0627

ICT IN EDUCATION
M.A / M.Ed
ELEMENTARY TEACHER EDUCATION
Course Code: 627 Units: 1–9
Early Childhood Education and Elementary

Teacher Education Department
Faculty of Education
Allama Iqbal Open University
Islamabad
(All Rights Reserved with the Publisher)
All rights reserved. No part of this publication may be reproduced, stored in

retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying Recording, scanning or otherwise, except as permitted
under AIOU copyright ACT.
First Printing ...................................... 2017
Quantity.............................................. 500
Price ................................................... Rs.
Composed by ..................................... M. Hameed Zahid
Printing Coordinator: ......................... Printing Press Operations Committee
Publisher Islamabad ........................... Allama Iqbal Open University, Islamabad.
For information:
Allama Iqbal Open University, Islamabad
www.aiou.edu.pk
ii
COURSE TEAM
Chairman: Professor Dr Nasir Mahmood

Dean/Faculty of Education
Course Coordinator: Dr Muhammad Athar Hussain

Assistant Professor
Members: 1. Dr Fazal Ur Rahman

Associate Professor
2. Dr Muhammad Athar Hussain

Assistant Professor
3. Dr Rehmatullah Bhatti
Assistant Professor
4. Ms. Mubeshera Tufail

Lecturer
Reviewers: 1. Dr Muhammad Athar Hussain

2. Muhammad Qasim Khan
Editor: Fazal Karim
Composing/Layout by: M. Hameed Zahid
iii
ACKNOLWEDGEMENT
ICT has affected every field of life including education. The competency in ICT is
very essential to progress in the modern world. To meet this demand, the
Department of Early Childhood and Elementary Teacher Education offers the
course “ICT in Education” for future/working teachers. This book is intended to
equip the students of M.A./M.Ed. with knowledge and skills in ICT, and its
applications in education.
This book reflects the efforts of many people. The Department of Early
Childhood Education and Elementary Teacher Education is grateful to all the
members of the course team for writing and reviewing units and giving comments
and feedback to improve the materials.
I am highly grateful to Prof Dr Shahid Siddiqui, Vice-Chancellor, Allama Iqbal

Open University for providing facilities and encouragement for writing the book.
Special thanks go to Dr Muhammad Athar Hussain, course development

coordinator for efforts and committed work in a short span of time. Finally I am
personally thankful to all, who helped in developing this course “ICT in
Education”.
Prof. Dr. Nasir Mahmood

Chairman/Dean
iv
OBJECTIVES OF THE COURSE
After successful completion of the course, you will be able to:
1. Understand the basic computer terminology.
2. Understand the meaning of ICT and its scope in education.
3. Comprehend the application of ICT with education and teaching.
4. Apply basic concepts of lesson planning in classroom settings.
5. Devise and select appropriate teaching materials by using ICT.
6. Comprehend ICT enabled learning environments.
7. Identify different e-evaluation techniques and e-assessment process.
8. Prepare lessons plans, classroom presentation and organize data using

computers.
9. Use internet and E-mail for educational purposes.
v
INTRODUCTION OF THE COURSE
Education is a very socially oriented activity and quality education has

traditionally been associated with competent teachers having high level of
personal contact with learners. That’s why within teaching learning environments,
ICT is becoming more and more important.
Information and Communication Technology is a key area of concern for the

planners, administrators, educationists and teachers, as it provides a base for
whole system of education. The technology is used in educational institutions as a
tool for teaching and education. Because ICT opens new avenues and
opportunities for seeking knowledge, developing skills and enriching the
teaching-learning process. The basic purpose of the course is to make students
ICT literates and enhance their ability to use technology tools appropriately and
effectively in classrooms to access, manage, integrate, devaluate, create and
communicate information. The use of ICT in education helps to bridge up gaps
among students in a class.
There are a number of various aspects of ICT which will be explored in this book.
This course is not only focused to produce students who are well aware of
pedagogical skills but also to help them equip with the competencies to integrate
and apply basic technology into their classrooms. Moreover, this course intended
at assisting students to enhance curriculum and professional development as
educators.
Dr. Muhammad Athar Hussain

Course Development Coordinator/
Program Coordinator
vi
CONTENTS
Page #
Unit–1 Introduction to Computer ............................................................... 1
1.1 Introduction ............................................................................... 2
1.2 Objectives ................................................................................. 2
1.3 Computer................................................................................... 3
1.4 Characteristics of Computers ................................................... 3
1.5 Types of Computers .................................................................. 4
1.6 Computer Hardware .................................................................. 5
1.7 Computer Organization ............................................................. 6
1.8 Software .................................................................................... 10
1.9 Role of Computers in Education ............................................... 12
1.10 Self-Assessment Questions ....................................................... 16
1.11 Activities/Terminology ............................................................. 17
1.12 Bibliography ............................................................................. 22
Unit–2 Information and Communication Technology (ICT) ................... 23

2.1 Introduction ............................................................................... 24
2.2 Objectives ................................................................................. 24
2.3 Meaning of ICT......................................................................... 24
2.3.1 Information ................................................................... 24
2.3.2 Communication ............................................................. 25
2.3.2.1 Communication Process................................. 25
2.4 Resources of ICT ...................................................................... 27
2.4.1 Input Resources ............................................................. 28
2.4.1.1 Visualize/Document Camera ......................... 28
2.4.1.2 Personal Computer (PC) ................................ 29
2.4.1.3 Student Response System .............................. 29
2.4.1.4 Slate/Tablet .................................................... 30
2.4.1.5 Application Software ..................................... 31
2.4.2 Output Resources .......................................................... 32
2.4.2.1 Projector ......................................................... 32
2.4.2.2 Interactive Whiteboards ................................. 32
2.4.2.3 Display: Monitor/TV/LCD ............................ 34
2.4.2.4 Printers .......................................................... 35
2.4.3 Others ............................................................................ 35
2.5 Application of ICT .................................................................... 36
2.5.1 E-Learning .................................................................... 36
2.5.2 Open and Distant Learning ........................................... 37
2.5.3 Blended Learning .......................................................... 39
vii
2.5.4 Distributed Learning .................................................... 39
2.7 Exercise ..................................................................................... 41
2.8 Bibliography ............................................................................. 41
Unit–3 Use of ICT Education ..................................................................... 43

3.1 Introduction ............................................................................... 44
3.2 Objectives ................................................................................. 44
3.3 Lesson Planning ........................................................................ 45
3.3.1 Matching the ICT based Activity with Learning
Objectives of the Lesson ............................................... 45
3.3.2 Designing Tasks for Learning with ICT ....................... 46
3.3.3 Monitoring the Students’ Work .................................... 46
3.3.4 Steps of a Lesson Plan .................................................. 46
3.3.5 The Ways in which ICT Can Aid Learning .................. 47
3.4 Classroom Presentation ............................................................. 49
3.4.1 Power Point Presentation .............................................. 49
3.4.2 Hardware Requirements................................................ 50
3.4.3 Features of Multimedia Software.................................. 50
3.4.4 Guidelines for Creating a Multimedia Presentation...... 52
3.4.5 Pros and Cons of Using Multimedia in Classroom ....... 53
3.5 Storing and Organizing Data .................................................... 54
3.5.1 Organizing Data ............................................................ 54
3.5.1.1 General File Organization .............................. 54
3.5.2 Storing Data .................................................................. 55
3.5.3 Storage Devices ............................................................ 55
3.6 Sharing Information .................................................................. 57
3.6.1 Internet .......................................................................... 57
3.6.2 Email ............................................................................. 57
3.6.3 Online Bulletin Boards/Forums & Blogs ...................... 58
3.6.4 Video Conferencing ...................................................... 58
3.7 Conclusion ................................................................................ 59
3.8 Self Assessment Questions ....................................................... 60
3.9 Exercises ................................................................................... 60
3.10 Bibliography ............................................................................. 61
Unit–4 E-Learning ....................................................................................... 63

4.1 Introduction ............................................................................... 64
4.2 Objectives ................................................................................. 64
4.3 E-Learning ................................................................................ 64
4.3.1 Distance Learning ......................................................... 64
viii
4.3.2 Virtual Learning Environment (VLE) .......................... 65
4.3.3 Computer Supported Collaborative Learning (CSCL) . 65
4.3.4 Web Based Learning (WBL) ........................................ 65
4.4 Scope of E-Learning ................................................................. 65
4.5 Technologies for E-Learning .................................................... 66
4.5.1 World Wide Web in Education ..................................... 66
4.5.2 The Features of WWW in Education ............................ 67
4.5.3 Audio and Video in Education ...................................... 67
4.5.3.1 The Features of Audio and Video in Education 67
4.5.4 Mobile Phone in Education ........................................... 68
4.5.5 Classroom Attention ..................................................... 68
4.5.6 Lecture Listening and Note Taking .............................. 68
4.6 E-Assessment ............................................................................ 69
4.6.1 Accuracy and Trustiness of E-Assessment ................... 70
4.6.2 Security ......................................................................... 70
4.6.3 Conditions and Environment of Tests........................... 71
4.7 Self Assessment Questions ....................................................... 71
4.8 Bibliography ............................................................................. 72
Unit–5 Online Teaching Methods .............................................................. 73

