Chandrasekharan Praveen
Dr. Chandrasekharan Praveen, former Principal of the Institute of Advanced Study in Education, Kerala, India has specialized in Teaching English as a Second Language, ICT and Teacher Education. He has authored over 25 blogs, and ten books. An avid researcher with over 125 presentations in conferences and seminars, in January 2022, he became the Indian recipient of Turkey’s 12th IKSAD Outstanding Scientist Award. He hails from the lush green state of Kerala, South India and is a great lover of films.
For more Bio details please view http://cpraveeneltconsultant.blogspot.com/
For resources Please view: https://curatorpedagogue.com/
For videos under eleven playlists please view:
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Phone: 91 9446532792
Address: POURNAMI,GGRA,RC7,PETTAH PO,TRIVANDRUM, KERALA,INDIA, 695024
Phone: 91 9446532792
Address: POURNAMI,GGRA,RC7,PETTAH PO,TRIVANDRUM, KERALA,INDIA, 695024
For more Bio details please view http://cpraveeneltconsultant.blogspot.com/
For resources Please view: https://curatorpedagogue.com/
For videos under eleven playlists please view:
https://www.youtube.com/@chandrasekharanpraveen2838
Phone: 91 9446532792
Address: POURNAMI,GGRA,RC7,PETTAH PO,TRIVANDRUM, KERALA,INDIA, 695024
Phone: 91 9446532792
Address: POURNAMI,GGRA,RC7,PETTAH PO,TRIVANDRUM, KERALA,INDIA, 695024
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Papers by Chandrasekharan Praveen
The investigator attempted an analysis of the interpretations of Khajuraho art in studies conducted by connoisseurs of art and compared it with the perspective of the male gaze spelt out by Laura Mulvey. This prompted a relook at the very role of the person who appreciates art - the spectator (sahardya) expounded in the ancient Indian text- Natyashastra of Bharata. What follows is a relook at the process of visualization and voyeurism in Sculpture and Film respectively and the changing cultural perceptions.
The interpretation turns out to be a critique of the appalling distortion of visualization of the human body, sculpture and film. It argues that cultural conditioning has affected the sublime ancient Indian perception of art in general and women and the human body in particular. The effect is a lowering of aesthetic sensibility and ignorantly crossing the thin border of sacred to the profane, and ultimately from art to pornography. It underscores the need to inform society of the necessity of gaining a better understanding of the very purpose of art by nurturing the mindset of a ‘sahardya’ expounded in ancient Indian texts.
The investigator cum author found the deeply entrenched inaccessibility a major cause for concern in the class of thirteen English optional teacher trainees assigned to teach during the academic year 2020-21. A needs analysis revealed that only very few students have internet access but everyone has a smart phone with WhatsApp accessibility. This study reports on the investigator’s attempt to evolve a model of teacher training via WhatsApp through an amalgamation of popular personalized models such as the ‘Low Floors, High Ceiling Model’ and the ‘Scaffolding Model’ to ensure that the trainees become self-directed learners. This study reports on the strategy employed which basically addressed issues arising from inequitable access to online learning tools.
The 2017-8 National Sample Survey reported only 23.8 percent of Indian households have internet access. In the changed educational scenario, this material aspect can be addressed through proactive strategies such as supply of free laptops and internet facility. But addressing student well being, given the fact that it is psychological in nature, is comparatively difficult. In universities in the West, student well being in the campus is commonly perceived as the creation of a proper ambience for students to participate in interactive group activities outside the classroom and in building bonds of friendship. But in ancient India, the nature of student life that nurtures student well being were clearly charted out. These included among others leading a life of celibacy which incidentally is something quite alien for Generation Z.
This paper attempts to present an assortment of ancient Indian wisdom culled out from popular Indian texts for fostering student well being. It is hoped that teachers, educationists, parents and students will benefit from grasping the prescription for student life found in ancient Indian texts. Adopting them can help students transform themselves and develop to their full potential at a time when they are separated by distance from their own gurus and when Online pedagogy is fast becoming the norm.
The investigator caught up in the imbroglio of online teacher education, attempted a comparison of past experience of training teacher educators with certain innovative strategies explored by educators across the globe and attempted teaching the BEd trainees. This paper presents a refined model for technology integration in teacher education namely RAISE- an acronym for Resources, Activity, Initiation, Support, Evaluation. It is pragmatic in the sense that it addresses the immediate issue of offering training online. More significantly, the refined model evolved through the investigator’s field based experiences. It is hoped that the five strand model proposed will be useful for both curriculum developers and teacher educators on the quest for an appropriate model for integrating technology for post-Covid teacher education.
