A LITTLE SAGE

Thursday 30 November 2017

ODL

Open and distance learning

Open and distance learning (ODL) system is a system where teachers and learners need not necessarily be present either at same place and same time. It is very flexible in regard to modalities and timing of teaching and learning as also the admission criteria.ODL system in India consist of indhira Gandhi open university (IGNOU), state open university (SOUs) , institutions and university offering education and includes correspondence course institute (CCIS). This is becoming more and more significant for continuing education.

Definition of ODL

ODL is modes of learning with certain characteristics with distinguish it from the campus based learning.

- Jack foks

Kothari commission

- Provision of adult education

- Provision for course that may promote culture and aesthetic values

- Provision for availability of teachers in existing institution for students

- Provision for course that through correspondence

Merits

1. Availability of education at all level of education

2. Provision for professional and technical education

3. Flexible structure

4. One can learn while at work or services

5. Educational and vocational guidance

6. Achievement of constitutional provision

Open universities in India

§ IGNOU

§ BR AMBEDKAR UNIVERSITY

§ NALANDA

§ KOTA OPEN UNIVERSITY

OBJECTIVES AND AIMS

§ Promote educational well being of community

§ To encourage the open university and distance education system

§ To co ordinate and determine the standards

§ To less the tide admission in formal education

§ Achieve the constitutional provision

§ To provide counseling and guidance to people

NPE

- Open University System should act is for democratically education

- Provision of educational opportunity at higher education

- Making education a lifelong process

Features

- Distance education is primarily a self learning

- The student has to depend more on his own motivation

- It is quite innovative

- Flexible

- Less expensive

- Consider all un fulfilled desired of knowledge through this system

- This system is psychologically as well as sociologically sound and effective

ODL (Open and Distance Learning)

Open and Distance Learning (ODL) is a general term for the use of telecommunication to provide or enhance learning. Around the world, the academic community is discovering and exploring the Internet, teleconferencing, and related means to achieve an extended classroom or learning experience. Students in Russia are earning degrees from a university in Australia. Primary and secondary-grade students are exchanging e-mail across continents as a supplement to their formal studies. Students and teachers at all levels are taking part in teleconferences and forming associations that would have been unlikely five years ago. A number of world conferences have been held on ODL and many experimental projects are underway.

A few of the many educational organizations involved with ODL include:

· The University of Bergen in Bergen, Norway, which offers its own ODL Resource Page

· The Open University at the Institute for Educational Technology in the United Kingdom

· The Virtual Classroom at the New Jersey Institute of Technology

2) Object Description Language (ODL) is a simple language for defining data structures that is used in the United States by the National Aeronautics and Space Administration (NASA).

Several somewhat similar languages have been created by other organizations for defining program or data objects. These include an Object Design Language and an Object Definition Language.

Open Learning

Open Learning’s aim is to inspire, motivate and empower through education. We believe that learning can and should be enjoyable, ongoing, and above all effective. Transformative education enhances people’s abilities, promotes dynamic communication, and fosters a lifelong love of learning. We’re committed to creating fun and interactive communities and want our learning vision to spread far beyond educational institutions, branching into boardrooms, offices, team sports, group work, and right through to retirement. We believe that you should never stop learning, and we want to share our passion for accessible education.

What Is a MOOC?

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. As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern.

In response, MOOCs and Open Education around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future. The MOOCs and Open Education special issue of the International Journal on E-Learning (IJEL) is now published! It was edited by Mimi Miyoung Lee, Curtis J. Bonk, Thomas H. Reynolds, and Thomas C. Reeves (2015).

In April of 2001, the president of MIT, Charles Vest, announced the establishment of a project for placing MIT course contents on the Web for free access by anyone with an Internet connection. In effect, this announcement started the OpenCourseWare (OCW) movement. Since that time, open educational resources (OER) and more recently massive open online courses (MOOCs) have proliferated. A flurry of research reports, books, programs, announcements, debates, and conferences related to MOOCs and open education have encouraged educators to reflect on how these new forms of educational delivery might enhance or even transform education. As part of this global movement, the four editors of this special issue, Mimi Lee, Curt Bonk, Tom Reynolds, and Tom Reeves, organized a one-day preconference symposium on this topic at the International E-Learn Conference in Las Vegas in October 2013. One direct result of that event is this special issue of the International Journal on E-Learning (IJEL), which contains highly informative and important papers related to the present and future of MOOCs and Open Education around the globe.