5.1 Introduction ............................................................................... 74
5.2 Objectives ................................................................................. 74
5.2.1 Characteristics of Online Teaching ............................... 74
5.2.2 Synchronous and Asynchronous Communication ........ 75
5.3 Online Discussion Forums ........................................................ 76
5.3.1 Setting up Discussion Forums ...................................... 77
5.3.2 Responsibilities of a Teacher in Online Discussion Forum 77
5.3.3 Strengths of Discussion Forums ................................... 78
5.3.4 Weaknesses of Discussion Forums ............................... 79
5.4 ICT Integrated Learning Environment ..................................... 79
5.4.1 Different Types of Software ......................................... 81
5.4.2 Continuous Interaction Among Students ...................... 82
5.5 Online Team Teaching .............................................................. 83
5.5.1 Team Teaching Using ICT............................................ 84
5.5.2 Planning for Team Teaching Using ICT ....................... 84
5.5.3 Concerns While Using Team Teasing .......................... 85
5.6 Collaborative Learning Strategies............................................. 86
5.6.1 Considerations for Collaborative Learning ................... 86
5.6.2 Process of Group Development .................................... 87
5.6.3 Characteristics of an Effective Group ........................... 87
5.6.4 Process of Collaborative Activity ................................. 88
ix
5.6.5 Online Collaborative Learning Activities ..................... 88
5.8 Exercise .................................................................................... 90
5.9 Bibliography ............................................................................. 91
Unit–6 Online Learning Environment........................................................ 93

6.1 Introduction ............................................................................... 94
6.2 Objectives ................................................................................. 94
6.3 Concept of Learning Environment ........................................... 94
6.3.1 The Online Learning Environment .............................. 95
6.3.2 On-Line learning Activities .......................................... 96
6.3.3 What is a VLE? ............................................................. 98
6.3.4 Definition, Criteria and Framework of a Smart Learning
Environment .................................................................. 98
6.4 Traditional VS Computer Mediated Learning Environment .... 101
6.4.1 Strengths and Weaknesses of Computer-Mediated
Communication ............................................................. 102
6.4.2 Reflections on Computer Mediated Communication ... 102
6.4.3 Role of Computer Mediated Communication ............... 103
6.4.4 Comparing Traditional Learning and E-Learning ........ 104
6.5 Blended Learning ...................................................................... 106
6.5.1 Typical Elements of Blended Learning ....................... 107
6.5.2 Combining Methods in Blended Learning.................... 108
6.5.3 What is Being Blended?................................................ 108
6.5.4 Current Trends and Issues ............................................. 109
6.5.5 Blending at many Different Levels ............................... 111
6.5.6 What Issues or Challenges are faced when Blending? . 115
6.5.7 Directions For the Future .............................................. 116
6.6 Distributed Learning ................................................................ 119
6.6.1 The Evaluation: Distance Education to Distributed
Learning ........................................................................ 119
6.8 Bibliography ............................................................................. 123
Unit–7 Online Resources .............................................................................. 127

7.1 Introduction ............................................................................... 128
7.2 Objectives ................................................................................. 128
7.3 Use of Internet & Email For Education Purpose ...................... 128
7.4 Open Learning Institute of Virtual Education (OLIVE) ........... 129
7.5 Online Libraries ........................................................................ 130
7.6 Blogs ......................................................................................... 131
x
7.6.1 Characteristics of Blog .................................................. 132
7.6.2 Blogs in Education ........................................................ 132
7.6.3 Use Blogs in Teaching and Learning ............................ 133
7.7 YouTube ................................................................................... 134
7.7.1 You Tube in Education ................................................. 134
7.8 Massive Open Online Courses (MOOC) .................................. 134
7.9 Open Education Resources (OER)............................................ 135
7.10 Online Learning Community ........................................ 136
7.10.1 Challenges of Creating Distance Learning
Community .................................................... 139
7.11 Activities Self Assessment Questions ....................................... 140
7.12 Bibliography ............................................................................. 140
Unit–8 E-Contents Development ................................................................. 141

8.1 Introduction ............................................................................... 142
8.2 Objectives ................................................................................. 142
8.3 Concept of E-Contents ............................................................. 142
8.4 Evolution of E-Contents Standards ........................................... 143
8.5 Types of E-Contents Authoring Tools ..................................... 143
8.6 Models of E-Contents Development ......................................... 144
8.7 Phases of E-Contents Development .......................................... 145
8.8 Problem and Issues in Development of E-Contents ................. 146
8.9 Role of Instructor in the Development E-Contents................... 146
8.10 Categories of E-Contents .......................................................... 147
8.12 Bibliography ............................................................................. 148
Unit–9 Ethical Issues....................................................................................... 149

9.1 Introduction ............................................................................... 150
9.2 Objectives ................................................................................. 150
9.3 Code of Ethics ........................................................................... 150
9.3.1 Contribute to Society and Human Well-Being ............. 151
9.3.2 Avoid Harm to Others ................................................... 151
9.3.3 Be Honest and Trustworthy .......................................... 151
9.3.4 Be Fair and Take Actions not to Discriminate.............. 151
9.3.5 Honor Property Rights including Copyrights & Patent 152
9.3.6 Give Proper Credit to Intellectual Property .................. 152
9.3.7 Respect the Privacy of Others ....................................... 152
9.3.8 Honor Confidentiality ................................................... 153
9.4 Copyright Issue ......................................................................... 153
9.4.1 Privacy Rights ............................................................... 153
xi
9.4.2 The Right to be Let Alone ............................................ 154
9.4.3 Limited Access.............................................................. 154
9.4.4 Control Over Information ............................................. 154
9.4.5 States of Privacy ........................................................... 154
9.4.6 Secrecy .......................................................................... 155
9.4.7 Personhood and Autonomy ........................................... 155
9.4.8 Self-Identity and Personal Growth................................ 156
9.4.9 Intimacy ........................................................................ 156
9.4.10 Plagiarism ..................................................................... 156
9.5 Misuse of Personal Information ................................................ 158
9.5.1 Web Connections ......................................................... 158
9.5.2 Online Purchases ........................................................... 159
9.5.3 Providing Personal Information ................................... 159
9.5.4 Social Networking Sites ................................................ 160
9.6 Cyber-Crime ............................................................................. 160
9.6.1 Phishing......................................................................... 160
9.6.2 Blackmail/Extortion ...................................................... 162
9.6.3 Accessing Stored Communication ................................ 163
9.6.4 Sports Betting................................................................ 163
9.6.5 Electronic Harassment .................................................. 163
9.6.6 Drug Trafficking ........................................................... 164
9.6.7 Cyber Terrorism ............................................................ 164
9.6.8 Electronic Forgery ........................................................ 164
9.6.9 Electronic Fraud ............................................................ 164
9.6.10 Identity Crime ............................................................... 165
9.6.11 Categories of Cyber Crime ........................................... 165
9.7 Impact of ICT ............................................................................ 166
9.7.1 Fast Communication Speed .......................................... 166
9.7.2 Lower Communication Cost ......................................... 166
9.7.3 Reliable Mode of Communication ................................ 166
9.7.4 Effective Sharing of Information .................................. 166
9.7.5 Paperless Environment ................................................. 167
9.7.6 Borderless Communication ........................................... 167
9.9 Exercise ..................................................................................... 167
9.10 Bibliography ............................................................................. 168
xii
UNIT–1
INTRODUCTION TO COMPUTER
Written by: Dr. Muhammad Safdar

Reviewed by: Muhammad Qasim Khan
1.1 Introduction
Computers play a vital role in every field and Computer technology is used in
almost every sector of everyday life, including shops, ticketing counters,
educational institutions, industries, medicine, laboratories, business agencies and
even homes. Most multinational companies have computers and Internet for
marketing, communicating and doing business from different parts of the world.
Considering the use of computer technology in almost every sphere of life, it is
important for everyone to have at least the basic knowledge of using computers.
Undoubtedly, computers have attained paramount importance in every walk of

life, especially in education. Due to this technology, imparting education has
become easier and much more interesting than before. Owing to memory
capacities of computers, large chunks of data can be stored in them. They enable
quick processing of data with very less or no chances of errors in processing.
Networked computers aid quick communication and enable web access. Storing
documents on computers in the form of soft copies instead of hard ones helps save
paper. This is because the education system has made computer education a part
of school curriculum.
A computer system consists of mainly four basic units; namely input unit, storage
unit, central processing unit and output unit. Central Processing Unit further
includes Arithmetic Logic Unit (ALU) and Control Unit (CU). The central
Processing Unit (CPU) is essentially the engine of the computer. It is a piece of
hardware that carries out the instructions of a computer program. It performs the
basic arithmetical, logical, and input/output operations of a computer system. A
computer performs following five major operations or functions irrespective of its
size and make:
• It accepts data or instructions as input,
• It stores data and instruction
• It processes data as per the instructions,
• It controls all operations inside a computer, and
• It gives results in the form of output.
1.2 Objectives
After going through this lesson, you would be able to:
1. Familiarize yourself with characteristics of computers.
2. Explain basic organization of computer system.
3. Identify the basic components of a computer.
4. Explain the importance of various units of a computer.
5. Explain different types of input and output devices.
2
6. Define software and its classification.
7. Distinguished between system software and application software.
8. Explain the importance of operating system.
1.3 Computer
The term computer is derived from the Latin term ‘computer’, this means to
calculate or programmable machine. A computer is a programmable machine
designed to perform arithmetic and logical operations automatically and
sequentially on the input given by the user and gives the desired output after
processing. Computers process data to create information. Data is a collection of
raw unprocessed facts, figures, and symbols. Information is data that is
organized, meaningful, and useful. To process data into information, a computer
uses hardware and software. Hardware is the machine itself and its connected
devices such as monitor, keyboard, mouse etc. Software is the set of programs
that make use of hardware for performing various functions.
1.4 Characteristics of Computers

