills
77
ICT In Education ● Embed formative assessment opportunities throughout
instruction using oral questioning, short active learning
activities, or quizzes
● Implement a variety of assessment methods to provide
students with multiple opportunities to demonstrate
proficiency
● Craft objective, effective rubrics to assess written assignments,
projects, or presentations
● Implement a variety of assessment methods to provide
students with multiple opportunities to demonstrate
proficiency.
9. Enhance retention and transfer
Help learners retain more information by providing them
opportunities to connect course concepts to potential real-world
applications.
The following are methods to help learners internalize new
knowledge:
● Avoid isolating course content. Associate course concepts with
prior (and future) concepts and build upon prior (and preview
future) learning to reinforce connections.
● Continually incorporate questions from previous tests in
subsequent examinations to reinforce course information.
● Have students convert information learned in one format into
another format (e.g. verbal or visuospatial). For instance,
requiring students to create a concept map to represent
connections between ideas (Halpern And Hakel, 2003, p. 39).
● To promote deep learning, clearly articulate your lesson goals,
use your specific goals to guide your instructional design, and
align learning activities to lesson goals (Halpern And Hakel,
2003, p. 41).
5.3.3 Summary
Gagne’s nine events of instruction can help you build a framework to
prepare and deliver instructional content while considering and addressing
conditions for learning. Ideally, you should prepare course goals and
learning objectives before implementing the nine events—the goals and
objectives will help situate the events in their proper context. The nine
events of instruction can then be modified to fit both the content and
students’ level of knowledge.
1. Lead an ice breaker activity is a part of __________.
A. Enhance retention and transfer
B. Elicit performance (practice)
C. Stimulate recall of prior learning
D. Gain attention of the students
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2. Presenting multiple versions of the same content (e.g. video,
demonstration, lecture, podcast, group work, etc.) is a part of
_______.
A. Gain attention of the students.
B. Inform students of the objectives.
C. Stimulate recall of prior learning.
D. Present the content.
3. Implement a variety of assessment methods to provide students with
multiple opportunities to demonstrate proficiency
A. Assess performance.
C. Provide feedback.
D. Provide learning guidance.
4. Peer-evaluation and self-evaluation is a part of _________
5. Mnemonics, concept mapping, role playing, visualizing
Correct Responses: 1 (D), 2 (D), 3 (C), 4 (C), 5 (D)
5.4 Use Of Media: Types Of Media And Choice Of Media
In the world of education, technology and media are often mistakenly