What is the difference between open learning and distance learning?

· Though open learning and distance education serve the same purpose by providing a chance of education who can't attend regular mode.
Still they do differ a bit. Open learning lets one appear in exams without need of any attendance whereas in case of distance education one has to attend a few classes

· Distance education is approached in various ways, with the more popular formats being print, audio, video, broadcast radio, television, and of course computers and the Internet. It is characterised by separation of geographic distance and time.

· Open learning is defined as an approach to learning that allows learners flexibility and choice over what, when, at what pace, where, and how they learn. Open learning tends to be delivered via distance education that is characterised by separation of geographic distance and time.

· Open and Distance Learning (ODL) is therefore a term used to describe learning that uses ICTs to provide or enhance learning.

Merits and Demerits

Advantages

1. Provides for an increase in Access to education for those who otherwise have no other opportunities due to work, family or physical limitations.

2. Provides for a modality of instruction better suited for certain learners.

3. Greater flexibility for scheduling learning-Students can determine time and place of "classtime" .

4. Greater flexibility in location for study-Students can engage course at home or work or on campus or at a library.

5. Distance Education is Learner Centered -DE places responsibility for learning with the learner who must be more active and self directed.

6. Facilitates greater learner-instructor interaction.

7. Increased interaction with classmates.

8. Facilitates Pedagogic Development-Individual Instructor Development.

9. Produces a carryover effect into the regular classroom of imporved pedagogic techniques.

10. Opportunity to develop technology competencies for instructors and learners.

11. Access to global resources and experts via internet communication and Internet resources.

12. Allows for the internationalization of learning opportunities.

13. Centralized resources can produce higher quality materials for distribution .

14. Has the potential to equalize access to education.

Disadvantages

· Time and frustration involved learning how to get on-line for novices.

· Lag time between student input and feedback -Time lapse between need for learner support and resolution.

· Occasional internet provider downtime.

· Student must be more active and self-directed in learning environment -Depends on individual motivation and initiative.

· Occasional feelings of isolation- Potentially less group support for learners leading to isolation and possible non-completion of program.

· Instructional design for group activities and group interaction more demanding on the instructor.

· Demands large effort and cost to develop appropriate materials.

· Demands large effort to create and maintain the technological infrastructure.

· Distance Education is not for everyone.- It is not for undisciplined learners nor inflexible instructors.

Saturday 18 November 2017

ODL (Open and Distance Learning)

A few of the many educational organizations involved with ODL include:

· The University of Bergen in Bergen, Norway, which offers its own ODL Resource Page

· The Open University at the Institute for Educational Technology in the United Kingdom

· The Virtual Classroom at the New Jersey Institute of Technology

2) Object Description Language (ODL) is a simple language for defining data structures that is used in the United States by the National Aeronautics and Space Administration (NASA).

Several somewhat similar languages have been created by other organizations for defining program or data objects. These include an Object Design Language and an Object Definition Language.

Open Learning

What Is a MOOC?

In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future. The MOOCs and Open Education special issue of the International Journal on E-Learning (IJEL) is now published! It was edited by Mimi Miyoung Lee, Curtis J. Bonk, Thomas H. Reynolds, and Thomas C. Reeves (2015).

CONCEPT OF LEANING DISABILITY

Learning disabilities refer to a number of disorders, which may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information (Learning Disabilities Association of Canada, 2002).

“Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning a, in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities”

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time. However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce. Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends

Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:

• Oral language (e.g., listening, speaking, understanding)

• Reading (e.g., decoding, comprehension)

• written language (e.g., spelling, written expression)

• Mathematics (e.g., computation, problem solving)

Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction. The impairments are generally life-long. However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual’s characteristics. Some impairments may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.

Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors. They are not caused by factors such as cultural or language differences, inadequate or inappropriate instruction, socio-economic status or lack of motivation, although any one of these and other factors may compound the impact of learning disabilities. Frequently learning disabilities co-exist with other conditions, including attention, behavioral and emotional disorders, sensory impairments or other medical conditions. For success, persons with learning disabilities require specialized interventions in home, school, community and workplace settings, appropriate to their individual strengths and needs, including:

• Specific skill instruction;

• The development of compensatory strategies;

• The development of self-advocacy skills;

• Appropriate accommodations.

Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as "hidden disabilities": the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is "specific learning disability," one of 13 categories of disability under that law.

"Learning Disabilities" is an "umbrella" term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help below.

Specific Learning Disabilities

Dyslexia: The severity of this specific learning disability can differ in each individual but can affect reading fluency; decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is sometimes referred to as a Language-Based Learning Disability.

Signs and Symptoms

· Reads slowly and painfully

· Experiences decoding errors, especially with the order of letters

· Shows wide disparity between listening comprehension and reading comprehension of some text

· Has trouble with spelling

· May have difficulty with handwriting

· Exhibits difficulty recalling known words

· Has difficulty with written language

· May experience difficulty with math computations

· Decoding real words is better than nonsense words

· Substitutes one small sight word for another: a, I, he, the, there, was

Strategies

· Provide a quiet area for activities like reading, answering comprehension questions

· Use books on tape

· Use books with large print and big spaces between lines

· Provide a copy of lecture notes

· Don’t count spelling on history, science or other similar tests

· Allow alternative forms for book reports

· Allow the use of a laptop or other computer for in-class essays

· Use multi-sensory teaching methods

· Teach students to use logic rather than rote memory

· Present material in small units

Educational implications

· Enable dyslexics to be more independent learners.

· improve the speed and accuracy of work increasing their confidence

· help students to 'fit in' with classroom learning and routines

· Break large tasks into steps

• Read written directions or instructions to the student

• Make sure the parent is provided with a copy of the assignment.

• Make instructions short, simple and clear

• Ask children to repeat instructions back to make sure they have understood

• Make lessons engaging and relevant.

• Use visual add

· decrease frustration and remove areas of great difficulty

Classroom learning environment

· Have student sit near the teacher

· use multi-sensory activities to further understanding of topics

· Use a positive reinforcement program with rewards and consequences

· Allow additional response time when answering questions or contributing to class

discussions.

· Increase communication with parents.

· Assign classroom jobs that will help to increase self-esteem

· Work with student to create achievable goals

· Sit student with good role models and well motivated peers that could offer assistance

when needed.

· Provide one step directions at a time. Because dyslexia is a processing disorder,

students with dyslexia have a difficult time processing, prioritising, and remembering

long lists of directions at one time.

· Acknowledge that students with dyslexia have to work harder than most of their peers

and even then the results may be disappointing (both to the teacher and the student)

· Appreciate that dyslexics have good days and bad days

· Accept that progress is likely to be slow and praise small achievements

· Recognise signs of fatigue & give a break, change activity

· If one approach doesn’t work, try something different, work on one step at a time, go

back to a stage they can manage and build from there

Dysgraphia

A person with this specific learning disability may have problems including illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.

Signs and Symptoms

· May have illegible printing and cursive writing (despite appropriate time and attention given the task)

· Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters

· Has unfinished words or letters, omitted words

· Inconsistent spacing between words and letters

· Exhibits strange wrist, body or paper position

· Has difficulty pre-visualizing letter formation

· Copying or writing is slow or labored

· Shows poor spatial planning on paper

· Has cramped or unusual grip/may complain of sore hand

· Has great difficulty thinking and writing at the same time (taking notes, creative writing.)

Non-observable Symptoms

· Trouble organizing thoughts on paper

· Trouble keeping track of thoughts and writing in the same time

· Difficulty with syntax structure and grammar

· Difficulty translating speech into written form

· Difficulty translating thoughts into writing

Strategies

· Suggest use of word processor

· Avoid chastising student for sloppy, careless work

· Use oral exams

· Allow use of tape recorder for lectures

· Allow the use of a note taker

· Provide notes or outlines to reduce the amount of writing required

· Reduce copying aspects of work (pre-printed math problems)

· Allow use of wide rule paper and graph paper

· Suggest use of pencil grips and /or specially designed writing aids

· Provide alternatives to written assignments (video-taped reports, audio-taped reports)

Educational Implications

v Apply methods to reduce the volume of writing tasks and the importance of the student’s writing speed.