The characteristics of computers that have made them so powerful and universally
useful are speed, accuracy, diligence, versatility and storage capacity. Let us
discuss them briefly.
Speed
Computers work at an incredible speed. A powerful computer is capable of
performing about 3-4 million simple instructions per second.
Accuracy
In addition to being fast, computers are also accurate. Errors that may occur can
almost always be attributed to human error (inaccurate data, poorly designed
system or faulty instructions/programs written by the programmer).
3
Diligence
Unlike human beings, computers are highly consistent. They do not suffer from
human traits of boredom and tiredness resulting in lack of concentration.
Computers, therefore, are better than human beings in performing voluminous and
repetitive jobs.
Versatility
Computers are versatile machines and are capable of performing any task as long
as it can be broken down into a series of logical steps. The presence of computers
can be seen in almost every sphere – Railway/Air reservation, Banks, Hotels,
Weather forecasting and many more.
Storage Capacity
Today’s computers can store large volumes of data. A piece of information once
recorded (or stored) in the computer, can never be forgotten and can be retrieved
almost instantaneously.
1.5 Types of Computers

Computers can be generally classified by size and power, although there can be
considerable overlap. Following are descriptions of several different types of
computers.
Mainframe Computers
Mainframe computers are large-sized, powerful multi-user computers that can
support concurrent programs. That means, they can perform different actions or
‘processes’ at the same time. Mainframe computers can be used by as many as
hundreds or thousands of users at the same time. Large organizations may use a
mainframe computer to execute large-scale processes such as processing the
organization’s payroll.
Mini-Computers
Mini-computers are mid-sized multi-processing computers. Again, they can
perform several actions at the same time and can support from 4 to 200 users
simultaneously. In recent years, the distinction between mini-computers and small
mainframes has become blurred. Often the distinction depends upon how the
manufacturer wants to market its machines. Organizations may use a mini-
computer for such tasks as managing the information in a small financial system
or maintaining a small database of information about registrations or applications.
Workstations
Workstations are powerful, single-user computers. They have the capacity to store
and process large quantities of data, but they are only used by one person at a
4
time. However, workstations are typically linked together to form a computer
network called a local area network, which means that several people, such as
staff in an office, can communicate with each other and share electronic files and
data. A workstation is similar to a personal computer but is more powerful and
often comes with a higher-quality monitor. In terms of computing power,
workstations lie in between personal computers and mini-computers.
Workstations commonly support applications that require relatively high-quality
graphics capabilities and a lot of memory, such as desktop publishing, software
development and engineering applications.
Personal Computers
Personal Computers (PCs) also called microcomputers, are the most popular type
of computer in use today. The PC is a small-sized, relatively inexpensive
computer designed for an individual user. Today, the world of PCs is basically
divided between IBM-compatible and Macintosh-compatible machines, named
after the two computer manufacturers. Computers may be called ‘desktop’
computers, which stay on the desk, or ‘laptop’ computers, which are lightweight
and portable. Organizations and individuals use PCs for a wide range of tasks,
including word processing, accounting, desktop publishing, preparation and
delivery of presentations, organization of spreadsheets and database management.
Entry-level PCs are much more powerful than a few years ago, and today there is
little distinction between PCs and workstations.
Super Computers
Supercomputers are the fastest and the most expensive computers. These huge
computers are used to solve very complex science and engineering problems.
Supercomputers get their processing power by taking advantage of parallel
processing; they use lots of CPUs at the same time on one problem. A typical
supercomputer can do up to ten trillion individual calculations every second.
Performance of a supercomputer is measured in floating-point operations per
second (FLOPS) instead of million instructions per second (MIPS). As of 2015,
there are supercomputers which can perform up to quadrillions of FLOPS.
Supercomputers play an important role in the field of computational science, and
are used for a wide range of computationally intensive tasks in various fields,
including quantum mechanics, weather forecasting, climate research, oil and gas
exploration, molecular modeling, physical simulations etc.
1.6 Computer Hardware

Hardware components are often categorized as being input, output, storage or
processing components. Devices which are not an integral part of the CPU are
referred to as being peripherals. Peripherals are usually used for input, storage or
output (such as a hard disk, keyboard or printer).
5
1.7 Computer Organization
A computer system consists of mainly four basic units; namely input unit,
storage unit, central processing unit and output unit. Central Processing unit
further includes Arithmetic Logic Unit (ALU) and Control Unit (CU).
The Central Processing Unit (CPU) of a computer is a piece of hardware that
carries out the instructions of a computer program. It performs the basic
arithmetical, logical, and input/output operations of a computer system.
1. Input: This is the process of entering data and programs into the computer
system.
2. Control Unit (CU): The process of input, output, processing and storage
is performed under the supervision of a unit called 'Control Unit'. It
decides when to start receiving data, when to stop it, where to store data,
etc. It takes care of step -by-step processing of all operations inside the
computer.
3. Arithmetic Logic Unit (ALU): The major operations performed by the ALU
are addition, subtraction, multiplication, division, logic and comparison.
4. Memory Unit: Computer is used to store data and instructions.
5. Output: This is the process of producing results from the data for getting
useful information. The ALU and the CU of a computer system are jointly
known as the central processing unit (CPU). You may call CPU as the
brain of any computer system.
6
Input Devices
Input devices accept data and instructions from the user. Following are the
examples of various input devices, which are connected to the computer for this
purpose:
1. Keyboard
2. Mouse
3. Light Pen
4. Optical/magnetic Scanner
5. Touch Screen
6. Microphone for voice as input
7. Track Ball
Keyboard
A keyboard is the most common input device. Several kinds of keyboards are
available, but they resemble each other with minor variations. Generally standard
keyboard has 104 keys. In these keyboards, the cursor control keys are duplicated
to allow easier use of the numeric pad.
Mouse
A mouse is an electro-mechanical, hand-held device. It is used as a pointer. It can
perform functions like selecting menu commands, moving icons, resizing
windows, starting programs, and choosing options.
Light Pen
Light pen is an input device that utilizes a light-sensitive detector to select objects
on a display screen. A light pen is similar to a mouse, except that with a light pen
you can move the pointer and select objects on the display screen by directly
pointing to the objects with the pen.
Optical/magnetic Scanner
These devices are used for automatic data collection. An image scanner translates
printed images into an electronic format that can be stored in a computer’s
memory, and with the right kind of software, one can alter a stored image.
Touch Screen
Touch panel displays and pads are now being offered as alternatives to keyboard.
Here the input can be given through the computer screen, that accepts the input
through monitor; users touch electronic buttons displayed on the screen or they
may use light pen.
7
Microphone for voice as input
Microphone is an input device, which takes voice as input. The voice
communication is more error-prone than information through keyboard. There are
two types of microphones:
1. Desktop Microphone
2. Hand held Microphone
Track Ball
Trackball, a pointing device, is a mouse lying on its back. To move the pointer,
you rotate the ball with your thumb, your fingers, or the palm of your hand. There
are usually one to three buttons next to the ball, which you use just like mouse
buttons. The advantage of trackballs over mouse is that the trackball is stationary
so it does not require much space to use it. In addition, you can place a trackball
on any type of surface, including your lap.
Central Processing Unit (CPU)

The CPU is also known as microprocessor or processor. It is similar to human brain
and is called both the heart and brains of every computer. It is responsible for all
functions and processes. Regarding computing power, the CPU is the most important
element of a computer system. The CPU is consisted of thin layers of thousands of
transistors. Each transistor receives a set of inputs and produces output. Transistors
hold a key role in functioning of CPU as they make computer able to count and
perform logical operations which is called processing. It processes the instructions
that it collects by decoding the code in programs. Computers use two types of
storage: Primary storage and secondary storage. The CPU mainly interacts with
primary storage or main memory, referring to it for both instructions and data.
The Four Primary Functions of the CPU

The CPU processes instructions it receives in the process of decoding data. In
processing this data, the CPU performs four basic steps:
1. Fetch Each instruction is stored in memory and has its own address. The
processor takes this address number from the program counter, which is
responsible for tracking which instructions the CPU should execute next.
2. Decode All programs to be executed are translated into Assembly
instructions. Assembly code must be decoded into binary instructions,
which are understandable to your CPU. This step is called decoding.
3. Execute While executing instructions the CPU can do one of three things:
Do calculations with its ALU, move data from one memory location to
another, or jump to a different address.
4. Store The CPU must give feedback after executing an instruction and the
output data is written to the memory.
8
Main Components of CPU
The main components of CPU help it in performing various functions. The
components of a CPU work together, and their making/manufacturing determine
the complexity of operations as well as how fast they can be carried out. The three
components of the CPU are following:
1. Arithmetic Logic Unit
2. Control Unit
3. Memory Unit / Registers
Arithmetic Logic Unit