Which of these practices actually improved the competence of learners? Were there any tangible benefits? How was the issue of ‘cultural baggage’ addressed? To find answers to such questions, the investigator collected data from documents and studies published in journals and corroborated it with data collected from the field through observation, and interviews with teachers, students and the community.
The study found that each strategy has its own benefit and flaws and a lot depends on learner interaction and willingness to use the target language, English. It is hoped that the findings of this study would help curriculum developers to design more need-based, learner friendly materials and employ strategies that enable learners to use the language effectively in an increasingly globalized and technology driven world.
The three year study following the Action Research format with informed modification each year in a participant observation mode, aims at finding out the usefulness of integrating MOOC content with traditional teacher education syllabus using affordable online tools to make up for lost instructional hours owing to disasters.
The study endorses recent studies which found educators showing an interest in integrating MOOCs with traditional courses as complementary resources to achieve teachers’ and students’ goals (Bralić and Divjak,2018). The appropriateness of integrating MOOCs for higher education have also been favoured by ‘Quality Matters’, the quality benchmarking and certification programme of the US.
The eight step procedure employed for using the MOOC content in the study, matches the three step phase of using teaching-learning resources- initial evaluation, presentation and integration and final evaluation (Bušljeta,2013).
Data collected through informal interviews and evaluation of course-end performance of student teachers revealed the usefulness of the strategy.
The study basically underscores the need for adaptation and integration of multimodal MOOC content to traditional teacher training courses using affordable online tools to ensure delivery of quality input for student teachers affected by crises. The pragmatic solution proposed, lends scope for emulation and adaptation during Post-Covid teacher education programmes which are fast shifting to virtual training.
For almost one year, during the Covid-19 pandemic, colleges of Teacher Education across the country transacted the curriculum exclusively through the virtual mode. During that time, the National Education Policy (2020) was launched and the Union Minister for Education informed the intention to recognize teachers for “novel approaches to teaching”. Such an announcement came when rapid advances in technology particularly, the use of Artificial Intelligence (AI) had begun to transform education across the globe.
The investigator, a teacher educator by profession, drawing on own decade long experience of using technology for teaching, attempted an explorative study of the possibilities of integrating AI in Teacher Education. In the empirical, analytical and qualitative study, the prime focus was on the strategies commonly employed for transacting conceptual knowledge, factual knowledge and procedural knowledge of select content of the BEd curriculum. An attempt was made to identify difficulties that are likely to arise when AI based tools are employed for exchange of ideas and for providing need based feedback. The scope for assessing transformation of the teacher trainee- a stipulated objective of teacher training programmes, through the use of AI was also explored.
The findings of the study reveals that for attuning teacher trainees to the ever changing educational environment, the integration of AI-based tools for teacher education becomes a necessity. AI can take up tasks of a repetitive nature freeing up the teacher educators’ and the teacher trainees’ time. But though AI-based tools can be used for assessment, creative responses from teacher trainees which involve application of both conceptual and procedural knowledge cannot be effectively assessed. More significantly, the absence of the ingenuity of humans in AI-based instructional tools become pronounced when employed for providing solutions for questions and situations that involve a moral question or are psychological in nature. Hence it becomes imperative to incorporate AI based tools for Teacher Education with discretion.
This participatory and practice oriented action research aimed at finding solutions for the existing problem and to enhance the quality of the English Language teacher education programme utilizing MOOCs. After framing a plan of action, trainees were oriented to auditing a MOOC content related to the BEd course. But with abrupt trainee withdrawal this initial attempt failed. In the following academic year, a neuroscience influenced strategy was employed by integrating with the regular course work six different MOOCs offered by a leading university. The time frame for completion of the action research was as same as the duration of the MOOCs chosen for auditing.
For enhancing the MOOC integrated pedagogy, the investigator employed user-friendly infrastructure, facilitation and user-appropriate content to optimize learner activities in a blended learning environment with a liberal use of peer to peer instruction. The Access-Self study-Assimilation-Presentation mode strategy employed, fostered meaningful learning of MOOC content and underscored the viability of integrating MOOC content with regular course work through discreet teacher intervention which is a proposed aspiration of NEP 2019. This neuroscience influenced strategy not only benefitted teacher trainees but also addressed problems faced by learners using MOOCs.