viewed as being one and the same. However, instructional designers
understand the two are different and will benefit from useful tips on the
selection of instructional media. The following section will discuss these
differences between technology and media and offer tips on selecting and
recommending instructional media while keeping in mind the importance
of aligning media selection with the designated instructional goals of the
course
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ICT In Education 5.4.1 Introduction
When selecting media, it is always important to remember the entrance
(prerequisite) skills of the student as well as the technological skills of the
instructor and to determine whether you will need to incorporate
instructions on the use of the selected media within the course to assist the
learner in the use of the chosen media or to develop an instructor media
guide to assist the instructor in the use of the media. Will students be able
to navigate the instructional media effectively and efficiently? Will the
instructor be able to assist their students in how to navigate the
instructional media? Applying a learner centric perspective as you
evaluate & select instructional media will bring greater success in the
student learning outcomes.
5.4.2 Media And Technology
Instructional designers have many opportunities to recommend to an
instructor appropriate media for implementing the instructional strategies.
Selecting the appropriate media mix can be often challenging and is a
critical component of the instructional design process. This section will
address some guidelines for selecting instructional media.
(Figure-5.4.2.1)
Many various forms of technology are depicted in this photo. Do you
think each of these could be used in the classroom? If so,how? If not,
which ones are not appropriate for the classroom and why?
What is the difference between media and technology? Philosophers and
scientists have argued about the nature of media and technologies over a
very long period. The distinction is challenging because in everyday
language use, we tend to use these two terms interchangeably. For
instance, television is often referred to as both a medium and a technology.
Is the Internet a medium or a technology? And does it matter?
There are differences, and it does matter to distinguish between media and
technology, especially if we are looking for guidelines on when and how
to use them. The terms ‘media’ and ‘technology’ represent different ways
altogether of thinking about the choice and use of technology in teaching
and learning.
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5.4.2.1 Technology Development of
There are many definitions of technology. Essentially definitions of
technology range from the basic notion of tools to systems which employ
or exploit technologies. Thus, ‘technology refers to tools and a machine
that may be used to solve real-world problems is a simple definition.
In terms of educational technology, we have to consider a broad definition
of technology. The technology of the Internet involves more than just a
collection of tools, but a system that combines computers,
telecommunications, software and rules and procedures or protocols.
Educational technology is seen as tools used to support teaching and
learning. Thus, computers, software programs such as a learning
management system, or a transmission or communications network, are all
technologies. A printed book is a technology. Technology often includes a
combination of tools with particular technical links that enable them to
work as a technology system, such as the telephone network or the
Internet.
Technologies or even technological systems do not themselves
communicate or create meaning. They just sit there until commanded to do
something or until they are activated or until a person starts to interact
with the technology. At this point, we start to move into the media.
5.4.2.2 Media
Media (plural of medium) is another word that has many definitions, and it
has two distinct meanings relevant for teaching and learning, both of
which are different from definitions of technology.
The word ‘medium’ comes from the Latin, meaning in the middle (a
median) and also that which intermediates or interprets. Media can be
defined as requiring the active creation of content and/or communication,
and someone who receives and understands the communication, as well as
the technologies that carry the medium.
We use our senses, such as sound and sight, to interpret media. In this
sense, we can consider text, graphics, audio and video as media
‘channels’, in that they are intermediate ideas and images that convey
meaning. Every interaction we have with media, in this sense, is an
interpretation of reality, and again usually involves some form of human
intervention, such as writing (for text), drawing or design for graphics,
talking, scripting or recording for audio and video. Note that there are two
types of intervention in media: by the ‘creator’ who constructs
information, and by the ‘receiver’, who must also interpret it.
Media of course depends on technology, but technology is only one
element of media. Thus, we can think of the Internet as merely a
technological system, or as a medium that contains unique formats and
symbol systems that help convey meaning and knowledge. These formats,
symbol systems and unique characteristics are deliberately created and
need to be interpreted by both creators and end users.
Computing can also be considered a medium in this context. Computing as
a medium would include animations, online social networking, using a 81
ICT In Education search engine, or designing and using simulations. Thus, the creation,
communication and interpretation of meaning are added features that turn
a technology into a medium.
5.4.3 Types Of Media
Thus, based on the discussion done in previous section, in terms of
representing knowledge we can think of the following media for
educational purposes:
● Text
● Graphics
● Audio
● Video
● Computing
Within each of these media, there are subsystems, such as;
● Text: textbooks, novels, poems
● Graphics: diagrams, photographs, drawings, posters, graffiti
● Audio: sounds, speech
● Video: television programs, YouTube clips, ‘talking heads’
● Computing: animation, simulations, online discussion forums,
virtual worlds.
In education we could think of classroom teaching as a medium.
Technology or tools are used (e.g. chalk and blackboards, or PowerPoint
and a projector) but the key component is the intervention of the teacher
and the interaction with the learners in real time and in a fixed time and
place. We can also then think of online teaching as a different medium,
with computers, the Internet (in the sense of the communication network)
and a learning management system as core technologies, but it is the
interaction between teachers, learners and online resources within the
unique context of the Internet that are the essential component of online
learning.
From an educational perspective, it is important to understand that media
are not neutral or ‘objective’ in how they convey knowledge. They can be
designed or used in such a way as to influence (for good or bad) the
interpretation of meaning and hence our understanding. Some knowledge
therefore of how media work is essential for teaching in a digital age. In
particular we need to know how best to design and apply media (rather
than technology) to facilitate learning.
Over time, media have become more complex, with newer media (e.g.
television) incorporating some of the components of earlier media (e.g.
audio) as well as adding another medium (video). Digital media and the
Internet increasingly are incorporating and integrating all previous media,
such as text, audio, and video, and adding new media components, such as
animation, simulation, and interactivity. When digital media incorporate
many of these components they become ‘rich media’. Thus, one major
advantage of the Internet is that it encompasses all the representational
media of text, graphics, audio, video and computing
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Development of
5.4.4 Choice Of Media
Different media can be used to assist learners to learn in different ways
and achieve different outcomes.
Perhaps even more important is the idea that many media are better than
one. This allows learners with different preferences for learning to be
accommodated, and to allow subject matter to be taught in different ways
through different media, thus leading to deeper understanding or a wider
range of skills in using content. On the other hand, this increases costs.
Online learning can incorporate a range of different media: text, graphics,
audio, video, animation, simulations. The use of different media also
allows for more individualization and personalization of the learning,
better suiting learners with different learning styles and needs.
If we are interested in selecting appropriate technologies for teaching and
learning, we should not just look at the technical features of a technology,
nor even the wider technology system in which it is located, nor even the
educational beliefs we bring as a classroom teacher. We also need to
examine the unique features of different media, in terms of their formats,
symbols systems, and cultural values. These unique features are
increasingly referred to as the affordances of media or technology.
As new technologies are developed, and are incorporated into media
systems, old formats and approaches are carried over from older to newer
media. Education is no exception. New technology is ‘accommodated’ to
old formats, as with clickers and lecture capture, or we try to create the
classroom in virtual space, as with learning management systems.
However, new formats, symbols systems and organizational structures that
exploit the unique characteristics of the Internet as a medium are gradually
being discovered. It is sometimes difficult to see these unique
characteristics clearly at this point in time. However, e-portfolios, mobile
learning, open educational resources such as animations or simulations,
and self-managed learning in large, online social groups are all examples
of ways in which we are gradually developing the unique ‘affordances’ of
the Internet.
More significantly, it is likely to be a major mistake to use computers to
replace or substitute for humans in the educational process, given the need
to create and interpret meaning when using media, at least until computers
have much greater facility to recognize, understand and apply semantics,
value systems, and organizational features, which are all important
components of ‘reading’ different media. But at the same time, it is
equally a mistake to rely only on the symbol systems, cultural values and
organizational structures of classroom teaching as the means of judging
the effectiveness or appropriateness of the Internet as an educational
medium.
Thus, we need a much better understanding of the strengths and
limitations of different media for teaching purposes if we are to select the
right medium for the job. However, given the widely different contextual
factors influencing learning, the task of media and technology selection 83
ICT In Education becomes infinitely complex. This is why it has proved impossible to
develop simple algorithms or decision trees for effective decision making
in this area. Nevertheless, there are some guidelines that can be used for
identifying the best use of different media within an Internet-dependent
society.
A major part of instructional design is selecting the appropriate media mix
to effectively teach the learning outcome(s). Selecting the best media mix
increases learning and maximizes cost-effectiveness. Some concepts are
extremely difficult to teach without the correct media mix. This section of
the chapter explains how each medium relates to learning and describes
how media can affect a learner’s motivation. The strengths and
weaknesses of each medium are presented with respect to the different
learning outcome classifications.
The media categories you can include in an online course are:
1. Text: Text is typically presented on computer screens but the
resources you provide can also include print-based materials. It is
particularly important for you to make text understandable when
students are learning at a distance.
2. Audio: Audio can be heard from DVD-ROM/CD-ROM disks,
computer hard drives, an intranet, and the Internet. However, an
online course can also include resources like tapes (audio cassettes),
radio, television, and live commentary.
3. Visuals: Visuals can be stored on DVD-ROM/CD-ROM disks,
computer hard drives, an intranet, and the Internet. Other resources
can include slides, photographs, overhead transparencies, and paper
based material.
4. Video: Video can be retrieved from DVD-ROM/CD ROM disks,
computer hard drives, an intranet, and the Internet. Other sources
can include mini DVD, tapes, film, and VHS tapes. Video typically
includes natural images recorded with video equipment, whereas
animations are usually created artificially with computers and/or
other models. Video often includes an audio component.
5. Animations: Animations can be stored on DVD-ROM/CD-ROM
disks, computer hard drives, an intranet, and the Internet. Film, VHS
tapes and other sources can also contain animation resources.
6. Real objects: Real objects include actual equipment and models.
The media you select does not determine whether learning will occur. The
media you use can influence the amount of learning that occurs. If you
combine the media’s strengths with instructional methods that take
advantage of these strengths, you can positively influence learning.
Complete instructional packages can, but should not necessarily, include
all of the different media. It is important to note that Learning from course
content that includes more than one medium is usually more effective than
content using only one medium. This is partly because different parts of
the brain process different information. For example, some parts of the
brain process text, while others process visuals. When instructional
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materials activate more regions of the brain, there are increases in learning Development of
and retention compared to materials that require fewer parts of the brain to
process information.
In many situations, you can and should use more than one medium to
teach the skill. You will need to determine the media that will complement
the intended instructional strategy. If you use too many media at one time,
you can impede learning. Although multi-sensory learning experiences
tend to be effective, learners can only process a limited amount of
information at one time. Imagine trying to read text while a supporting
animation is being shown on the screen. Media should support and
enhance each other. Base your media mix decision on what is being
taught, how it is being taught, how it will be tested, and the characteristics
of your target audience.
Different media may be needed for different learning outcomes. For
example, video may be appropriate for the attitude component but may not
provide the corrective feedback necessary for the intellectual skills
component. Do not select media simply to dazzle or for convenience.
But how rich should the media be for teaching and learning? From a
teaching perspective, rich media have advantages over a single medium of
communication, because rich media enable the teacher to do more. For
example, many activities that previously required learners to be present at
a particular time and place to observe processes or procedures such as
demonstrating mathematical reasoning, experiments, medical procedures,
or stripping a carburetor, can now be recorded and made available to
learners to view at any time. Sometimes, phenomena that are too
expensive or too difficult to show in a classroom can be shown through
animation, simulations, video recordings or virtual reality.
Furthermore, each learner can get the same view as all the other learners
and can view the process many times until they have mastery. Good
preparation before recording can ensure that the processes are
demonstrated correctly and clearly. The combination of voice over video
enables learning through multiple senses. Even simple combinations, such
as the use of audio over a sequence of still frames in a text, have been
found more effective than learning through a single medium of
communication (see for instance, Durbridge, 1984). The Khan Academy
videos have exploited very effectively the power of audio combined with
dynamic graphics. Computing adds another element of richness, in the
ability to network learners or to respond to learner input.
From a learner’s perspective, though, some caution is needed with rich
media. Two particularly important concepts are cognitive overload and
Vygotsky’s Zone of Proximal Development. Cognitive overload results
when students are presented with too much information at too complex a
level or too quickly for them to properly absorb it (Sweller, 1988).
Vygotsky’s Zone of Proximal Development or ZPD is the difference
between what a learner can do without help and what can be done with
help. Rich media may contain a great deal of information compressed into
a very short time period and its value will depend to a large extent on the
learner’s level of preparation for interpreting it. 85
ICT In Education For instance, a documentary video may be valuable for demonstrating the
complexity of human behavior or complex industrial systems, but learners
may need either preparation in terms of what to look for or to identify
concepts or principles that may be illustrated within the documentary. On
the other hand, interpretation of rich media is a skill that can be explicitly
taught through demonstration and examples (Bates and Gallagher, 1977).
Although YouTube videos are limited in length to around eight minutes
mainly for technical reasons, they are also more easily absorbed than a
continuous video of 50 minutes. Thus again design is important for
helping learners to make full educational use of rich media.
It is a natural tendency when choosing media for teaching to opt for the
‘richest’ or most powerful medium. Why would I use a podcast rather than
a video? There are in fact several reasons:
Cost and ease of use: it may just be quicker and simpler to use a podcast,
especially if it can achieve the same learning objective; there may be too
many distractions in a rich medium for students to grasp the essential point
of the teaching. For instance, video recording a busy intersection to look at
traffic flow may include all kinds of distractions for the viewer from the
actual observation of traffic patterns. A simple diagram or an animation
that focuses only on the phenomenon to be observed might be better; the
rich medium may be inappropriate for the learning task. For instance, if
students are to follow and critique a particular argument or chain of
reasoning, text may work better than a video of a lecturer with annoying
mannerisms talking about the chain of reasoning.
Here are a few practical guidelines on the selection and use of
instructional media:
● Text is better than video and audio when the topic is complex. Text
is especially effective for verbal skills such as describing, listing,
and naming. With proficient readers, verbal information can usually
be learned faster with text than with other media. For higher-level
skills, remember that practice and feedback are particularly critical.
Text is often a major component of effective practice and feedback.
● Make text understandable and clear, avoid excessive wording.
● Minimize reading- Minimizing reading helps students with weak
reading abilities and those with disabilities.
● Develop a good writing style, following basic writing principles.
Keep writing naturally and use active verbs.
● Keep in mind if any instructional materials you develop are
computer based that the best location for a key point, such as a
formula, is the screen’s upper left area. Poor areas for key points are
the screen’s top right and bottom left. This is because people read
English from the left to right and top to bottom. Since people tend to
focus on a curved path along the screen, the top left is the best
location to be seen and understood.
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● For the best readability, you should justify paragraphs. In general, Development of
you should avoid full justification. Full justification is harder to read
than left-justified text.
● Choose a font that is clear and easily readable such as Arial,
Helvetica, or Times New Roman. Although some people may call
these fonts ``boring” or “unattractive”, readability is critical for
online applications — especially when students will read text for
longer time periods.
● Hypertext is text that is linked to other information. Hypertext
allows learners to quickly get more information by activating, such
as by clicking a mouse over highlighted parts of the screen.
Highlighted active words are sometimes called “Hot words”.
Hypermedia goes beyond hypertext by providing access to a variety
of media. Since links often lead to other links, the links are like a
three-dimensional web. In general, hypertext and hypermedia
applications simply provide access to information rather than
teaching specific learning outcomes. hypertext and hypermedia can
be weak from an instructional perspective. For learning to occur in
hypertext and hypermedia environments, learning should be
specifically planned and guided.
● You can use audio to effectively teach many skills such as attitudes,
especially if you personalize the material. Audio is also effective for
teaching intellectual skills such as learning languages. You can also
use audio to gain attention, give feedback, give directions,
personalize computers, provide realism such as through presenting
actual speeches, make annotations, teach the pronunciation of new
words, provide multilingual support, accommodate non-readers, and
provide meaning for images. You should also supplement audio with
effective preparatory and follow-up activities. An advantage of
audio over text is that listening is much easier than reading.
You can use audio effectively for students who are visually impaired
and those with poor reading abilities. For those with poor reading
abilities, one solution is to provide text but let students click on an
audio button whenever they want to hear a narration of the text.
Although this strategy is useful for some students, many learners
find this annoying. Audio can be problematic when played at a
different speed than the student is able to read.
● Animation is another medium that you can incorporate into your
online courses. It is important for you to consider using animations
as a part of the instructional strategy since animations can
significantly enhance learning, motivation, and attitudes as well as
reduce the time needed for learning. Animation means “to give life
to” something. Animations, which are a series of visuals that change
over time, are like video sequences except that animations are
created with a computer, other tools, or manually rather than by
filming real objects in motion. For this reason, a video can be easier
to make than an animation.
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ICT In Education
● A major part of the instructional design process you need to do is