There is electronic circuitry in arithmetic logic unit which executes all arithmetic
and logical operations. Its function is obvious from its name. It performs
arithmetic calculations like as addition, subtraction, multiplication and division as
well as comparisons. The unit can compare numbers, letters, or special characters.
There can be more than one Arithmetic logic unit in a CPU, and these ALUs can
also be used for the purpose of maintaining timers that help run the computer.
Control Unit
There is circuitry in the control unit which uses electrical signals to instruct the
whole computer system for carrying out or executing, already stored program
instructions. Its name clearly shows that it controls and co-ordinates computer
components. It extracts instructions from memory and decodes and executes
them. In fact it regulates the flow of information through the processor. In short, it
can be said, this component receives, decodes, stores results and manages
execution of data that flows through the CPU. Its communication with both
arithmetic unit and memory is inevitable.
Memory Unit / Registers

Registers are temporary storage areas which are responsible for holding the data
that is to be processed. They store the instructions and data in a processor. This
data is further used by Control Unit. There are some registers that are set aside for
specific tasks, these generally include a program counter, stack, and flags.
Output Devices
Output devices return processed data that is information, back to the user. Some
of the commonly used output devices are:
Monitor (Visual Display Unit)

Out of all the output devices, monitor is perhaps the most important output device
because people interact with this device most intensively than others. Computer
information is displayed, visually with a video adapter card and monitor.
9
Information processed within the CPU, that needs to be visually displayed, is sent
to video adapter. The video adapter converts information from the format used, in
the same manner as a television displays information sent to it by a cable service.
Two basic types of monitors are used with microcomputers, which are as follows:
1. CRT
2. LCD
Printers
After a document is created on the computer, it can be sent to a printer for a hard
copy (printout). Some printers offer special features such as colored and large
page formats. Some of the most commonly used printers are:
1. Laser Printer
2. Ink Jet Printer
3. Dot Matrix Printer
4. Line Printer
Plotter
A plotter is a special kind of output device that, like a printer, produces images on
paper, but does so in a different way. Plotters are designed to produce large
drawings or images, such as construction plans for buildings or blueprints for
mechanical objects. A plotter can be connected to the port normally used by a
printer. Plotters usually come in two designs:
 Flat Bed: Plotters of small size to be kept on table with restriction of
paper size.
 Drum: These plotters are of big size using rolls of paper of unlimited length.
Speakers
Speakers are another type of output device, which allow you to listen to voice like
music, and conversation with people.
Output Devices
Output devices return processed data that is information, back to the user. Some
of the commonly used output devices are:
1. Monitor (Visual Display Unit)
2. Printers
3. Plotter
4. Speakers
1.8 Software
Software is a set of instructions that makes use of the system hardware to return
user desired output. These sets of instructions are called Programs. Software
10
refers to a set of programs that makes the hardware perform a particular set of
tasks in particular order. Software can be classified mainly into following
categories and sub-categories:
1. System Software
2. Application Software
System Software
This is a type of software which controls, co-ordinates computer operations and
manages the hardware of a computer. System Software forms the base on which
the Application Software work. They act as an interface between the hardware
and the Application Software concealing the physical functioning of the
hardware. Examples of System Software:
1. Operating system
2. Device Drivers Database Management System (DBMS)
3. Assembler, Compilers & Linkers
4. Basic Input/output System (BIOS)
Operating System
An Operating System (OS) is system software that takes control from the BIOS
and makes the system up and running. It acts as an interface between various
application software’s and the System itself. Operating system has control over
various hardware devices including the CPU and Input/output devices. Some of
the best known operating systems are:
1. Microsoft Windows
2. UNIX
3. LINUX
4. Mac OS
Application Software
Application software is a collection of one or more programs used to solve a
specific task. A user interacts with the Application Software to get his tasks done.
Internet explorer, Mozilla Firefox is two applications used to access the internet. E-
mail software like Outlook express is used to manage Emails. It is obvious that all
software utilized for working on a computer is classified as application software. In
fact all user interfaces are an application. Generally software used in banking
industry, airline/railway reservation, generation of telephone or electricity bills etc.
all fall under application software. Few examples of application software are:
1. Word Processing Software
2. Database Software
3. Internet Browser
4. E-mail Client
5. Entertainment Software
6. Education Software
11
Utility Software
Utility software’s are application software’s. Utility software is a collection of
one or more programs that helps the user in system maintenance tasks and in
performing tasks of routine nature. Utility programs help the users in disk
formatting, data compression, data backup, scanning for viruses etc. Few
examples of utility software are:
1. Anti-virus
2. Registry Cleaners
3. Disk defragmenters
4. Data Backup Utility
5. Disk Cleaners
1.9 Role of Computers in Education

Computers have changed the way we work, be it any profession. Therefore, it is
only natural that the role of computers in education has been given a lot of
importance in recent years. Computers play a vital role in every field. They aid
industrial processes, they find application in medicine; they are the reason why
software industries developed and flourished and they play an important role in
education. This is also why the education system has made computer education a
part of school curriculum. Considering the use of computer technology is almost
every sphere of life, it is important for everyone to have at least the basic
knowledge of using computers. Let's look at what role computer technology plays
in the education sector.
Computers in Education
Computer technology has had a deep impact on the education sector. Thanks to
computers, imparting education has become easier and much more interesting
than before. Owing to memory capacities of computers, large chunks of data can
be stored in them. They enable quick processing of data with very less or no
chances of errors in processing. Networked computers aid quick communication
and enable web access. Storing documents on computers in the form of soft
copies instead of hard ones helps save paper. The advantages of computers in
education primarily include:
1. Storage of information
2. Quick data processing
3. Audio-visual aids in teaching
4. Better presentation of information
5. Access to the Internet
6. Quick communication between students, teachers and parents
12
Computer teaching plays a key role in the modern education system. Students find
it easier to refer to the Internet than searching for information in fat books. The
process of learning has gone beyond learning from prescribed textbooks. Internet
is a much larger and easier-to-access storehouse of information. When it comes to
storing retrieved information, it is easier done on computers than maintaining
hand-written notes.
1. Computers are a brilliant aid in teaching

Online education has revolutionized the education industry. Computer technology
has made the dream of distance learning, a reality. Education is no longer limited
to classrooms. It has reached far and wide, thanks to computers. Physically distant
locations have come closer due to Internet accessibility. So, even if students and
teachers are not in the same premises, they can very well communicate with one
another. There are many online educational courses, whereby students are not
required to attend classes or be physically present for lectures. They can learn
from the comfort of their homes and adjust timings as per their convenience.
2. Computers have given impetus to distance education

Computers facilitate effective presentation of information. Presentation software
like PowerPoint and animation software like Flash among others can be of great
help to teachers while delivering lectures. Computers facilitate audio-visual
representation of information, thus making the process of learning interactive and
interesting. Computer-aided teaching adds a fun element to education. Teachers
hardly use chalk and board today. They bring presentations on a flash drive, plug
it into a computer in the classroom, and the teaching begins. There's color, there's
sound, there's movement - the same old information comes forth in a different
way and learning becomes fun. The otherwise not-so-interesting lessons become
interesting due to audio-visual effects. Due to the visual aid, difficult subjects can
be explained in better ways. Things become easier to follow, thanks to the use of
computers in education.
3. Computer software helps better presentation of information

Internet can play an important role in education. As it is an enormous information
base, it can be harnessed for retrieval of information on a variety of subjects. The
Internet can be used to refer to information on different subjects. Both teachers
and students benefit from the Internet. Teachers can refer to it for additional
information and references on the topics to be taught. Students can refer to web
sources for additional information on subjects of their interest. The Internet helps
teachers set test papers, frame questions for home assignments and decide project
topics. And not just academics, teachers can use web sources for ideas on sports
competitions, extracurricular activities, picnics, parties and more.
13
4. Computers enable access to the Internet which has information on
literally everything
Computers enable storage of data in the electronic format, thereby saving paper.
Memory capacities of computer storage devices are in gigabytes. This enables
them to store huge chunks of data. Moreover, these devices are compact. They
occupy very less space, yet store large amounts of data. Both teachers and
students benefit from the use of computer technology. Presentations, notes and
test papers can be stored and transferred easily over computer storage devices.
Similarly, students can submit homework and assignments as soft copies. The
process becomes paperless, thus saving paper. Plus, the electronic format makes
data storage more durable. Electronically erasable memory devices can be used
repeatedly. They offer robust storage of data and reliable data retrieval.
5. Computer, hard drives and storage devices are an excellent way to

store data
This was about the role of computers in education. But we know, it's not just the
education sector which computers have impacted. They are of great use in every
field. Today, a life without computers is unimaginable. This underlines the
importance of computer education. Knowledge of computers can propel one's
career in the right direction. Computers are a part of almost every industry today.
They are no longer limited any specific field. They are used in networking, for
information access and data storage and also in the processing and presentation of
information. Computers should be introduced early in education. I don't think I
am making an overstatement in saying that computer education is as fundamental
as learning English. Yes, it is.
6. Modernizing Education
Education has benefited from the inclusion of technology and computers by
making it easier for students to keep up while helping teachers by improving the
way lessons can be planned and taught. Students who use computers learn to use
word processors for work, and subsequently they learn computer jargon and
strengthen grammatical skills. Students can also look up lessons on websites or
through email rather than lugging heavy textbooks with them every day.
7. Improving Student Performance