The disruption in delivery of instruction has prompted actions from the flagship of school and college education in India. The NCERT for instance is assiduously planning a social distancing cum individualistic teaching and assessment plan. The UGC on the other hand has given directives to universities to commence new academic sessions only from September instead of June and explore online teaching. How will such changes in view of theCovid shut down affect the functioning of educational institutions? How successful will plans for Online instruction be, given the digital divide existing between institutions as well as students? This article reviews the current educational environment which basically affects institutional leaders, teachers and students and proposes ways of overcoming the current unprecedented state of affairs. A feasible plan of action is proposed which could be implemented by institutional leaders. The article concludes with the affirmation that all planning can succeed only through continuous monitoring and review.
Teaching, particularly in the initial years is commonly known to be a period of anxiety, uncertainty, and above all a time of intense self examination of own ability in teaching. There are ofcourse several strategies to overcome anxieties of any kind. Experienced supervisors or Mentors can help build confidence in teachers who are confused or are faltering in their steps. But when everyone-the Supervisor, the Mentor and the Novice teacher are in the same boat, struggling to cope with online teaching, can pedagogy survive? The author, a teacher educator, drawing on own decade long experience of techno-pedagogy, suggests that teacher reflection can go a long way in gaining self-confidence and in gearing up to meet the challenges posed by the pandemic crisis in delivering instruction online.
Perhaps we should all have commenced teaching ESL online by probing deeply the Strengths, Opportunity, Weakness and Threats of such an endeavour. This paper attempts a SWOT analysis and goes on to suggest an answer for the ‘billion dollar question’- what exactly can be done to make online ESL teaching effective? It is hoped that the analysis would help everyone perceive the nature of the issues involved in teaching ESL online and help prepare for an evolving new norm of online teaching for ESL pedagogy Post- COVID 19.
The study aims to identify missing skill sets in teacher educators which affected effective transaction of the syllabus of the Bachelor of Education course during the Covid pandemic compelled distance online pedagogy in Kerala. It also reviews the skills required for virtual training and suggests ways of integrating new skills required for effecting online instruction and training into the traditional teacher education programme.
The data for the study was collected through surveys and informal interviews with teacher educators and student teachers. The problems experienced by student teachers compelled to study online were found out through a participant observer study mode where the investigator-cum-teacher educator attempted online teaching of BEd trainees.
The survey and informal interviews found that teacher educators require new skill sets which includes online resource hunting and adaptation skills, Grounding skills which help stop the cycle of worry and anxiety and student mental health advising skills.
The author hopes that the skills found to be absent and identified in the study will help those at the helm of affairs to provide necessary In-service training to enable teacher educators to acquire the skills. It will also help curriculum developers to identify ways of integrating the new skill sets to the traditional teacher education programme.
This article provides information on the nature of the equity issues, particularly with reference to developing communication skills in English. It is hoped that the areas identified would be of use to both practicing teachers and material developers.
The target audience specific data collected through surveys and interviews revealed that the needs, resources available and internet connectivity of main stake holders namely teachers and learners vary in several ways. This posed several challenges and the investigator found a solution in the RASE Model which is increasingly being perceived as a practical, evidence based design model with applications of technology to improve student learning outcomes and student satisfaction (Churchill, King, & Fox, 2013).
When a batch of English optional teacher trainees of the Bachelor of Education (BEd) programme, was assigned to the investigator-cum-teacher educator, the RASE model which basically addresses Resources, Activity, Support and Evaluation was utilized for curriculum transaction. This paper lists down the strategy employed to transact the BEd curriculum using the RASE model. It is hoped that the report of the study will help colleges of teacher education and English language teacher educators to gain a sense of direction to commence delivery of instruction which has already been delayed owing to the pandemic.
https://curatorpedagogue.com/shop/
The investigator attempted an analysis of the interpretations of Khajuraho art in studies conducted by connoisseurs of art and compared it with the perspective of the male gaze spelt out by Laura Mulvey. This prompted a relook at the very role of the person who appreciates art - the spectator (sahardya) expounded in the ancient Indian text- Natyashastra of Bharata. What follows is a relook at the process of visualization and voyeurism in Sculpture and Film respectively and the changing cultural perceptions.