select the appropriate media mix to effectively teach the learning
outcome(s). Selecting the best media mix will enable you to increase
learning. Learning from course content made with more than one
medium is usually more effective than content composed of only
one medium. In many situations, you can and should use more than
one medium to teach the skill. However, remember that if you use
too many media at one time, you can impede learning. Base your
media mix decision on the learning outcomes, how they are being
taught, and how testing will be done. To be successful, students
must also have the skills to extract information and learn from the
media. You may also need to motivate your students to learn from
the media selected.
● Remember that the media mix you choose must be able to meet the
requirements of the instructional strategy and address all of the
instructional events. In particular, the media mix must effectively
teach all of the learning outcomes and should allow for practice and
feedback.
● For verbal information such as knowledge and comprehension, you
should use text and visuals. Remember to use the computer to
provide interaction as that can be difficult or cumbersome to do with
paper-based materials.
● For intellectual skills such as applying skills to new examples, you
can effectively use each medium depending on the skill being
taught. Following the instructional design process will help you
determine the best media mix.
● For psychomotor skills such as those requiring muscular actions,
you should use real equipment although, for practical reasons such
as cost and safety, you may need to create a simulation that
incorporates a variety of media. Video with audio or text support can
be superb for teaching psychomotor skills. Similarly, a series of
images with text can also be very effective.
● Although you can use video and audio to effectively teach attitudes,
for example, choosing to say “no” to drugs, your complete
instructional strategy should consider other methods such as role-
playing. Remember to consider learner characteristics when
selecting instructional media.
5.4.5 Summary
In general, it is tempting always to look for the simplest medium first then
only opt for a more complex or richer medium if the simple medium can’t
deliver the learning goals as adequately. However, consideration needs to
be given to media richness as a criterion when making choices about
media or technology, because rich media may enable learning goals to be
achieved that would be difficult with a simple medium.
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5.4.6 Check Your Progress Development of
1. How important do you think the richness of the medium is when
making decisions about the use of media and technology in an online
course?
Response – Refer point 5.4. 4
5.5 Let Us Sum Up
● Instructional design is also considered a systematic approach to

education that prompts educators to familiarize themselves with the
learners in their classroom on a personal level, in order to more
comprehensively understand how they learn. Once educators have
gathered the intel about their students, this information is critical to
designing personalized lesson plans.
● The ADDIE instructional design model provides a step-by-step
process that helps training specialists plan and create training
programs. The ADDIE design model revolves around the following
five components:
❖ Analysis,
❖ Design,
❖ Development,
❖ Implementation and
❖ Evaluation
● Gagne’s Nine Events of Instruction
1. Gain attention of the students.
2. Inform students of the objectives.
3. Stimulate recall of prior learning.
4. Present the content.
5. Provide learning guidance.
6. Elicit performance (practice)
7. Provide feedback.
8. Assess performance.
9. Enhance retention and transfer
● The different media categories that maybe used by in Instructional
Design is as follows:
❖ Text
❖ Audio
❖ Visuals
❖ Video
❖ Animations
❖ Real objects
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ICT In Education
Q. 1 Prepare an Instructional design with the help of Gagne’s Nine

Events of Instruction of any subject/topic.
Q.2 How as a teacher are you going to use various types of media in the
teaching learning process? Explain with suitable examples.
5.7 References
1. Dick, Walter, Carey, Lou, and James O. Carey. The Systematic

Design of Instruction, 5th ed. New York: Longman, c2001.
2. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of
instructional design (4th ed.). Forth Worth, TX: Harcourt Brace
Jovanovich College Publishers.
3. Halpern, D. F., &Hakel, M. D. (2003). Applying the science of
learning to the university and beyond: Teaching for long-term
retention and transfer. Change, 35(4), 36-41. https://seaver-
faculty.pepperdine.edu/thompson/projects/wasc/Applying%20the%2
0science%20of%20learning.pdf
4. Reigeluth, Charles M., ed. Instructional-Design Theories and
Models: An Overview of Their Current Status. Hillsdale, N.J.:
Lawrence Erlbaum Associates, 1983.
6. Gagné, R. M. (1985). The conditions of learning and theory of
instruction (4th ed.). New York, NY: Holt, Rinehart & Winston.
7. University of Florida, Center for Instructional Technology and
Training. (2018). Gagné’s 9 events of instruction. Retrieved from
https://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
8. Virginia Tech, School of Education. (2008). Instructional planning
sheet based on Gagné’s nine events of instruction [Doc File].
Retrieved from
https://www.itma.vt.edu/courses/currip/lesson2/currip2.doc
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6
ONLINE RESOURCES AND ETHICAL
PRACTICES IN ICT ENABLED
TEACHING-LEARNING PROCESS
Unit Structure
6.0 Objectives
6.1 Online Resources
6.1.1 Web 2.0 tools
6.1.2 Open Educational Resources
6.1.2.1 Principles of Open Educational Resources
6.1.3 Digital Evaluation Tools
6.2 E -learning Portals & Database
6.2.1 e- Pathshala
6.2.2 SWAYAM
6.2.3 N-List
6.3 Ethical Practices in ICT Enabled Learning Process
6.3.1 Copyright
6.3.2 Plagiarism
6.3.3 Creative Commons
6.3.2 Plagiarism
6.3.3 Creative Commons
6.4 Let Us Sum Up
6.6 References
6.0 Objectives
Technology has made it possible to provide a diverse range of learning

resources and interactions to enhance student learning in both distance and
campus contexts.
In this unit, learner will be able to
• Examine, Review and Take an informed decision about utilizing
various online resources to enhance the learning environment of the
learners.
• Aware about the various ethical practices to be followed while
integrating various resources in the ICT enabled Learning Process.
6.1 Online Resources
In general, web pages and documents on the internet provide useful