Students who use computers have been shown to attend school more steadily and
perform better than students who do not use computers. Along with getting higher
grades on exams, students also stated they felt more involved with their lessons and
work if they used a computer. Using computers gets students to become more
focused on their work at home, in collaborative projects with other students and on
their own.
14
Computer education may influence student performance by enabling them to
become more involved with their school work. Computers can potentially
enhance student’s mathematical thinking, and improve scores in problem solving
and critical thinking tasks. Computer education also plays a major factor in
students’ ability to score highly on their standardized assessment tests. Exposing 3
and 4-year-old children to computer education and supporting activities produces
developmental gains such as abstraction, intelligence, nonverbal skills and long-
term memory.
8. Learning Job Skills

Computers play a vital role in the modern business world, and many of even the
most basic jobs involve technology and computers. Teaching students how to use
computers helps them prepare for any number of possible careers, and classes
based on computer education can get even more specific. Many classes teach
students to use office suite programs, create presentations and data sheets, and
learn any number of programming languages such as C++ or Java.
9. Efficiency
Computers make the learning process a lot more simple and efficient, giving
student’s access to tools and methods of communication unavailable offline. For
example, students can check their grades or lesson plans online and also
communicate directly with their teachers via email or educational platforms such
as Blackboard. Students can also send work to their teachers from home or
anywhere else, letting them finish work outside the constraints of school hours
and teaching them about procrastination and personal responsibility.
10. Improves Research

Technology has made research far easier than in the past. Decades ago, students
learned history by going to the library and thumbing through history books and
encyclopedias. Today, many of those same books are available in digital format
and can be accessed online. Computer education improves students’ research
skills by encouraging them to look for information on the Internet. It enables them
to research various topics by seeking relevant books that could be digitally
available online. The Internet also contains search options, which expose students
to diverse ways of obtaining information. Thanks to the speedy nature of the
Internet, students can research their desired topics within minutes.
11. Influence Career Aspirations

Incorporating computer education in schools can inspire students to undertake
careers in technology and enhance their understanding of how computer
technology impacts people’s daily lives. The knowledge acquired in elementary
and high school may increase their interest in computer-related fields during their
college education. Furthermore, computer education provides students with
grounding in computer-related software and activities, such as using office suite,
15
programming languages and creating data sheets. Students can apply these skills
to a range of occupations later in life.
12. Enhanced Creativity

Computer classes allow students to put their creativity to use. For example,
classes can involve assembling and disassembling computer parts, which require
students to think about and understand how parts function. Students can transfer
their enhanced creativity to other activities in their lives, including memorizing
scientific facts, historical information or mathematical formulas. Computer
education also reduces the time needed to efficiently learn new material.
1.10 Self-Assessment Questions

1. What is a computer? Draw a block diagram to illustrate the basic
organization of a computer system.
2. What are the characteristics of a computer?
3. Explain the functions of various units.
4. What is the central processing unit of a computer? Why is it so important
to the operation of the computer?
5. What is an input device? Briefly describe various important input devices.
6. What is an output device? Briefly describe various important output
devices.
7. Discuss two basic types of monitors CRT and LCD.
8. What is hardware? Discuss various components of hardware.
9. What is software? Discuss its various types of software.
10. Distinguish between system and application software.
11. Write short notes on:
 Laser Printer
 Utility Software
 Compiler
 Plotter
12. Write a note on Computer language and its classification.

13. How many types of printers are commonly used?
16
1.11 Activities/ Terminology
TERMINOLOGY
Computer
A machine that can receive and store information and change or process it.
Information
Knowledge that is communicated.
Data
The representation of information in a formalized manner suitable for
communication, interpretation and processing, generally by a computer system.
The term ‘raw data’ refers to unprocessed information.
Computer Network
A grouping of computers and peripherals connected together by
telecommunications links to enable a group of users to share and exchange
information.
Hardware
The physical equipment required to create, use, manipulate and store electronic
data.
Software
The computerized instructions that operate a computer manipulate the data and
execute particular functions or tasks.
Central Processing Unit (CPU)

The chip or chips at the heart of a computer that enable it to process data. Also
known as a processor.
Memory
An area within a computer system that holds data waiting to be processed.
Storage Device
The place where a computer puts data.
Input
Any resource required for the functioning of a process, in the course of which it
will be transformed into one or more outputs.
Output
The product of the transformation of inputs by a process.
Peripheral Device
Any piece of equipment in a computer system that is not actually inside the
computer itself.
17
Chip
A small piece of semi-conducting material (such as silicon) about 1 centimetre
(¼ inch) square on which an integrated circuit is embedded. An integrated circuit is a
number of electronic components joined together to form a path for electricity.
Central processing unit chips contain the circuits representing the CPU.
Random Access Memory (RAM)

An area in the computer system unit that temporarily holds a user’s data,
operating system instructions and program instructions.
Storage
The area within a computer system where data can be left on a longer term basis
while it is not needed for processing.
Diskette
A small, removable, flexible Mylar plastic disk covered with a thin layer of a
magnet sable substance, onto which digital data can be recorded and stored. Also
known as a floppy disk.
Hard Drive
The storage area within the computer itself, where megabytes of space are
available to store bits of information. Also known as a hard disk.
Optical Disk
A storage device that uses reflecting surfaces and laser technology to read and
write data on a disk. Also known as a laser disk.
Magnetic Tape
A continuous plastic strip covered with magnetic oxide; the tape is divided into
parallel tracks onto which data may be recorded by selectively magnetizing parts of
the surface, or spots, in each of the tracks. The data can then be stored and reused.
Process
A systematic series of actions a computer uses to manipulate data.
Programming Language
An artificial set of rules, vocabulary and syntax used to instruct the computer to
execute certain tasks.
Computer Program
A sequence of instructions that can be executed by a computer to carry out a process.
User Friendly
Computer software or hardware that is simple to set up, run and use.
Operating System
A collection of software that allows a computer to function.
18
Hard Drive
The storage area within the computer itself, where megabytes of space are
available to store bits of information. Also known as a hard disk.
Back up
To copy a computer file or collection of files to a second medium, usually on a
diskette or magnetic tape, so that the data are safe in case the original file is
damaged or lost. Backups are usually copied to storage devices that can be
removed from the computer and kept separately from the original.
Documentation
Information needed to develop, use or maintain computer hardware and software
and to permit access and retrieval of the data.
Virus
A computer program that is planted in one computer and then transferred, hidden
in useful information, to one or more other computers with the intention of
corrupting or wiping out information in the recipient computer.
Information System
The combination of information, technology, processes and people brought
together to support a given business objective.
Computer Network
A computer network can be simple and limited to a small number of computers or
complex, linking a large number of computers.
Local Area Network
A computer network located within a relatively limited area such as a building,
agency or university campus. Also known as a LAN.
Wide Area Network (WAN)
A computer network that covers a large geographical area.
Node
A processing location on a network.
Network Server
A computer that is connected to the network and that ‘serves’ or distributes
resources to network users.
File Server
A computer that serves or distributes application programs and data files to
workstations within a computer network. The hard drive of the file server is
shared by the workstations on the network.
Groupware
Applications software that supports collaborative work between a group of users
by managing schedules, sharing documents and undertaking intragroup
communications.
19
Workflow Software
Software that automates the process of electronically routing documents from one
person to another in a specified sequence and time.
Peer-to-peer Network
A type of network in which each workstation has equivalent capabilities and
responsibilities.
Intranet
An internal computer network that belongs to an organisation and is accessible
only by that organisation’s members.
Internet
A collection of local, regional and national computer networks that are linked
together to exchange data and distribute processing tasks. The Internet connects
millions of people through a collection of computer networks.
World Wide Web

A computer network system that allows users to browse through information
available on computers round the world.
Link
A reference to another document in an environment like the World Wide Web,
that users can go to directly by clicking on the on-screen reference with the
computer’s mouse.
Hypertext Markup Language (HTML)

One of the main standards that controls how the World Wide Web works; it is an
SGML document type definition that determines how Web pages are formatted
and displayed and thus enables information to be exchanged on the World Wide
Web.
Standardised General Mark-up Language (SGML)

A met language that can be applied to documents in order to maintain their
structure and context.
Web Browser
A software application that enables a user to locate and view pages on a Web site.
Also known as a browser.
Uniform Resource Locator (URL)

The global address of documents and other resources on the World Wide Web.
URLs can point to executable files that can be fetched using FTP (File Transfer
Protocol, ftp://) or a Web page that can be retrieved using HTTP (hypertext
transfer protocol, http://).
20
Home Page
The main page of a Website. Typically, the home page serves as an index or table
of contents to other documents stored at the site (that is, the address).
Website
A location on the World Wide Web.
Search Engine
A program that searches documents for specified keywords and returns a list of
documents where the keywords were found.
Database
A structured assembly of logically related data designed to meet various
applications but managed independently of them. A database is a collection of
information stored on computers. Databases were originally developed using
mainframe computers but are now common on personal computers and in
networked environments.
Data Field
A space allocated for a particular item of information. In a database, fields are the
smallest units of information you can access.
Database Record
A complete set of information in a database; records are composed of fields, each
of which contains one item of information.
Data Structure
A scheme for organizing related pieces of information. The basic types of structures
include: files, lists, arrays, records, trees, tables. Each of these basic structures has
many variations and allows different operations to be performed on the data.
Relational Database
A database that spreads information across different tables while maintaining
links between them. A relational database stores information across different
tables and connects them with links in the computer.
Menu
A collection of onscreen choices given to the user to help him or her interact with
a computer system.
Keyword Search Engine