The interpretation turns out to be a critique of the appalling distortion of visualization of the human body, sculpture and film. It argues that cultural conditioning has affected the sublime ancient Indian perception of art in general and women and the human body in particular. The effect is a lowering of aesthetic sensibility and ignorantly crossing the thin border of sacred to the profane, and ultimately from art to pornography. It underscores the need to inform society of the necessity of gaining a better understanding of the very purpose of art by nurturing the mindset of a ‘sahardya’ expounded in ancient Indian texts.
The investigator cum author found the deeply entrenched inaccessibility a major cause for concern in the class of thirteen English optional teacher trainees assigned to teach during the academic year 2020-21. A needs analysis revealed that only very few students have internet access but everyone has a smart phone with WhatsApp accessibility. This study reports on the investigator’s attempt to evolve a model of teacher training via WhatsApp through an amalgamation of popular personalized models such as the ‘Low Floors, High Ceiling Model’ and the ‘Scaffolding Model’ to ensure that the trainees become self-directed learners. This study reports on the strategy employed which basically addressed issues arising from inequitable access to online learning tools.
The 2017-8 National Sample Survey reported only 23.8 percent of Indian households have internet access. In the changed educational scenario, this material aspect can be addressed through proactive strategies such as supply of free laptops and internet facility. But addressing student well being, given the fact that it is psychological in nature, is comparatively difficult. In universities in the West, student well being in the campus is commonly perceived as the creation of a proper ambience for students to participate in interactive group activities outside the classroom and in building bonds of friendship. But in ancient India, the nature of student life that nurtures student well being were clearly charted out. These included among others leading a life of celibacy which incidentally is something quite alien for Generation Z.
This paper attempts to present an assortment of ancient Indian wisdom culled out from popular Indian texts for fostering student well being. It is hoped that teachers, educationists, parents and students will benefit from grasping the prescription for student life found in ancient Indian texts. Adopting them can help students transform themselves and develop to their full potential at a time when they are separated by distance from their own gurus and when Online pedagogy is fast becoming the norm.
The investigator caught up in the imbroglio of online teacher education, attempted a comparison of past experience of training teacher educators with certain innovative strategies explored by educators across the globe and attempted teaching the BEd trainees. This paper presents a refined model for technology integration in teacher education namely RAISE- an acronym for Resources, Activity, Initiation, Support, Evaluation. It is pragmatic in the sense that it addresses the immediate issue of offering training online. More significantly, the refined model evolved through the investigator’s field based experiences. It is hoped that the five strand model proposed will be useful for both curriculum developers and teacher educators on the quest for an appropriate model for integrating technology for post-Covid teacher education.
Which of these practices actually improved the competence of learners? Were there any tangible benefits? How was the issue of ‘cultural baggage’ addressed? To find answers to such questions, the investigator collected data from documents and studies published in journals and corroborated it with data collected from the field through observation, and interviews with teachers, students and the community.
The study found that each strategy has its own benefit and flaws and a lot depends on learner interaction and willingness to use the target language, English. It is hoped that the findings of this study would help curriculum developers to design more need-based, learner friendly materials and employ strategies that enable learners to use the language effectively in an increasingly globalized and technology driven world.
The three year study following the Action Research format with informed modification each year in a participant observation mode, aims at finding out the usefulness of integrating MOOC content with traditional teacher education syllabus using affordable online tools to make up for lost instructional hours owing to disasters.
The study endorses recent studies which found educators showing an interest in integrating MOOCs with traditional courses as complementary resources to achieve teachers’ and students’ goals (Bralić and Divjak,2018). The appropriateness of integrating MOOCs for higher education have also been favoured by ‘Quality Matters’, the quality benchmarking and certification programme of the US.
The eight step procedure employed for using the MOOC content in the study, matches the three step phase of using teaching-learning resources- initial evaluation, presentation and integration and final evaluation (Bušljeta,2013).
Data collected through informal interviews and evaluation of course-end performance of student teachers revealed the usefulness of the strategy.
The study basically underscores the need for adaptation and integration of multimodal MOOC content to traditional teacher training courses using affordable online tools to ensure delivery of quality input for student teachers affected by crises. The pragmatic solution proposed, lends scope for emulation and adaptation during Post-Covid teacher education programmes which are fast shifting to virtual training.
For almost one year, during the Covid-19 pandemic, colleges of Teacher Education across the country transacted the curriculum exclusively through the virtual mode. During that time, the National Education Policy (2020) was launched and the Union Minister for Education informed the intention to recognize teachers for “novel approaches to teaching”. Such an announcement came when rapid advances in technology particularly, the use of Artificial Intelligence (AI) had begun to transform education across the globe.