information. While an online resource is typically data and educational in
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ICT In Education nature, any support software available online can also be considered a
resource. The resources that are accessible via the Internet and World
Wide Web are called Online Resources.
6.1.1 Web 2.0 Tools
In order to understand Web 2.0 tools, it is essential to understand
Web1.0.Web 1.0 is used to describe the first stage of the Internet. At this
point, there were few content creators; most of those using the Internet
were consumers. Static pages were more common than dynamic HTML,
which incorporates interactive and animated websites with specific coding
or language. Content in this stage came from a server’s file system rather
than a database management system. Users were able to sign online guest
books, and HTML forms were sent via email. Examples of Internet sites
that are classified as Web 1.0 are Britannica Online, personal websites,
and mp3.com. In general, these websites are static and have limited
functionality and flexibility.
The term Web 2.0 first came into use in 1999 as the Internet pivoted
toward a system that actively engaged the user. Users were encouraged to
provide content, rather than just viewing it. People were now able to
publish articles and comments, and it became possible to create user
accounts on different sites, therefore increasing participation. Web 2.0 also
gave rise to web apps, self-publishing platforms like WordPress, as well as
social media sites. Examples of Web 2.0 sites include Wikipedia,
Facebook, Twitter, and web blog sites, which all transformed the way the
same information was shared and delivered. The social aspect of the
Internet has been particularly transformed; in general, social media allows
users to engage and interact with one another by sharing thoughts,
perspectives, and opinions. Users can tag, share, tweet, and like.
There are advantages and disadvantages of Web 2.0 which are
mentioned as follows:
The development of technology has allowed users to share their thoughts
and opinions with others, which has created new ways of organizing and
connecting to other people and promoted a greater degree of collaboration.
But there are a lot of disadvantages to the Internet acting more like an
open forum. Through the expansion of social media, we have seen an
increase in online stalking, cyberbullying, doxing, identity theft, and other
online crimes. There is also the threat of misinformation spreading among
users, whether that's through open-source information sharing sites or on
social media.
Like Web 1.0, Web 2.0 is another transitional phase in the evolution of the
Internet. Web 3.0 is predicted to be called the Semantic Web because it
will be tailored to become more intuitive to every user's needs.
Here are examples of Web 2.0 Tools that are currently being used in
MPS:
1. MPS Google Drive- Share and archive documents, Collaborate,
Create forms, Build spreadsheets, Post presentations, With Google
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Drive you really don't need MS Office anymore. Plus, working with Online Resources and Ethical
Practices in ICT Enabled
others is suddenly seamless. Teaching-Learning Process
2. Edmodo provides teachers and students a secure place to connect
and collaborate, share content and educational applications, and
access homework, grades, class discussions and notifications. Its
goal is to help educators harness the power of social media to
customize the classroom for each and every learner.
3. Twitter is a real-time information network that connects you to the
latest stories, ideas, opinions and news about what you find
interesting. Simply find the accounts you find most compelling and
follow the conversations.
4. YouTube Founded in February 2005, YouTube allows billions of
people to discover, watch and share originally-created videos.
YouTube provides a forum for people to connect, inform, and
inspire others across the globe and acts as a distribution platform for
original content creators and advertisers large and small.
Riveting talks by remarkable people, free to the world. Technology,
Entertainment, Design. (TED).
5. Animoto helps to turn your photos, video clips, and music into
stunning video masterpieces to share with everyone. Fast, free and
shockingly easy to use.
6. A wiki is a space on the Web where you can share work and ideas,
pictures and links, videos and media —and anything else you can
think of. Wikispaces is special because it has a visual editor and a
bunch of other tools to make sharing all kinds of content as easy for
students as it is for their teachers.
7. Kidblog is designed for K-12 teachers who want to provide each
student with an individual blog. Students Publish posts and
participate in academic discussions within a secure classroom
blogging community.Teachers maintain complete control over
student blogs and user accounts. Use Kidblog to create classroom
discussions, learn digital citizenship, practicing writing skills, create
an e-portfolio, reflect on learning, and formatively assess writing.
8. Audacity can be used to: Record live audio, convert tapes and
records into digital recordings or CDs, edit OggVorbis, MP3, WAV
or AIFF sound files, cut, copy, splice or mix sounds together, change
the speed or pitch of a recording.
9. Moodle is a Course Management System (CMS), also known as a
Learning Management System (LMS) or aVirtual Learning
Environment (VLE). It is a free web application that educators can
use to create effective online learning sites. For students: MPS
Moodle For teachers: Online PD Moodle
10. Tagxedo turns words - famous speeches, news articles, slogans and
themes, even your love letters -- into a visually stunning word cloud,
words individually sized appropriately to highlight the frequencies
of occurrence within the body of text. 93
ICT In Education 11. Doodle radically simplifies the process of scheduling events,
whether they’re board or team meetings, dinners with friends,
reunions, weekend trips, or anything else.
Thus, it is seen that Web 2.0 tools are internet tools that allow the user to
go beyond just receiving information through the web. The user is
expected to interact and to create content with others. Social media sites
such as Facebook and Twitter are the most popular examples of Web 2.0
tools. Web tools can be used to enhance teaching and collaboration among
teachers and students as well as increase professional collaboration
between educators.
6.1.2 Open Educational Resources
Open educational resources are somewhat different from open learning, in
that they are primarily content, while open learning includes both content
and educational services, such as specially designed online materials, in-
built learner support and assessment.
Open educational resources cover a wide range of online formats,
including online textbooks, video recorded lectures, YouTube clips, web-
based textual materials designed for independent study, animations and
simulations, digital diagrams and graphics, some MOOCs, or even
assessment materials such as tests with automated answers. OER can also
include PowerPoint slides or pdf files of lecture notes. To be open
educational resources, though, they must be freely available for at least
educational use.
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
offers the opportunity to provide access, quality and cost-effectiveness in
education delivery and has led to significant dialogue around policies for
knowledge sharing and capacity building in the social and economic
global world.
6.1.2.1 Principles Of Open Educational Resources
David Wiley is one of the pioneers of OER. He and colleagues have
suggested (Hilton et al., 2010) that there are five core principles of open
publishing:
• Re-use: The most basic level of openness. People are allowed to use
all or part of the work of their own purposes (for example, download
an educational video to watch later).
• Re-distribute: People can share the work with others (for example,
send a digital article by email to a colleague).
• Revise: People can adapt, modify, translate, or change the work (for
example, take a book written in English and turn it into a Spanish
audio book).
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Online Resources and Ethical
• Re-mix: People can take two or more existing resources and Teaching-Learning Process
combine them to create a new resource (for example, take audio
lectures from one course and combine them with slides from another
course to create a new derivative work).
• Retain: No digital rights management restrictions (DRM); the
content is yours to keep, whether you’re the author, an instructor
using the material, or a student.
Users of OER though need to check with the actual license for reuse,
because sometimes there are limitations. To protect your rights as an
author of OER usually means publishing under a Creative Commons or
other open license. You will know more about Creative Commons under
6.3.3.
6.1.3 Digital Evaluation Tools
Digital evaluation tools have revolutionized higher education the way
assessments are conducted to a large number of students across colleges
and universities with digitization. The evaluation of answer scripts on the
screen is slowly creeping into the mainstream learning environment to
bring transparency, fairness and credibility in higher education
assessments.
On screen evaluation is hoping to revolutionize the way assessments are
conducted and evaluated digitally and results are announced instantly.
The following are examples of some Digital Evaluation Tools that may be
used by a teacher for formative as well as summative evaluation.
1. Moodle: The module allows tests with questions that can be typed in
the module individually, be downloaded from another module
available within the Moodle system or from another distance
learning programme. Each test must have a title and, optionally, a
description providing users within sight into the test topic and mode
of its administration. It is possible to set the time limit for each test,
i.e. set its start/end time. Test duration is adjusted once a participant
takes the test. If Participants are allowed to take the test multiple
times; the time between tests can also be defined.The test may be
visible but inaccessible. In this case, participants will be able to see
the test title but will be notified of the current inaccessibility. The
system allows students to submit assignments, as well as their
attachments. Assignments can be evaluated using a rubric that can
be created within the system. When creating a rubric, it is possible to
add several separate parts and levels of criteria achievement.
2. Google Classroom: An assignment, schoolwork or homework are
published on a channel and can be assigned to a single student or to
all students. Using assignment settings options, the following can be
set for a test: time availability, time limit for completion, scoring and
other parameters. Within the School work section, Grading and
Feedback options are available.The teacher can monitor students’
achievement in every virtual classroom using a grading tool.This
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ICT In Education tool enables teachers to enter grades related to activities conducted
in their virtual classroom.
3. Google Forms: Google Forms is a tool used to create templates for
surveys, simple tests and questionnaires. With This tool you can
conduct a short survey or questionnaire among employees and
students automatically receive feedback and statistics. Question
Form may contain an infinite number of various question types:
multiple choice questions, yes/no questions or text type questions.
4. OneNote: OneNote application enables communication and
collaboration in a classroom.
OneNote Class -Notebook helps teachers:
● Create working environment in the form of a workbook to be
used for class projects
● Share assignments
● Get immediate feedback on students' work and activities
● Timely review students’ work
● Integrate features for giving and grading assignments.
5. Edmodo: If teachers choose Edmodo to evaluate their students’
work they can do so by using typical tests(quiz) as well as problem
or project assignments. Each created test can be copied and used for
several classes.Test design includes several options: setting test
duration, choosing whether to present students with the results
afterwards, locking the test after due time, reshuffling questions for
each individual student. Each assignment can have an attachment
added (text, video clip, picture, audio clip…).
Edmodo test offers six question types: true/false, multiple choice,
short answer, filling in blanks, matching pairs and multiple answers.
A teacher can designate a specific number of points for each
question. Furthermore, if the teacher planned so in the test settings,
results for all question types, except for short answer questions, can
be available to students upon test completion.
In the case of “short answer questions” a student gets feedback only
after the teacher reviews and marks correct answers. A number of
points earned is then assigned. Filling-in-the-blanks questions
require detailed instructions on the use of letter case
(small/capital/first letter…) because typing in a wrong (case) letter
classifies as a wrong answer. Edmodo enables tracking a student’s
progress. Teacher can see every test student accessed and the score
achieved. By choosing a test, one can review how each assignment
was solved. Edmodo also offers statistics data on each individual
test for each individual class.
6. Socrative: With a free user account you can start a public quiz room
with a maximum capacity of 50 students. Types of assignments
include multiple choice and true/false questions which are
automatically created and where feedback is provided, and open end
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questions which require typing in a response. Result report can be Online Resources and Ethical
downloaded on a computer, e-mail or Google Disk. Report can be Teaching-Learning Process
downloaded at class level in Excel, at student level in PDF or at
question level in PDF. Student responses can be seen in real time.
7. Testmoz: A teacher can enter four question types in a quiz:
true/false, multiple choice questions with one correct answer,
multiple choice questions with several correct answers and fill-in-the
blank(s) questions. Questions may have audio and video clips
integrated. In the free version thetest can have up to 50 questions. In
Testmoz you can create an access password that students need to
type in when accessing the quiz, you can turn on question
randomization and result(s) display, mark correct and incorrect
answers, as well as show correct answers on quiz completion.
Setting score points for each question is optional. Answers can be
displayed randomly.
8. Flipgrid: Flipgrid is a video discussion tool. Teachers create
discussion grids and students respond via video. Students can give
feedback to each other. Apart from evaluation and learning, Flipgrid