A program that allows a user to search a database by an index entry that identifies
a specific record or document.
Query Language
A set of command words that can be used to direct a computer to create databases,
locate information, sort records and change the data in those records. Users can
21
ask questions of the database using a variety of query languages, which formulate
questions so that the computer can perform operations and provide results.
Electronic mail (e-mail)

A way of sending messages between people anywhere within an organization or
in the world using a computer that can communicate with another computer
through a computer network. The message or document can be viewed on a
computer screen and printed out. Electronic mail is a method for communicating
messages electronically using computer networks.
Ethernet
A Local Area Network (LAN) protocol that supports data transfer
1.12 Bibliography
Abbas, N. (2006). Assuring Quality in a new ICT Syllabus: Paper presented in
ACEAB International Conference 2006, Jamaica-USA.
Government of Pakistan (1998). National Education Policy (1998-2010).

Islamabad: Ministry of Education.
Government of Pakistan (2000). National Curriculum: Computer Science Classes

IX-X, Islamabad, Ministry of Education (Curriculum Wing).
Government of Pakistan (2007). National Curriculum for Computer Science

(Applied Technology)
22
UNIT–2
INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT)
Written by: Ziad Tufail Khan

23
2.1 Introduction
Information Communication Technology (ICT) consists of three components
information, communication and technology. ICT involves the use of information
technology for accessing, storing, manipulating and transmitting information. The
technological advancements have made the world a “global room”. The rapidly
rising number of variety in the form of hardware, software and internet resources
have led to improved communication across the globe. There are different types
of resources of ICT: input, output and other resources. These resources are used to
access, transfer and obtain data from a computer or internet. The resources of ICT
has contributed towards improving the teaching-learning process by introducing
the concepts of e-learning, open and distant learning, blended leaning and
distributed learning.
In this unit, we would discuss in detail about the meaning of ICT, resources of
ICT and applications of ICT in various fields of life.
2.2 Objectives
After studying the unit, you will be able to:
1. Understand the meaning of ICT
2. Explain the resources of ICT.
3. Discuss the applications of ICT.
2.3 Meaning of ICT

"ICT," an abbreviation for information and communication technology, refers to
all equipment, applications and services that involve communication. Computers,
cell phones, televisions, radios and satellite systems are all part of ICT.
2.3.1 Information
Information is data which has been processed within a context in order to give it
meaning.
Example of Converting Raw Data into Information (Retrieved from

http://www.teachict.com/as_a2_ict_new/ocr/AS_G061/311_data_info_knowledge
/data_info_ knowledge/miniweb /images/info1.jpg)
24
The ever-changing field of technology has made the world a smaller place, as
information is easily and rapidly exchanged through devices of telecommunication.
The Internet has proved a huge advancement in the ICT community.
Videoconferencing and distance learning allow people thousands of miles apart to
speak together as if they were in the same room. ICT involves more than just sharing
of information, however, it also includes the quest to improve communication
throughout the world, especially to more underserved areas of the globe.
ICT has become an integral part of everyday life. It increases its importance in
people’s lives and it is expected that this trend will continue to the extent that ICT
literacy will become a functional requirement for people’s work, social and
personal life. The use of ICT in education add value in teaching and learning by
enhancing the effectiveness of learning or by adding a dimension to learning that
was not previously available. ICT may also be a significant motivational factor in
student’s learning and can support student’s engagement with collaborative
learning.
2.3.2 Communication
Communication is a major factor in ICT. There are various categories of
communication and more than one occur at a time. The different categories of
communication are:
 Spoken or Verbal Communication: Face to face, Telephone, radio or
television & other media
 Non-Verbal Communication: Body Language, gestures, how we dress or
act, even our scent.
 Written Communication: Letters, emails, books, magazines, the internet
or via other media
 Visualizations: Graphs, Charts, Maps, Logos and other visualizations can
communicate messages.
2.3.2.1 Communication Process

Communication may be defined as a process concerning exchange of facts or ideas
between persons holding different positions in any system or organization to achieve
mutual harmony. The communication process is dynamic in nature rather than a static
phenomenon. Communication as such must be considered as continuous and
dynamic inter-action, both affecting and being affected by many variables.
Communication is a process of exchanging verbal and non-verbal messages. It is

a continuous process. Pre-requisite of communication is a message. The message
must be conveyed through some medium to the recipient. It is essential that this
message must be understood by the recipient in the same terms as intended by the
sender. Sender must respond within a time frame. Thus, communication is a two
way process and is incomplete without a feedback from the recipient to the sender
on how well the message is understood by him.
25
Communication Process (Retrieved from http://www.enkivillage.com/
communication-process.html)
The main components of the communication process are as follows:

a. Context: Communication is affected by the context in which it takes
place. The context may be physical, social, chronological or cultural.
Every communication proceeds with context. The sender chooses the
message to communicate within a context.
b. Sender/Encoder: Sender/Encoder is a person who sends the message. A
sender makes use of symbols (words or graphics or visual aids) to convey
the message and produce the required response. For instance – a training
manager conducting training for new batch of employees. Sender may be
an individual or group or organization. The views, background, approach,
skills, competencies and knowledge of the sender have a great impact on
the message. The verbal and non-verbal symbols chosen are essential in
ascertaining interpretation of the message by the recipient in the same
terms as intended by the sender.
c. Message: Message is a key idea that the sender wants to communicate. It
is a sign that elicits the response of recipient. Communication process
begins with deciding about the message to be conveyed. It must be
ensured that the main objective of the message is clear.
d. Medium: Medium is a means used to transmit/exchange the message. The
sender must choose an appropriate medium for transmitting the message
else the message might be conveyed to the desired recipient. The choice of
the appropriate medium of communication is essential for making the
26
effective and correctly interpreted by the recipient. The choice of the
communication medium varies depending upon the features of
communication. For- instance Written medium is chosen when a message
has to be delivered to a small group of people, while an oral medium is
chosen while spontaneous feedback is required from the recipient as
misunderstandings are clear then and there.
e. Recipient/Decoder: Recipient/Decoder is a person for whom the message
is intended/aimed/targeted. The degree to which the decoder understands
the message is dependent upon various factors such as knowledge of
recipient, their responsiveness of the message and the reliance of coder
and decoder.
f. Decoding: The person who receives the message or symbol from the
communicator tries to convert the same in such a way so that he may
extract its meaning to his complete understanding. There is a risk of
decoding the message in a different angle than how it has to be decoded.
g. Feedback: Feedback is them a in component of communication process as
it permits the sender to analyze the efficiency of the message. It helps the
sender in confirming the correct interpretation of the message by the
decoder. Feedback may be verbal (through words) or non-verbal (through
smile, sighs etc.) It may take written form in for of memos, reports etc.
2.4 Resources of ICT

ICT in Education means teaching and learning with ICT. Educational ICT tools
can be divided into three categories as follows:
 Input Resources
 Output Resources
 Others
Input & Output Sources (Retrieved from http://www.elmoglobal.com/en/html/

ict/01.aspx)
27
2.4.1 Input Resources
Input resources refer to any device or program used to transfer data to a computer.
Various input resources are given below:
2.4.1.1 Visualize/Document Camera

The Visualizer/Document Camera is a cost effective, time saving & easy to use
Information Communication Technology (ICT) tool. Simply connect the
visualizer/document camera to monitor or projector or interactive whiteboard and
just switch it on. All that’s left to do is to place the desired object under the camera.
Visualizer (Retrieved from http://www.teaminfovision.com/visualizer.html)
Document Cameras are also known visual presenters, visualizers, digital

overheads or docucams are real time image capturing devices for displaying an
object to a larger size to audience. Typical use of Document Camera/Visualizer
are as follows:
 Lecture hall or classroom
 Presentation of material in conferences, meetings and training sessions
 Video Conferencing and Tele presence
 Presentation of evidence in court rooms
 Various medical applications (telemedicine, telepath logy, display of X-Rays)
Document Cameras can be used in classrooms for various purposes as they are
user friendly. Some of its uses in classroom are
 Demonstration: Show students how to do assignment work.
 Showing mathematics problems, manipulative in color and three dimensions
 Immediate feedback for displaying student work
 Close up detailed observation of objects
 Zoom in on reading text and read whole class-helps when pointing out
certain topics words and students can follow along.
28
Freeze-frame the camera for various teaching purposes. Worksheets can be
frozen, workout answers on sheet, unfreeze, and show final answers.
2.4.1.2 Personal Computer (PC)