The investigator, a teacher educator by profession, drawing on own decade long experience of using technology for teaching, attempted an explorative study of the possibilities of integrating AI in Teacher Education. In the empirical, analytical and qualitative study, the prime focus was on the strategies commonly employed for transacting conceptual knowledge, factual knowledge and procedural knowledge of select content of the BEd curriculum. An attempt was made to identify difficulties that are likely to arise when AI based tools are employed for exchange of ideas and for providing need based feedback. The scope for assessing transformation of the teacher trainee- a stipulated objective of teacher training programmes, through the use of AI was also explored.
The findings of the study reveals that for attuning teacher trainees to the ever changing educational environment, the integration of AI-based tools for teacher education becomes a necessity. AI can take up tasks of a repetitive nature freeing up the teacher educators’ and the teacher trainees’ time. But though AI-based tools can be used for assessment, creative responses from teacher trainees which involve application of both conceptual and procedural knowledge cannot be effectively assessed. More significantly, the absence of the ingenuity of humans in AI-based instructional tools become pronounced when employed for providing solutions for questions and situations that involve a moral question or are psychological in nature. Hence it becomes imperative to incorporate AI based tools for Teacher Education with discretion.
This participatory and practice oriented action research aimed at finding solutions for the existing problem and to enhance the quality of the English Language teacher education programme utilizing MOOCs. After framing a plan of action, trainees were oriented to auditing a MOOC content related to the BEd course. But with abrupt trainee withdrawal this initial attempt failed. In the following academic year, a neuroscience influenced strategy was employed by integrating with the regular course work six different MOOCs offered by a leading university. The time frame for completion of the action research was as same as the duration of the MOOCs chosen for auditing.
For enhancing the MOOC integrated pedagogy, the investigator employed user-friendly infrastructure, facilitation and user-appropriate content to optimize learner activities in a blended learning environment with a liberal use of peer to peer instruction. The Access-Self study-Assimilation-Presentation mode strategy employed, fostered meaningful learning of MOOC content and underscored the viability of integrating MOOC content with regular course work through discreet teacher intervention which is a proposed aspiration of NEP 2019. This neuroscience influenced strategy not only benefitted teacher trainees but also addressed problems faced by learners using MOOCs.
The disruption in delivery of instruction has prompted actions from the flagship of school and college education in India. The NCERT for instance is assiduously planning a social distancing cum individualistic teaching and assessment plan. The UGC on the other hand has given directives to universities to commence new academic sessions only from September instead of June and explore online teaching. How will such changes in view of theCovid shut down affect the functioning of educational institutions? How successful will plans for Online instruction be, given the digital divide existing between institutions as well as students? This article reviews the current educational environment which basically affects institutional leaders, teachers and students and proposes ways of overcoming the current unprecedented state of affairs. A feasible plan of action is proposed which could be implemented by institutional leaders. The article concludes with the affirmation that all planning can succeed only through continuous monitoring and review.
Teaching, particularly in the initial years is commonly known to be a period of anxiety, uncertainty, and above all a time of intense self examination of own ability in teaching. There are ofcourse several strategies to overcome anxieties of any kind. Experienced supervisors or Mentors can help build confidence in teachers who are confused or are faltering in their steps. But when everyone-the Supervisor, the Mentor and the Novice teacher are in the same boat, struggling to cope with online teaching, can pedagogy survive? The author, a teacher educator, drawing on own decade long experience of techno-pedagogy, suggests that teacher reflection can go a long way in gaining self-confidence and in gearing up to meet the challenges posed by the pandemic crisis in delivering instruction online.
Perhaps we should all have commenced teaching ESL online by probing deeply the Strengths, Opportunity, Weakness and Threats of such an endeavour. This paper attempts a SWOT analysis and goes on to suggest an answer for the ‘billion dollar question’- what exactly can be done to make online ESL teaching effective? It is hoped that the analysis would help everyone perceive the nature of the issues involved in teaching ESL online and help prepare for an evolving new norm of online teaching for ESL pedagogy Post- COVID 19.
The study aims to identify missing skill sets in teacher educators which affected effective transaction of the syllabus of the Bachelor of Education course during the Covid pandemic compelled distance online pedagogy in Kerala. It also reviews the skills required for virtual training and suggests ways of integrating new skills required for effecting online instruction and training into the traditional teacher education programme.