can be used for learning evaluation. It has an evaluation section that
helps teachers evaluate student responsesin a video.
9. Wizer: Wizer is a tool for designing digital worksheet(s) that can
contain various question types: fill-in the-blanks questions, finding
connections, multiple choice questions, open-ended questions,
discussion type questions, tasks that entail recording answers in
video or audio clips, and tasks that include drawing and marking
pictures. A teacher can record the question as a video or audio clip,
which makes this tool suitable for learning process adaptation.
Worksheets can contain more different question types. A teacher
creates classes joined by students after their registration. Free
version allows creating up to two classes. Worksheets can be shared
to students within the class and via e-mail or PIN. A teacher can
monitor submitted worksheets and student results are recorded in a
report easily downloaded onto a computer. Tasks can be customized
to include automatic feedback, e.g. multiple choice questions or
questions requiring making connections, while in the case of open
ended questions, teachers write or record their feedback.
10. Class Marker: Digital online testing tool providing students with
immediate feedback, and teachers with the possibility to monitor
student progress and receive statistics after each test. It offers several
question types: multiple choice, true/false, matching questions and
short answer questions. Questions can be supported by attachments,
text, picture, video or audio clips.A test can consist of strictly
defined questions (tasks). A question pool can be compiled, thus
providing students with randomly chosen questions from such a
pool, or there can be a combination of strictly defined and randomly
chosen questions from the pool. Tests can have questions re-shuffled
for each student and, since questions appear to students one after the
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ICT In Education other, chances of cheating are minimized. The tool is free of charge
for up to 100 tests a month, i.e. 1200 tests a year.
11. Quizizz: A digital quiz tool that allows single and multiple choice
questions, and for each questions a different time limit is given for
response. Also, it is possible to limit the time available to students to
solve quizzes. Upon students’ completion of the task, teachers have
available detailed class-, student- and question- level statistics, in
Excel. Teachers can build their own quizzes, share them with others,
use other editors’ quizzes or just take several questions from another
quiz. Inserting pictures and mathematical expressions is allowed, but
in case of complex expressions it is advisable to use images of those
expressions used in some other programme.
12. Book-widgets: Book-widgets is a tool for creative and interactive
teaching. It offers a number of options for creating teaching
materials some of which, like various types of quizzes with several
question types and education games, can be used for evaluation
purposes. Student activities can be monitored in real time (live
widgets) enabling teachers to identify students in need of their
assistance. Teachers can choose among 40 different exercise
templates and adapt them to their content(worksheet, shared
worksheet – questions in combination with text visible on a
worksheet’s other half, exit slips, quiz, crossword…). When creating
a test, teachers can choose between 15 different question types.
Learning evaluation (exam mode) includes:
- Reports on the time a student took to respond, including
answers,
- Countdown of the time a student has to complete the exercise,
- Locking the test when student completes the exercise,
allowing for submitting the exercise,
- Locking the test until the results have been sent successfully.
The tool allows creating groups to which a teacher adds students, as
well as a direct link to Google Classroom, Moodle and other
learning management systems.
13. Wordwall: Wordwall is an interactive digital tool with 18 template
types (interactive activities) in free version, and 48 in its paid
version. It is used for exercise purposes, collaboration and
monitoring student progress. It can be used from preschool to
secondary school. When designing a task it is possible to determine
the time limit for its completion, to allow students to type in a name
prior to starting the task, and to display answers and ranking. The
task is shared with students via link.
6.2 E -Learning Portals & Database
The education portal is a uniquely planned site that gives a large group of
educational information, administrations, and content. The term portal was
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generally used to depict a port or area of numerous stacking and off Online Resources and Ethical
loading exercises. It is currently utilized most broadly to portray a multi- Teaching-Learning Process
work website that incorporates public and private, information recovery
and entries devices, customized content, and regular connections or
associations with instruction-related frameworks or administrations.
The education portal is a one-stop-shop and brings effortlessness to the
table. From information about the syllabus to exam dates to admission, all
the major information can be accessed through the portal. All the states in
India have a dedicated education portal that has all the details like
education ministers, the recent updates, notifications, changes, and
likewise. They also appreciate the performance, give information about
upcoming events, etc. The results of various examinations are also
announced via education portals. Students, as well as teachers, can review
the curriculum and more educational services.
Public portals also give out information like the schools and other
educational institutions in the area and if it is an institution’s education
portal, students can enter the allotted key or credentials and access their
details such as results, progress reports, and the like. Teachers can log
attendance, upload lesson plans, study materials, and more
6.2.1 E- Pathshala
e-Pathshala is a portal/app developed by the CIET, and NCERT. It was
initiated jointly by the Ministry of Human Resource Development, CIET,
and NCERT, and launched in November 2015. It hosts educational
resources for teachers, students, parents, researchers and educators, can be
accessed on the Web, and is available on Google Play, App Store and
Windows. The content is available in English, Hindi and Urdu.
The platform offers a slew of educational resources, including NCERT
textbooks for classes 1-12, audio-visual resources by NCERT, periodicals,
supplements, teacher training modules and a variety of other print and
non-print materials. These materials can be downloaded by the user for
offline use with no limits on downloads. The app supports flip book
format to provide a more realistic experience.
The digital India campaign has promoted extensive use of ICTs in the
teaching learning process. The e-Pathshala, a joint initiative of Ministry of
Education, Govt. of India and National Council of Educational Research
and Training (NCERT), has been developed for showcasing and
disseminating all educational e-resources including textbooks, audio,
video, periodicals, and a variety of other print and non-print materials for
Students, Teachers, Parents, researchers and educators.
It provides access to digital textbooks for all classes, graded learning
materials and enables participation in exhibitions, contests, festivals,
workshops, etc.
Students, Teachers, Educators and Parents can access e-Books through
multiple technology platforms that are mobile phones and tablets (as epub)
and from the web through laptops and desktops (as Flipbook). e-Pathshala
also allows users to carry as many books as their device supports. Features
of these books allow users to pinch, select, zoom, bookmark, highlight, 99
ICT In Education navigate, share and make notes digitally. The various stakeholders can
take the benefit of e-pathshala in the following way:
Students
● It provides access to the following
● Access digital textbooks (e-textbooks) for all classes
● Access graded learning materials (Supplementary books)
● Know about events
● Access e-resources (audios, videos, interactive, images, maps,
question banks, etc.)
Teachers
● Access teaching instructions and source books
● Help children achieve expected learning outcomes
● Access and contribute to periodicals & journals
● Access Policy Documents, Reports of Committees, NCFs, Syllabus
and other resources to support children learning
● Access audios, videos, interactive, images, maps, question banks,
etc.
Educators
● Access and contribute to periodicals & journals
etc.
Parents
● Help children achieve expected learning outcomes
etc.
6.2.2 SWAYAM
SWAYAM is a programme initiated by the 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.
SWAYAM seeks to bridge the digital divide for students who have
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hitherto remained untouched by the digital revolution and have not been Online Resources and Ethical
able to join the mainstream of the knowledge economy. Teaching-Learning Process
This is done through a platform that facilitates hosting of all the courses,
taught in classrooms from Class 9 till post-graduation to be accessed by
anyone, anywhere at any time. All the courses are interactive, prepared by
the best teachers in the country and are available, free of cost to any
learner. More than 1,000 specially chosen faculty and teachers from across
the country have participated in preparing these courses.
The courses hosted on SWAYAM are in 4 quadrants – (1) video lecture,
(2) specially prepared reading material that can be downloaded/printed (3)
self-assessment tests through tests and quizzes and (4) an online
discussion forum for clearing the doubts. Steps have been taken to enrich
the learning experience by using audio-video and multimedia and state of
the art pedagogy / technology.
In order to ensure that best quality content is produced and delivered, Nine
National Coordinators have been appointed. They are:
● AICTE (All India Council for Technical Education) for self-paced
and international courses
● NPTEL (National Programme on Technology Enhanced Learning)
for Engineering
● UGC (University Grants Commission) for non-technical post-
graduation education
● CEC (Consortium for Educational Communication) for under-
graduate education
● NCERT (National Council of Educational Research and Training)
for school education
● NIOS (National Institute of Open Schooling) for school education
● IGNOU (Indira Gandhi National Open University) for out-of-school
students
● IIMB (Indian Institute of Management, Bangalore) for management
studies
● NITTTR (National Institute of Technical Teachers Training and
Research) for Teacher Training programme
Courses delivered through SWAYAM are available free of cost to the
learners, however learners wanting a SWAYAM certificate should register
for the final proctored exams that come at a fee and attend in-person at
designated centers on specified dates. Eligibility for the certificate will be
announced on the course page and learners will get certificates only if this
criterion is matched. Universities/colleges approving credit transfer for
these courses can use the marks/certificate obtained in these courses for
the same.
UGC has already issued the UGC (Credit Framework for online learning
courses through SWAYAM) Regulation 2016 advising the Universities to
identify courses where credits can be transferred on to the academic record
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ICT In Education of the students for courses done on SWAYAM. AICTE has also put out
gazette notification in 2016 and subsequently for adoption of these courses
for credit transfer.
The current SWAYAM platform is developed by the Ministry of
Education and NPTEL, IIT Madras with the help of Google Inc. and
Persistent Systems Ltd.
6.2.3 N-List
N-LIST stands for "National Library and Information services
Infrastructure for Scholarly Content". The programme was funded by
the MHRD under NME-ICT to extend access to selected e-resources to
colleges covered under Section 12B of UGC Act as well as Non-aided
colleges during from 2010 - 2013. The programme has subsumed under e-
ShodhSindhu Consortium as a college component from 2014 being funded
by UGC.
The following section provides a brief background about the project-
The Project entitled "National Library and Information Services
Infrastructure for Scholarly Content (N-LIST)", being jointly executed by
the e-ShodhSindhu Consortium, INFLIBNET Center and the INDEST-
AICTE Consortium, IIT Delhi provides for,
i) cross-subscription to e-resources subscribed by the two Consortia,
i.e. subscription to INDEST-AICTE resources for universities and e-
ShodhSindhu resources for technical institutions; and
ii) access to selected e-resources to colleges. The N-LIST project
provides access to e-resources to students, researchers and faculty
from colleges and other beneficiary institutions through server(s)
installed at the INFLIBNET Center. The authorized users from
colleges can now access e-resources and download articles required
by them directly from the publisher's website once they are duly
authenticated as authorized users through servers deployed at the
INFLIBNET Center.
N-LIST comprises of Four Components-
i) to subscribe and provide access to selected e-ShodhSindhu e-
resources to technical institutions (IITs, IISc, IISERs and NITs) and
monitor its usage;
ii) to subscribe and provide access to selected INDEST e-resources to
selected universities and monitor its usage;
iii) to subscribe and provide access of selected e-resources to Govt./
Govt.-aided colleges and monitor its usage; and
iv) to act as a Monitoring Agency for colleges and evaluate, promote,
impart training and monitor all activities involved in the process of
providing effective and efficient access to e-resources to colleges.
The INDEST and UGC-INFONET are jointly responsible for activity
listed at i) and ii) above. The INFLIBNET Center, Gandhinagar is
responsible for activities listed at iii) and iv) above.
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The INFLIBNET Center is also responsible for developing and deploying Online Resources and Ethical
appropriate software tools and techniques for authenticating authorized Teaching-Learning Process
users.
Colleges covered under 12B Section of UGC Act are benefitted by N-List.
These colleges will get access to selected electronic resources including e-
journals and e-books. However, non-aided colleges (except Agriculture,
Engineering, Medical, Pharmacy and Nursing) may join N-LIST
programme with applicable annual membership Fee.
The N-LIST covers all the disciplines viz. Pure Sciences, Social Sciences
and Humanities including Linguistic and Languages. However, e-
resources in engineering, agriculture and medicine are not covered under
the N-LIST programme.
6.3 Ethical Practices In Ict Enabled Learning Process
As we increase the use of technology in the classroom, we must also be