Personal Computer nowadays are used as Information and Communication
Technology (ICT) tool in our everyday life. Personal Computers are used for
different purposes as
 For E-Learning
 Distant Learning
 Conferencing, Teleconferencing
 Internet
 PowerPoint Presentations in class
Personal Computer (Retrieved from http://www.differencebetweens.com/difference-

between-personal-computer-and-supercomputer/)
2.4.1.3 Student Response System

With Student Response System, each student gets a handset and can provide
feedback views, answers or data to a receiver and software on your computer.
Simple systems are like are a bit like the audience polls. More sophisticated
systems allows the users to free text and numbers.
The software records students’ responses and can generate reports and graphs and
mark sheets. It can be used to:
 Involve a whole class in questions and answers
 Get instant responses
 Quick feedback on verbal questions
 Summative Assessment
 Emotional Wellbeing: Instant measure of how pupils are feeling
 Produce graphs and charts of responses
 Measure response times
 Setup sequences, quizzes, presentations within lessons
29
Student Response System handset (Retrieved from https://nnlm.gov/sea/newsletter/
category/technology/page/2/)
Different Student Response Systems available in market are:

 Infuse Learning
 Edmodo
 Socrative
 Nearpod
 eClicker
2.4.1.4 Slate/Tablet
Tablet computers provide a unique opportunity to create a truly portable learning
experience. Lightweight with a long battery life, they offer possibilities not
previously seen with other mobile computing solutions. Quick access to reference
material during a lesson, previously difficult to achieve with existing ICT, can
bring key advantages and enhance learning.
Tablet (Retrieved from http://interactivedrawingtablet.blogspot.com/)
Tablet PC are used in

 Drawing Work: Used in drawing work as the ability to hold a pen has
significant advantage over mouse.
 Continuity of Work: Pupils use Tablets in classroom and at home
without having to change computer.
30
 Integrated ICT in Curriculum: Tablets PCs influenced a change to
teaching ICT skills as an integral part of the other curriculum areas.
 Mobility: Tablet PCs are portable and hence can be used anywhere, inside
and outside the classroom.
 Collaboration: Tablet PCs are used to develop collaboration and group
work in classroom. Lectures notes, assignments and other brainstorming
ideas can be shared electronically and stored on a shared network without
having difficulty of the hard copies.
Audio & Video

Tablet PCs are used for audio and video file sharing, allowing the pupil to
understand the task more effectively and also audio & video can be used as an
ICT tool to educate the children with learning disabilities.
2.4.1.5 Application Software
An application program (app or application for short) is a computer program designed
to perform a group of coordinated functions, tasks, or activities for the benefit of
the user. Application software are all programs that perform specific tasks for
users, which include word processing, spreadsheet, database, presentation, e-Mail
and Web browser software. Examples of application software are Microsoft Word,
Microsoft Excel, Outlook Express and Internet Explorer.
Programs of Application Software (Retrieved from

http://trak.in/technology/software-suites-a-la-carte/)
Types of Software Application are:

 Word Processing Application: writing reports, memos, letters
 Spreadsheet Application: keeping simple company accounts, calculating
employee commission payments, simple stock control system, modelling
 Database Application: keeping customer records, sales records,
appointments system
 Desktop Publishing Application: creating leaflets, posters, business cards
 Presentation Software: creating presentations to show to customers or
staff
31
 Graphics Application: manipulating images that can be used at home,
school or a business
 Web Design Application: creating personal or business websites
2.4.2 Output Resources

Output resources refer to any device or program used to obtain data from a
computer. The output resources are as follows:
2.4.2.1 Projector
A digital projector is a device which connects to a computer and is used to project
the video output from the computer onto a wall or screen. In classrooms, they are
often used with electronic whiteboards. The projector can be portable and can be
placed on a stand or it can be permanently fixed to the ceiling.
Projector (Retrieved from http://cyberschooltech.co.ug/blog/taking-care-of-your-

projector/)
Projector can be used for;

 Classroom Teaching
 Staff Training Sessions
 A Presentation to an Audience
 Conferencing Purposes
 Home Cinemas
2.4.2.2 Interactive Whiteboards

A large, touch-sensitive board, which is connected to a digital projector and
a computer. The projector displays the image from the computer screen on
the board. The computer can then be controlled by touching the board,
either directly or with a special pen. Interactive Whiteboard has become
increasingly popular and common in classrooms especially in developed
countries. In almost every classrooms, teachers are given the opportunity to
interact with their students in a very interesting way and students have the chance
to get themselves hook with the lessons.
32
Interactive Whiteboard (Retrieved from http://www.pearsonlongman.com/total-
english-digital/whatisIWB.html)
Interactive Whiteboards can be used for various purposes. They can be drawn
pictorially as follows:
Interactive Whiteboard in Learning (Retrieved from

https://sites.google.com/a/myport.ac.uk/ict-and-the-secondary-classroom-
esliarozhi/project-definition/interactive-white-board)
33
Benefits of using Interactive whiteboards are as follows:
 Interactive Tool: The ability of the tool to sense touch and different
colors input makes it attractive, easy and effective for the students to use
an experience.
 Expand Creativity: Teachers can create their own bullets, write on the
board using different colors, and draw image of their own preferences using
a specific board pen which makes it an expanded creativity tool then
power point.
 Easy to Use: Unlike other Photoshop studios and software’s, it is easy to
use to make the lesson more attractive and interesting.
2.4.2.3 Display: Monitor/TV/LCD

A monitor or Liquid Crystal Diode (LCD) screen is the most commonly used
output device. They came in different sizes, shapes and forms. The picture on the
monitor is made up of thousands of tiny colored dots called pixels. The quality
and detail of the picture depends upon the number of pixels the monitor/LCD can
display. The higher the number of pixels, the better quality of output.
A standard TV screen is ‘720p’ which means it is 720 pixels down and 1280
pixels across. A TV screen ‘1080p’ which means it is 1080 pixels down and 1920
pixels across. This is excellent for displaying High Definition and Blu-ray
content.
LCD (Retrieved from https://www.overstock.com/Electronics/Monitors-Displays/

215/dept.html)
Uses of TV Screens/LCDs are

 TV screens in home
34
 As computer monitors for different activities
 Screen in public areas for advertisement, information or displays
 Screens in video conferencing suites for meetings
2.4.2.4 Printers
Printer is an output device is a piece of hardware that is used to display or output
data which has been processed or has been stored on the computer. Printers are
used to create a hard copy of the work i.e. something that you can hold, hand to
someone else or file away. Most printers produce their output on paper but paper
is not the only thing to print on. Printers vary in size, speed, sophistication and
cost. In general, more expensive printers are used for higher resolution color
printing.
Printer (Retrieved from https://www.cnet.com/news/get-a-canon-pixma-mg4220-

multifunction-printer-for-49-99/)
Four printer qualities that vary to different users are

 Color Printer: Color is important for users who need to print pages for
presentations or maps and other pages where color is part of the
information. Color printers can also be set to print only in black-and-
white. Color printers are more expensive to operate since they use two ink
cartridges (one color and one black ink) that need to be replaced after a
certain number of pages.
 Resolution: Printer resolution (the sharpness of text and images on paper)
is usually measured in dots per inch (dpi). Most inexpensive printers
provide sufficient resolution for most purposes at 600 dpi.
35
 Speed: The speed of the printer becomes important. Inexpensive printers
print only about 3 to 6 sheets per minute. Color printing is slower. More
expensive printers are much faster.
 Memory: Printer with low memory are slower. So having more than the
minimum amount of memory is helpful and faster in printing out pages.
2.5 Application of ICT

ICT can be used indifferent ways as
 E-Learning
 Open and Distant Learning
 Blended Learning
 Distributed Learning
2.5.1 E-Learning
An educational activity or course conducted in an electronic learning milieu,
using Internet communication technologies for delivery of instruction, curricular
materials, and learning activities. In this study, e-learning refers to instructor-lead
academic courses that may be offered partially or entirely online.
 Refers to the use of computers and networking technology for knowledge
and skill building.
 There are several types of e-learning ranging along two extremes:
synchronous training using live instructors and asynchronous or self-paced
training, being the latter the most usual form of e-learning. The use of
electronic media and ICT in education.
 Learning that is mediated by electronic media.
 A form of learning that takes place when the learner is using electronic
technology or learning that happen when the learner takes advantage of
learning opportunities offered by any electronic technology.
 Access to, and use of, electronic sources of information and
communication through a web-accessible device.
 Computer based learning.
 The use of technology to enable people to learn anytime and anywhere.
 The delivery of content via electronic media, such as the internet, video,
interactive TV and CD-ROM.
 Utilizes electronic technologies to access educational curriculum outside
traditional classroom.
 Most usual e-learning technologies are environment supported by
continuously evolving, collaborative processes focused on increasing
individual and organizational performance.
36
 E-learning is systematic use of networked multimedia computer
technologies to empower learners, improve learning, connect learners to
people and resources supportive of their needs, and integrate learning with
performance and individuals with organizational goals.
 E-mentoring has been used to improve participation by students from
traditionally under-represented groups during induction and on-course.
E-Learning (Retrieved from http://usingicteducation.blogspot.com/)
2.5.2 Open and Distant 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.
In distance learning system, learners are remote to the institution and are in large
scale. It is difficult for a learner to visit the institution every day to get a
service/support as available in a conventional system and at same time, it is even
difficult to the institution itself to provide various services to the learners at
different phases of a student learning life cycle, due to limited human resource
available. Information and Communication Technology (ICT) is a prime resource
to overcome such limitations.
 Learning that is certified by an institution or agency
 Use of variety of media including print and electronic
 Two way communication that allows learners and tutors to interact
 Possibility of occasional face to face meeting
 Specialized division of labor in the production and delivery of sources
37
Open distance learning system requires ICT infrastructure to provide various
services effectively at different phases of a student life cycle. The ICT
infrastructure include
a. Network infrastructure
b. Computing infrastructure
c. System and application software
d. Internet Service Provider(ISP) &Bandwidth
e. Policy framework
f. Security infrastructure.
a. Network Infrastructure: The institution, that provides education in open