The data for the study was collected through surveys and informal interviews with teacher educators and student teachers. The problems experienced by student teachers compelled to study online were found out through a participant observer study mode where the investigator-cum-teacher educator attempted online teaching of BEd trainees.
The survey and informal interviews found that teacher educators require new skill sets which includes online resource hunting and adaptation skills, Grounding skills which help stop the cycle of worry and anxiety and student mental health advising skills.
The author hopes that the skills found to be absent and identified in the study will help those at the helm of affairs to provide necessary In-service training to enable teacher educators to acquire the skills. It will also help curriculum developers to identify ways of integrating the new skill sets to the traditional teacher education programme.
This article provides information on the nature of the equity issues, particularly with reference to developing communication skills in English. It is hoped that the areas identified would be of use to both practicing teachers and material developers.
The target audience specific data collected through surveys and interviews revealed that the needs, resources available and internet connectivity of main stake holders namely teachers and learners vary in several ways. This posed several challenges and the investigator found a solution in the RASE Model which is increasingly being perceived as a practical, evidence based design model with applications of technology to improve student learning outcomes and student satisfaction (Churchill, King, & Fox, 2013).
When a batch of English optional teacher trainees of the Bachelor of Education (BEd) programme, was assigned to the investigator-cum-teacher educator, the RASE model which basically addresses Resources, Activity, Support and Evaluation was utilized for curriculum transaction. This paper lists down the strategy employed to transact the BEd curriculum using the RASE model. It is hoped that the report of the study will help colleges of teacher education and English language teacher educators to gain a sense of direction to commence delivery of instruction which has already been delayed owing to the pandemic.
Sheldon in his article entitled ‘Top 4 General English Textbooks’ states: “One of the most important necessities in ESL teaching is, of course the text book”. The books identified by Sheldon have a variety of activities and accompanying tools, such as CD ROMs and some of them are currently being used in English as a Second Language (ESL) contexts. But if used in India, it is doubtful whether it would help realize the suggestions made in NEP 2020.
The author proposes the introduction of translation of classic texts in Sanskrit as content of ESL Course Books for use in India. It begins with the assumption that by utilizing content with a bearing on India’s rich cultural heritage, it is possible to realize the NEP proposal which basically aims at an India-centred education. The specimen tasks prepared by the author is in tune with the popular Task-based teaching with a focus on 21st century skills.
The investigator, a teacher educator by profession drawing on his two decade long experience of preparing teacher trainees and interacting with students and teachers in schools and colleges have come to the conclusion that what ails English Language teaching in India is not something related to pedagogy alone as it is often assumed. The fault the investigator in this paper argues lies in the ‘attitude’ of learners and the community and very little on pedagogy.
The paper commences with a review of the profile of learners of English in schools and colleges. It focuses on the socio-economic background and its impact on learners, the divergent experience the learners hailing from well off and disadvantaged families have, the effect of English language competence on social mobility and the effect of English language instruction sans cultural baggage on aspirant learners.
The review reveals that the time has come to stop shoving under the carpet the truth that teaching English in India implies a cultural-transformational component and the acquisition of a global perspective which is likely to challenge one’s own ethnic and linguistic affiliations.
It is hoped that the paper will turn the lime light on a conveniently ignored ‘issue’ related to the teaching of English in India. It can possibly open the eyes of authorities to the true reality and prompt them to cogitate deeply on setting up a dual strand for teaching English in schools and colleges in India viz; General English competence for developing the ability to communicate and an Advanced English competence for those interested in higher studies.
The main objective of the study was to find out the effect of online learning and increase in screen viewing time. The specific objective was to list down changes identified if any by teachers in the thinking pattern of learners following the reception of knowledge predominantly through digital texts and videos.
This empirical analytical study commences with data collected through informal interviews with teachers regarding learner performance both during and after online learning. This data was then cross checked with findings of recent studies on Neuroscience on the effect of receiving information predominantly through the digital mode and its effect on thinking. The study found a distinct change in thinking patterns in learners which can be directly related to the compelled shift to online learning during the spread of the Corona virus pandemic. Perhaps the time has come to redesign course books and activities for learners to ensure proper development of their brain. It is hoped that the findings of this study would prompt Neuroscientists to explore the real impact of learning in the new paradigm. Such studies can then inform design of curriculum and course books.
As early as 1943, Abraham Maslow proposed that individuals must satisfy lower level deficit needs before progressing to higher level growth needs. With the Covid pandemic raging in 2020, many parents of students lost their jobs and the resulting financial crunch affected the family budget set aside for education. This meant that investing in laptops and acquiring a broad band connection with high internet speed not only became a luxury but an elusive dream resulting in widening the gap between the have and the have not’s.