conscious of ethical issues that arise from that technology use.
Understanding the biggest ethical issues affecting our classrooms will help
us better understand how to address them. The widespread availability of
technology brings new and challenging ethical issues to the forefront. In
the forthcoming section we will try to familiarize with some such
considerations.
6.3.1 Copyright
Copyright is a type of intellectual property that protects original works of
authorship as soon as an author fixes the work in a tangible form of
expression. In copyright law, there are a lot of different types of works,
including paintings, photographs, illustrations, musical compositions,
sound recordings, computer programs, books, poems, blog posts, movies,
architectural works, plays, and so much more!
Works are original when they are independently created by a human
author and have a minimal degree of creativity. Independent creation
simply means that you create it yourself, without copying. There are some
things, however, that are not creative, like: titles, names, short phrases,
and slogans; familiar symbols or designs; mere variations of typographic
ornamentation, lettering, or coloring; and mere listings of ingredients or
contents. And always keep in mind that copyright protects expression, and
never ideas, procedures, methods, systems, processes, concepts, principles,
or discoveries.
A work is fixed when it is captured (either by or under the authority of an
author) in a sufficiently permanent medium such that the work can be
perceived, reproduced, or communicated for more than a short time. For
example, a work is fixed when you write it down or record it.
Everyone is a copyright owner. Once you create an original work and fix
it, like taking a photograph, writing a poem or blog, or recording a new
song, you are the author and the owner. Companies, organizations, and
other people besides the work’s creator can also be copyright owners.
Copyright law allows ownership through “works made for hire,” which 103
ICT In Education establishes that works created by an employee within the scope of
employment are owned by the employer. The work made for hire doctrine
also applies to certain independent contractor relationships, for certain
types of commissioned works.
Copyright ownership can also come from contracts like assignments or
from other types of transfers like wills and bequests.
Granting copyright seeks to protect the creative endeavor of an owner.
Copyright gives an exclusive right to the owner to do certain acts in
relation to literary, dramatic, musical, and artistic works, cinematography
and sound recordings. Copyright is valid till the life of the originator plus
50 years after his death. In the case of cinematographic work, the
copyright is valid until 50 years after the work has been made available to
the public while for photographic works 25 years after the making of the
work.
In India matters related to copyright are governed by the Copyright Act in
1957, which was subsequently amended in the year 1994 and 2002.
Copyright cannot be granted in some cases like:
● Copyright cannot be said to be violated if the idea or concept of any
person is used in a different manner.
● Copyright is not granted for ideas.
● Copyright is not granted in live events.
So, basically for granting the copyright, the work which is being sought to
be protected by copyright must be original. However, this standard of
originality to be determined varies in countries. In countries which follow
common law jurisdictions like United Kingdom and India, the standard of
originality that is needed to be proven is low, while in countries which
follow civil law jurisdictions like France and Germany, the standard of
originality to be proven is high as certain minimum amount of creativity
and author’s intellectual expression is required to be shown to acquire a
copyright protection.
Indian perspective on copyright protection:
The Copyright Act, 1957 provides copyright protection in India. It confers
copyright protection in the following two forms:
(A) Economic rights of the author, and
(B) Moral Rights of the author.
The following are Rights of the copyright owner-
1. Right of Reproduction- This is the most prominent right which is
acquired after copyright protection. This right authorizes the person
having such copyright to make copies of the protected work in any
form. In the modern context copying, a song on a Compact Device
or any sound and visual recording can be considered as a
reproduction of the content. Prior to copying the permission of the
author is required unless it can be shown that such copying is not
intended to make any commercial benefits out of it.
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2. Right to Distribute- Right to distribute is an off-shoot of the right Online Resources and Ethical
of reproduction. The person who owns the copyright may distribute Teaching-Learning Process
his work in any manner he deems fit. The owner is also entitled to
transfer the whole or some rights in favor of any other person while
retaining others. For example, he can entitle any person to translate
his work.
3. Right to make Derivative Works- The copyright has the right to
use his work in various ways, for instance making adaptations or
translations. One example of adaptation is making a movie based on
a novel, so here to make any derivative work the consent of the
owner is mandatorily required. In these situations, certain other
rights of the owner also come into play, like the right to integrity
which protects the owner against deformation, defacement or
modification of his work in a way that is harmful for his reputation.
4. Right to Publicly Perform- The owner of the copyright has the
right to publicly perform his works. Example, he may perform
dramas based on his work or may perform at concerts, etc. This also
includes the right of the owner to broadcast his work. This includes
the right of the owner to make his work accessible to the public on
the internet. This empowers the owner to decide the terms and
conditions to access his work.
5. Right to Follow- This right is granted generally only to the authors
and artists. This empowers the authors to obtain a percentage of the
subsequent sales of his work and is called Droit de Suite or Right
to Follow. The right is also available to artists on resale of their
work.
6. Right of Paternity- The Right of Paternity or Attribution gives the
copyright owner a right to claim authorship of the work. Under the
Right of Paternity, a copyright owner can claim due credit for any of
his works. Thus, if a movie is produced based on a book by an
author, and he hasn’t been given due credit in it, he can sue the
makers to acknowledge his work.
7. Sui Generis Rights- The ordinary copyright law often fails to
protect the computer software and databases since the essential
element of creativity is not present in such databases. Therefore,
there was a need for new laws to protect such software and
databases. The law of sui generis was introduced to resolve the
problem of resolving databases on the whole. A database is a
compilation or arrangement of information which may not be
creative; it may still require protection from unauthorized copying.
However, this may require certain modifications such as the making
of copies has to be excluded from such copyright protection. Such
database rights exist for a fifteen year period.
8. Private Copying- This is an exception to the reproduction rights
which are attained by the owner. According to this right, any person
can make copies of the copyrighted work if it is proved that such
copying is for educational purposes and that there is no commercial
motive behind such copies being made.
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ICT In Education In conclusion it may be said that copyright law adequately protects
the rights of the copyright owners. The law has kept pace with the
changing times and has accommodated a number of new things in its
ambit, including digital reproduction and sui generis rights. India has
also risen up to the challenge and updated its copyright law from
time to time.
6.3.2 Plagiarism
Plagiarism is presenting someone else’s work or ideas as your own, with
or without their consent, by incorporating it into your work without full
acknowledgement. All published and unpublished material, whether in
manuscript, printed or electronic form, is covered under this definition.
Plagiarism may be intentional or reckless, or unintentional. Under the
regulations for examinations, intentional or reckless plagiarism is a
disciplinary offense.
Plagiarism can be in different forms-
1. Verbatim (word for word) quotation without clear
acknowledgement- Quotations must always be identified as such by
the use of either quotation marks or indentation, and with full
referencing of the sources cited. It must always be apparent to the
reader which parts are your own independent works and where you
have drawn on someone else’s ideas and language.
2. Cutting and pasting from the Internet without clear
acknowledgement- Information derived from the Internet must be
adequately referenced and included in the bibliography. It is
important to evaluate carefully all material found on the Internet, as
it is less likely to have been through the same process of scholarly
peer review as published sources.
3. Paraphrasing- Paraphrasing the work of others by altering a few
words and changing their order, or by closely following the structure
of their argument, is plagiarism if you do not give due
acknowledgement to the author whose work you are using.
A passing reference to the original author in your own text may not
be enough; you must ensure that you do not create the misleading
impression that the paraphrased wording or the sequence of ideas are
entirely your own. It is better to write a brief summary of the
author’s overall argument in your own words, indicating that you are
doing so, than to paraphrase particular sections of his or her writing.
This will ensure you have a genuine grasp of the argument and will
avoid the difficulty of paraphrasing without plagiarizing. You must
also properly attribute all material you derive from lectures.
5. Collusion- This can involve unauthorized collaboration between
students, failure to attribute assistance received, or failure to
precisely follow regulations on group work projects. It is your
responsibility to ensure that you are entirely clear about the extent of
collaboration permitted, and which parts of the work must be your
own.
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6. Inaccurate citation- It is important to cite correctly, according to Online Resources and Ethical
the conventions of your discipline. As well as listing your sources Teaching-Learning Process
(i.e., in a bibliography), you must indicate, using a footnote or an in-
text reference, where a quoted passage comes from. Additionally,
you should not include anything in your references or bibliography
that you have not actually consulted. If you cannot gain access to a
primary source, you must make it clear in your citation that your
knowledge of the work has been derived from a secondary text (for
example, Bradshaw, D. Title of Book, discussed in Wilson, E., Title
of Book (London, 2004), p. 189).
7. Failure to acknowledge assistance- You must clearly acknowledge
all assistance which has contributed to the production of your work,
such as advice from fellow students, laboratory technicians, and
other external sources. This need not apply to the assistance
provided by your tutor or supervisor, or to ordinary proofreading,
but it is necessary to acknowledge other guidance which leads to
substantive changes of content or approach.
8. Auto-plagiarism- You must not submit work for assessment that
you have already submitted (partially or in full), either for your
current course or for another qualification of this, or any other,
university, unless this is specifically provided for in the special
regulations for your course. Where earlier work by you is citable, i.e.
it has already been published; you must reference it clearly. Identical
pieces of work submitted concurrently will also be considered to be
auto-plagiarism.
Summing up, it must be understood that Plagiarism is a breach of
academic integrity. It is a principle of intellectual honesty that all members
of the academic community should acknowledge their debt to the
originators of the ideas, words, and data which form the basis for their
own work. Passing off another’s work as your own is not only poor
scholarship, but also means that you have failed to complete the learning
process. Plagiarism is unethical and can have serious consequences for
your future career; it also undermines the standards of your institution and
of the degrees it issues
6.3.3 Creative Commons (CC)
Creative Commons an internationally active non-profit organization that
provides free licenses for creators to use when making their work
available to the public. These licenses help the creator to give permission
for others to use the work in advance under certain conditions. Every time
a work is created, such as when a journal article is written or a photograph
taken, that work is automatically protected by copyright. Copyright
protection prevents others from using the work in certain ways, such as
copying the work or putting the work online.
CC licenses allow the creator of the work to select how they want others to
use the work. When a creator releases their work under a CC license,
members of the public know what they can and can’t do with the work.
107
ICT In Education This means that they only need to seek the creator’s permission when they
want to use the work in a way not permitted by the license.
The great thing is that all CC licenses allow works to be used for
educational purposes. As a result, teachers and students can freely copy,
share and sometimes modify and remix a CC work without having to seek
the permission of the creator.
Creative Commons licenses are applied by the copyright owner to their
own works. These are the most prominently used licenses of their type in
the world. There are four components to the licenses that are arranged in
six configurations:
BY - Attribution required.
NC - No commercial use.
ND - No derivative works.
SA - Share Alike - the license must be the same on any derivative works.
The ND and SA components cannot be combined, as SA only applies to
derivative works.
The six licenses (excluding CC-0 which is an equivalent to the Public
Domain) are:
CC-BY
CC-BY-SA
CC-BY-ND
CC-BY-NC
CC-BY-NC-SA
CC-BY-NC-ND
There are six different license types, listed from most to least permissive
here:
CC BY - This license allows re users to distribute, remix, adapt, and build