· Provide more time for note taking, copying and in class tests/assignments

· Provide students with modified fill in the blank over heads/lecture notes, in either hard-copy (i.e printed sheets) or soft-copy

· Provide students with extra work hours to complete unfinished written work or seek for additional help in the form of “library time” or “independent studies”

· Allow the use of assistive technology to overcome difficulties in writing. The use of word processors alleviates hand-writing challenges as well as difficulties in spelling through the use of a Spell-Check feature. The following are a few examples of mobile and computer applications that can be used to aid the process of writing:

-Dragon - Speech-to-text application

- Evernote - Organization tool that allow for voice-recorded notes (see media page for demonstration)

- SoundNote - Recording application allows for simultaneous recording and typing

- Typ-O HD - A word predictor that reduces the impact of spelling errors

· Modify assessment of knowledge by offering alternative formats of tests and assignments. For example an oral exam or a visual presentation that eliminates the need for the ability to write

· Allow abbreviations in writing such as using ‘b/c’ for ‘because’ to help with note taking and test writing.

v Accommodations to reduce the complexity of the writing tasks

· Break down written assessments into stages so that it does not seem like a huge task all at once (such as brainstorming, drafting, editing etc.).

· Encourage students to use a spellchecker or ask a peer to help proofread written work.

· Allow students to write in cursive if preferred by the learner

v Provide alternative tools and resources to encourage legible writing

· Lined paper with larger widths to help keep writing within the lines

· Use large graph paper as a sensory guide to help align columns of numbers essential when completing math problems

· Use of visual organizers to assist in outlining and brainstorming for extended writing assignments

Dyscalculia

Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.

Signs and Symptoms

· Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing

· Has difficulty understanding and doing word problems

· Has difficulty sequencing information or events

· Exhibits difficulty using steps involved in math operations

· Shows difficulty understanding fractions

· Is challenged making change and handling money

· Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing

· Has difficulty putting language to math processes

· Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc.

· Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problem

Strategies

· Allow use of fingers and scratch paper

· Use diagrams and draw math concepts

· Provide peer assistance

· Suggest use of graph paper

· Suggest use of colored pencils to differentiate problems

· Work with manipulatives

· Draw pictures of word problems

· Use mnemonic devices to learn steps of a math concept

· Use rhythm and music to teach math facts and to set steps to a beat

· Schedule computer time for the student for drill and practice

Dyspraxia

A disorder that is characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and can affect learning. Although not a learning disability, Dyspraxia often exists along with Dyslexia, Dyscalculia or ADHD.

Signs and Symptoms

· Exhibits poor balance; may appear clumsy; may frequently stumble

· Shows difficulty with motor planning

· Demonstrates inability to coordinate both sides of the body

· Has poor hand-eye coordination

· Exhibits weakness in the ability to organize self and belongings

· Shows possible sensitivity to touch

· May be distressed by loud noises or constant noises like the ticking of a clock or someone tapping a pencil

· May break things or choose toys that do not require skilled manipulation

· Has difficulty with fine motor tasks such as coloring between the lines, putting puzzles together; cutting accurately or pasting neatly

· Irritated by scratchy, rough, tight or heavy clothing

Strategies

· Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”

· Avoid touching from behind or getting too close and make sure peers are aware of this

· Provide a quiet place, without auditory or visual distractions, for testing, silent reading or work that requires great concentration

· Warn the student when bells will ring or if a fire drill is scheduled

· Whisper when working one to one with the child

· Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies

· Make sure the parent knows about what is observed about the student in the classroom

· Refer student for occupational therapy or sensory integration training

· Be cognizant of light and light sources that may be irritating to child

· Use manipulatives, but make sure they are in students field of vision and don’t force student to touch them

Reference

http://www.ldao.ca/documents/Definition_and_Suporting%20Document_2001.pdf

http://www.dyslexiasa.org.au/wp-content/uploads/2015/12/educational-implications-for-dyslexia-disability.pdf

http://understandingdysgraphia.weebly.com/implications.html

https://ldaamerica.org/types-of-learning-disabilities/

Pages

Thursday 30 November 2017

ODL

Saturday 18 November 2017

CONCEPT OF LEANING DISABILITY

Signs and Symptoms

Strategies

Non-observable Symptoms

Dyscalculia