The investigator cum teacher educator, a former faculty of a government run teacher training college, where meritorious students mostly from low socio-economic backgrounds study, explored affordable tools and quality content for delivering online instruction. In order to raise the quality of instruction, the investigator for half a decade, attempted a resource mining of Massive Open Online Courses (MOOCs). Then by utilizing an affordable and sustainable tool like WhatsApp, the investigator transacted the teacher education syllabus in a blended mode by integrating it with the high quality content acquired for own CPD from MOOCs offered by leading universities. Such a strategy opened up the possibility of student teachers to continue education even in times of crisis and acquire to an optimum level the instructional goals of the teacher education programme.
This paper presents the strategy employed which basically attempted to match Maslow’s hierarchy of needs with the needs of student teachers to ensure quality instruction. Now it is becoming increasingly clear, that the Covid pandemic and online instruction is likely to continue in the coming years. In such a scenario, the author hopes that the sustainable strategies and tools employed in own academic setting can provide pragmatic solutions for teachers struggling to cope with online Post Covid teacher education.
This paper attempts an appreciation of the 1997 US film directed by Bernard Rose with Sophie Marceau in the role of Anna Karenina. In appreciating the film, the investigator examines how Bernard Rose has exploited mise-en-scene viz; actors, lighting, décor, props, costume, music etc. and used film techniques like montage to create symbolism and evoke impressions which helps transform a film into a work of art.
Key Words: Adaptation, Director, Mise-en-scene, Montage, Visualization
Statement of the Problem: For almost a decade, many have been exploring the possibilities of using AI-based tools for education. But most such tools are invariably used for content transaction, learner interaction and assessment. But in teacher training programmes, teacher educators and supervisors check the trainee’s ability to transact procedural knowledge both during training sessions and Teaching Practice. Further, after observing classes engaged by the teacher trainee, they provide individual feedback based on performance, and attempts to refine and prune trainee performance with demonstration if necessary. This process being complex, adoption of AI-based tools in teacher education, is particularly difficult.
Objectives : The main objective is to find out ways of employing AI-based tools for Teacher Education programmes. The specific objectives include: (1) Preparation of a check list for the transmission, transaction and assessment phases of the teacher education curriculum for integrating AI-based tools. (2)Identification of strategies for assessment of the Practice Teaching phase using AI-based tools.
Methodology: This empirical, analytical and descriptive study commences with an identification of the content which falls under factual, conceptual and procedural knowledge of the teacher education curriculum. Then, drawing on experience gained from transacting content of teacher education programmes, in the online mode, a four phase plan of action with appropriate check list for incorporating AI-based tools for each phase are suggested with specific mention of likely constraints.
Author’s contribution towards creation of new knowledge: It is hoped that the plan of action for integrating AI-based tools suggested in this paper will provide guidelines for curriculum developers for redesigning existing curriculum for virtual teacher education. It can also help sensitize technocrats of the complexity of developing algorithms and the likely pitfalls in developing effective AI-based tools for teacher education.
Key words: Artificial Intelligence, BEd, Online teaching, Teacher Educator, Teacher Trainee
Educators have often acknowledged that web technologies can immensely aid students’ learning experiences. But practitioners know that in technology-based instruction, success depends on successfully accommodating technology into the realm of learning and teaching. What can be done for seamless online instruction in teacher education programmes particularly in the transaction of factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge? How can computer-based tools help not only in transaction of such knowledge but ensure that teacher trainees are not overburdened by cognitive load?
To answer these questions, the investigator attempted a review of the strategies employed among own teacher trainees for transaction of different types of knowledge using technology. The feedback from trainees were then analyzed to find out whether the use of any particular digital tool vis-a-vis the content transacted resulted in cognitive load.
The study helped identify appropriate ICT-based tools and strategies that can help reduce cognitive load among trainees in the transaction of the Bachelor of Education curriculum. It is hoped that the findings of the study will provide guidelines for teacher educators who are yet to come to terms with the paradigm shift to virtual teacher education.
Keywords Cognitive load, online learning, pedagogy, teacher education
The images and drawings assume significance because Television was yet to arrive and Radio and newspaper were the sole medium of mass communication. The unique advantage of the antique drawings and cartoons which the investigator compiled from popular magazines has artists visualizing incidents and people who were caught in the war which brought death and destruction to millions across the globe. The compiled photographs are documentary evidence of events and have a great historical value.