upon the material in any medium or format, so long as attribution is given
to the creator. The license allows for commercial use.
CC BY includes the following elements:
BY – Credit must be given to the creator
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CC BY-SA - This license allows re users to distribute, remix, adapt, and

build upon the material in any medium or format, so long as attribution is
given to the creator. The license allows for commercial use. If you remix,
adapt, or build upon the material, you must license the modified material
under identical terms.
CC BY-SA includes the following elements:
SA – Adaptations must be shared under the same terms
This license allows re users to distribute, remix, adapt, and build upon the
material in any medium or format for non-commercial purposes only and
only so long as attribution is given to the creator.
It includes the following elements:
NC – Only non-commercial uses of the work are permitted
This license allows re users to distribute, remix, adapt, and build upon the
material in any medium or format for non-commercial purposes only and
only so long as attribution is given to the creator. If you remix, adapt, or
build upon the material, you must license the modified material under
identical terms.
CC BY-NC-SA includes the following elements:
SA – Adaptations must be shared under the same terms
109
ICT In Education This license allows re users to copy and distribute the material in any
medium or format in un adapted form only and only so long as attribution
is given to the creator. The license allows for commercial use.
CC BY-ND includes the following elements:
ND – No derivatives or adaptations of the work are permitted
This license allows re users to copy and distribute the material in any
medium or format in un adapted form only, for non-commercial purposes
only, and only so long as attribution is given to the creator.
CC BY-NC-ND includes the following elements:
ND – No derivatives or adaptations of the work are permitted
The Creative Commons Public Domain Dedication
CC0 (aka CC Zero) is a public dedication tool, which allows creators to