To interpret the images and drawings, the investigator employs the procedure popular among connoisseurs of art viz; ‘look, see and think’. An attempt is also made to identify the likely motive and intention of each piece and form a comprehensive picture of incidents from related drawings and photographs. It is hoped that the assortment of images and drawings and the interpretations will enable participants of the symposium to have a peek at the lives of people caught in the war a hundred years ago and may possibly rouse in them a desire to be a spokesperson for peace in the world.
Key words: British, First World War, Historical, People, Soldiers
The assortment of images compiled for interpretation include ones related to politics, history and culture. In attempting to interpret the images, the investigator employed the set of techniques normally employed by historians and photography experts viz; ‘Observe, Reflect, Query’. The very composition, setting and the likely intention of the photographer and the illustrator have also been taken into consideration in drawing conclusions about the images. It is hoped that the small compilation of images and its interpretation would provide historical information which has accidently eluded us or have deliberately been suppressed for one reason or the other.
Key words: Culture, History, Images, Information, Politics
A concept in the arts, related to aesthetic flavour of any visual or literary work that evoke emotions in the reader or spectator in ancient Indian aesthetics is known as ‘Rasa’. But centuries of colonial rule in India led to the neglect of traditional Indian aesthetics as a subject of study. But of late, the National Education Policy (2020) in India is earnestly attempting to revive the great Indian tradition.
In the 1970’s the British film theorist Laura Mulvey argued, that films objectify women and film viewing is similar to voyeurism. This was further accentuated by psychological theories which suggested that cinema satisfies the primordial wish of human beings for pleasurable looking. Employing a different perspective, the investigator of this study argues that it is possible to appreciate film from an artistic perspective provided the spectator rises to the level of a ‘sahridaya’ (a person able to identify with the subject matter) and consciously attempts to appreciate performance in film by focusing on the nine basic ‘Rasas’ or essential emotions.
To demonstrate the scope of employing ‘Rasa Theory’ in film appreciation, the investigator chooses select scenes from two films from two different languages and culture. After matching the similarity in emotions via-a-vis the respective plots, the actor’s performance is the chosen film clips are assessed for the histrionic skill to encapsulate the components of the emotion (Rasa) under study. Such an approach the investigator argues makes possible a better appreciation of films and raises the level of film to an art form thereby providing a richer aesthetic experience to the spectator.
Key words: Appreciation, Film, Rasa, Sahridaya, Spectator
Informal interviews with teachers teaching all three levels of learners was conducted to identify learner attitudes. Such data was first compared with the data collected through a review of the three case studies and later matched with impressions of Neuroscientists on effective learning. The picture that emerged was not only grim but makes it difficult to address by teachers even with a knowledge of Pedagogy or Educational Psychology.
The common nature of learner attitude that emerged from the study is described as “lackadaisical and disinterested”. Even though many educational institutions had sought the expertise of counsellors adept at fostering mental wellbeing of learners, it did not result in a positive attitudinal change. The investigator proposes that besides initiating steps for nurturing better mental health, it is imperative to re-design the curriculum and course books to match learning and learner needs in the virtual mode.
Key words: Learner, Neuroscience, Online, Secondary, Under Graduate
Following the paradigm shift to online pedagogy, the investigator found that even in educational institutions in the suburbs of cities, students had to cope with issues related to Quality, Equity, Accessibility and Affordability. When teachers were directed to deliver synchronous online instruction without any prior training, ‘quality’ was severely affected. With the pandemic, unemployment began to rise among parents and in some families basic sustenance rather than education for empowerment became the priority. The rich could however manage job loss and naturally ‘equity’ issues particularly among the rich and the poor widened. Prior to the pandemic, many educational institutions provided free internet facility for learning in the campus. But when the schools were shut down following the pandemic, students who did not have own computer or internet facility at home were affected by ‘accessibility’ issues. Before the pandemic, students used to buy data cards to connect with peers through smart phones using social media. But when online classes commenced, in many families with more than one sibling, either non availability or forced sharing of computer or smart phone for education brought ‘affordability’ issues to the fore. This paper suggests sustainable solutions for Post Covid pedagogy using WhatsApp and an innovative model, ‘RAISE’, an acronym for Resources, Activity, Initiation, Support and Evaluation.
Key words: Accessibility, Affordability, Equity, Sustainability, Quality, WhatsApp