give up their copyright and put their works into the worldwide public
domain. CC0 allows re users to distribute, remix, adapt, and build upon
the material in any medium or format, with no conditions.
To sum up, it must be understood that the six licenses and the public
domain dedication tool give creators a range of options. The best way to
decide which is appropriate for you is to think about why you want to
share your work, and how you hope others will use that work.
Before you apply a CC license or CC0 to your work, there are some
important things to consider:
● The licenses and CC0 cannot be revoked. This means once you
apply a CC license to your material, anyone who receives it may rely
on that license for as long as the material is protected by copyright,
even if you later stop distributing it.
● You must own or control copyright in the work. Only the copyright
holder or someone with express permission from the copyright
holder can apply a CC license or CC0 to a copyrighted work. If you
created a work in the scope of your job, you may not be the holder
of the copyright.
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6.4 Let Us Sum Up
● The resources that are accessible via the Internet and World Wide
Web are called Online Resources.
● The term Web 2.0 actively engaged the user. Users were encouraged
to provide content, rather than just viewing it.
● 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.
● Digital evaluation tools have revolutionized the way assessments are
conducted and evaluated digitally and results are announced
instantly.
● E -learning Portals & Database are uniquely planned sites that give a
large group of educational information, administrations, and content.
● The e Pathshala, a joint initiative of Ministry of Education, Govt. of
India and National Council of Educational Research and Training
(NCERT), has been developed for showcasing and disseminating all
educational e-resources including textbooks, audio, video,
periodicals, and a variety of other print and non-print materials for
Students, Teachers, Parents, researchers and educators.
● SWAYAM is a programme initiated by the 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. SWAYAM seeks to bridge the digital divide for
students who have hitherto remained untouched by the digital
revolution and have not been able to join the mainstream of the
knowledge economy.
● N-LIST stands for "National Library and Information services
Infrastructure for Scholarly Content". The programme was funded
by the MHRD under NME-ICT to extend access to selected e-
resources to colleges covered under Section 12B of UGC Act as well
as Non-aided colleges during from 2010 - 2013. The programme has
subsumed under e-ShodhSindhu Consortium as a college component
from 2014 being funded by UGC.
● Copyright is a type of intellectual property that protects original
works of authorship as soon as an author fixes the work in a tangible
form of expression.
● Plagiarism is presenting someone else’s work or ideas as your own,
with or without their consent, by incorporating it into your work
without full acknowledgement
111
ICT In Education ● Creative Commons an internationally active non-profit organization
that provides free licenses for creators to use when making their
work available to the public. These licenses help the creator to give
permission for others to use the work in advance under certain
conditions
1. Give some examples of Web 2.0 tools.

2. Enumerate the principles of OER.
3. Describe some examples of Digital Evaluation Tools.
4. Describe the significance of e-Pathshala to different stakeholders.
5. Describe the project N-List.
6. What is Plagiarism?
7. Explain the different license options available under Creative
Commons.
6.6 References
1. Falconer, I. et al. (2013) Overview and Analysis of Practices with

Open Educational Resources in AdultEducation in Europe Seville,
Spain: European Commission Institute for Prospective
TechnologicalStudies
2. Hampson, K. (2013) The next chapter for digital instructional media:
content as a competitive
3. difference Vancouver BC: COHERE 2013 conference
4. Hilton, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four R’s
of openness and ALMS Analysis:Frameworks for open educational
resources. Open Learning: The Journal of Open and
DistanceLearning, 25(1), 37–44
5. Li, Y, MacNeill, S., and Kraan, W. (undated) Open Educational
Resources – Opportunities and
6. Challenges for Higher Education Bolton UK: JISC_CETIS
7. https://epathshala.nic.in/
8. https://swayam.gov.in/
9. https://nlist.inflibnet.ac.in/
10. https://creativecommons.org/

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SUBJECT CODE: CC4

Dr. Suhas Pednekar

Programme Co-ordinator : Dr. Santosh Rathod

Course Writers : Mrs. Vaishali Gajanan Mugatkar

December 2021, Print - 1

DTP Composed by : 7SKILLS

Module-I: Information and Communication Technology in Education

1. Information and Communication Technology in Education........................................1

2. Theories and Psychological Principle in the ICT enabled

3. Emerging Trends in the ICT Enabled Teaching-Learning Process............................29

Module-II: Instructional Design and Ethical Practices

5. Development of Instructional Design........................................................................67

6. Online Resources and Ethical Practices in the

Theory: 60 ; Internals: 40 Total Marks = 100

1. To explain the conceptual framework of Information and Communication

Module 1: Information and Communication Technology in Education Credits: 2

Unit 1: Information and Communication Technology in Education

a. Concept of Information, Communication and Educational Technology

Unit 2: Theories and Psychological Principle in the ICT enabled Teaching-Learning

a. Application of Learning theories in E-learning context: Constructivism and Connectivism

Unit 3: Emerging Trends in the ICT enabled Teaching-Learning Process

a. Massive Open Online Courses (MOOC)– Concept and Characteristics

Unit 4: Instructional Design

a. Concept of Instructional Design

Unit 5: Development of Instructional Design

a. Stages of development of Instructional design

Module 3: Internal Assignment: Credits: 2

Sr. Particulars Marks

2. Case study/Projects/Posters and exhibits /Seminar/ Workshop/ Cooperative 10

Suggested Books for Reading

1. Veletsianos, G. (Ed.). (2010). Emerging technologies in distance education. AU Press.

After reading this unit you will be able to:

The rapid development and spread of digital technology in the 1990's

When we think about the term digital / digitalization, what comes to

1.3 Information Technology

Information is data that has been processed to make it meaningful.

1.4 Communication Technology

Communication means to inform, to tell or to give information.

1.5 Educational Technology

Technology is becoming a boon for teachers as it is helping them to teach

● Technical equipment such as electronic media (OHP, Computer,

1.6 Information and Communication Technology (ICT)

ICT in education is any hardware and software technology that

1.7 Applications of ICT In Research

ICT helps researchers to perform following tasks:

1.8 Let Us Sum Up

In this unit we have discussed the concepts of Information, and

1.9 Unit End Exercise

Q.1 What is Educational Technology? Explain with its scope.

1. Menon M (2014). Wawasan Open University: Developing a fully

• To identify psychological principles of e-learning.

The introduction of computers is considered by many to be the third

2.2 Applications of Learning Theories in E-Learning

● Learning is a process of connecting.

2.3 ICT Enabled Environment: Characteristics of

2.4 Psychological Principles of ICT Enabled Classroom

The following are the psychological principles of learning which are

2.5 Let Us Sum Up

2.6 Unit End Exercise