distance learning mode requires a structured network at all its operational
nodes (headquarters, the regional and study centers) and interconnected
each other through a dedicated network so that all student services can be
accessed easily by all operational nodes, students and other public. The
standard network components are the router, the network switches, the
standard network cable (fiber and UTP) and sometimes WIFI Router.
b. Computing Infrastructure: The standard computing infrastructure
include standard computer hardware such as servers(database servers, web
servers, backup/recovery servers and application servers) to host various
student learning and support services and personal computers (desktop
computers, laptops and net books) to access and use services.
c. System and Application Software: System and application software is
required to develop software for various students learning and support
services that are needed at various phases of student learning life cycle.
The software is a main component in open distance learning by which
various support services shall be provided to students and other public in
large scale. The present Web technologies support to develop web-based
software for various services that can be accessed anywhere and anytime.
d. Internet Service Provider (ISP) & Bandwidth: The amount of internet
bandwidth required is directly proportional to the number of users, who
access the service(s) and is one of the parameters to access a service easily
with no time.
e. Policy Framework: Policy document covers various policies that are to
be enforced in an institution where student learning and support services
are made available in an open distance learning system. The policies shall
broadly categorized to operational policies, behavioral policies, resource
access (system, service and network) control policies, security policies and
organizational policies.
f. Security Infrastructure: Security infrastructure is essentially required to
protect the systems (servers and personal computers), software,
38
applications and the data that are being used in an institution, where
student learning and support services are made available in open distance
learning system. Security infrastructure enhances the security of a
System/Application/data and are intended to counter security attacks.
2.5.3 Blended Learning

Blended learning is an education program (formal or informal) that combines
online digital media with traditional classroom methods. It requires the physical
presence of both teacher and student, with some element of student control over
time, place, path, or pace. Blended learning (combined learning) is a term created
to refer to courses that combine classroom learning and technology online (e-
learning) enhancing the advantages of both.
Blended Learning (Retrieved from https://blended.online.ucf.edu/about/what-is-

blended-learning/)
Benefits of Blended Learning

 Individual Learning
 Personalized learning Support
 Independent and Collaborative Learning
 Increase in Student Engagement
 Accommodates Several learning Styles
2.5.4 Distributed Learning

Distributed learning is a general term used to describe a multi-media method of
instructional delivery that includes a mix of Web-based instruction, streaming
video conferencing, face-to-face classroom time, distance learning through
television or video, or other combinations of electronic and traditional educational
models. Distributed Learning focuses on learner-to-learner as well as instructor-
39
to-learner interaction. Corporations and universities are using and promoting
distributed learning for staff development, technical training, and advanced-
degree coursework.
Distributed Learning (Retrieved from http://itinfra.mkcl.org/itinfraservices_

virtualclassroom_introduction.html)
 Decentralized instructional model in which teachers, students, and the

resources are located in different places.
 Learning situations in which the students and instructor are in different
localities. A bit broader than distance education, as it can be used to refer
to both education and training.
 Pedagogical strategies that integrate face-to-face with online
methodologies.
 Distributed learning is usually associated with the relative flexibility of
access to course content. Students are able to decide when, how, and
where they want to interact or engage the course material.
Activity
Communicate a message to your colleague/friend. Describe the process of
communication for this message in terms of elements of communication.
40
1. Define ICT.
2. What is the role of medium in communication process?
3. Define an input resource.
4. What is an interactive whiteboard?
5. Enlist characteristics of a slate/tablet.
6. What is the purpose of projector?
7. Describe benefits of blended learning.
2.7 Exercise
1. Discuss the usage of ICT in the 21st century.
2. What is a communication process? What are different components of
communication process?
3. What are different input resources of ICT? Also write down their usage.
4. What are different output resources of ICT? Also write down their usage.
5. Elaborate the role of ICT can be used in Education.
6. Write notes on the following:
i. Blended Learning
ii. Open & Distant Learning
iii. E-learning
iv. Distributed Learning
2.8 Bibliography
Beal, V. (n. d.). Application (Application Software). Retrieved from
http://www.webopedia.com/TERM/A/application.html
Blended Learning Toolkit. (n. d.). Benefits of Blended Learning. Retrieved from
https://blended.online.ucf.edu/about/what-is-blended-learning/
Broida, R. (2012). Canon Pixma Multifunction Printer. Retrieved from
https://www.cnet.com/news/get-a-canon-pixma-mg4220-multifunction-
printer-for-49-99/
Communication Process. (n. d.). Retrieved from http://www.enkivillage.com/
communication-process.html
ELMO. (n. d.). What is ICT in Education? Retrieved from
http://www.elmoglobal.com/en/html/ict/01.aspx
ELMO. (n. d.). What is a Visualizer/Document Camera? Retrieved from
http://www.elmoglobal.com/en/html/what/01.aspx
41
Global English. (n. d.). Virtual Blended Learning. Retrieved from
http://www.globalenglish.com/why_PEBS/blended_learning
Hansson, T. (2008). Handbook of Research on Digital Information Technologies:
Innovations, Methods and Ethical Issues. USA: Information Science
Reference.
ICT Tools and Resources for Schools, Teachers and Educators. (n. d.). Retrieved
from https://www.mindomo.com/mindmap/ict-tools-and-resources-for-
schools-teachers-and-educators-48511abbfb7e4145a33dbe6453d0f8af
ICT and the Secondary Classroom. (n. d.). Retrieved from
https://sites.google.com/a/myport.ac.uk/ict-and-the-secondary-classroom-
esliarozhi/project-definition/interactive-white-board
IT Infrastructure Development Program. (n. d.). Virtual Classrooms. Retrieved from
http://itinfra.mkcl.org/itinfraservices_virtualclassroom_introduction.htm
Kumar, D. & Turner, J. (Ed.). (2006).Education for the 21st Century/ Impact of
ICT And Digital Resources. USA: Springer Publications. Mindflash.
(n.d.). What is Blended Learning? Retrieved from
https://www.mindflash.com/elearning/what-is-blended-learning/
Mairaj, M. I. & El-Hadi, W. M. (2012). Applications of Information and
Communication Technologies in Libraries in Pakistan. Journal of the
Medical Library Association, 100(3). Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3411261/
National Network of Libraries of Medicine. (2016). Retrieved from
https://nnlm.gov/sea/newsletter/category/technology/page/2/
Ortega, M. & Bravo, J. (2000). Computers and Education in 21st Century.
Dordrecht: Kluwer Academic Publishers.
Provenzo, E. F, Brett, A. & Gary, N. M. (2005). Computers, Curriculum &
Cultural Change: An Introduction for Teachers. New Jersey: Lawrence
Erlbaum Associates, Inc.
Rouse, M. (n. d.). ODL (Open and Distance Learning). Retrieved from
http://searchsqlserver.techtarget.com/definition/ODL
Shetty, S. (2014). Information and Communication Technology and Education.
Retrieved fromhttp://usingicteducation.blogspot.com/
Team Info vision. (n. d.). Visualizers/Document Camera. Retrieved from
http://www.teaminfovision.com/visualizer.html
42
UNIT–3
USE OF ICT EDUCATION
Written by: Miss Mubeshera Tufail

43
3.1 Introduction
Technology is a vital component of modern classroom. The classroom computer has
become a presentation, communication and storage device for all pupils irrespective
of their abilities (Leask & Meadows, 2000). Effective and appropriate technologies
can be used for designing, developing, implementing and assessing instruction.
Effective and appropriate technology means the technology which meets the learning
objectives and is affordable at the same time. It can contribute in increasing academic
achievement and motivation of students for learning (Keengwe, 2013).
A vast array of information and resources can be accessed using information and
communication technology (Keengwe, 2013). Additionally, latest information
technology is also reshaping the presentation of information. The computer,
multimedia software and internet access bring large number of text, image and
video-based information into the classroom. Previously, this kind of information
was found in the library and it was accessed through the use of filmstrips,
videotapes and cassettes. In the past, the use of video involved moving the whole
class to a viewing room with recorded tape-based video players which were
expensive and difficult to operate. In schools, it was necessary to hire a technician
or Media Resources Officer to operate the videotape player. Now, the
technological skills expected of a teacher, by contrast, are probably more than
those possessed by the technicians of that earlier era. A teacher can enrich its
teaching through the use modern technological resources; however, the
technology cannot be substitute for a teacher (Abbott, 2001).
Dear Students!
It is very important for a teacher to know about various ICT resources and
tools. It will help him/her to select suitable tools for the teaching-learning
process. Let us know about the use of ICT resources in lesson planning.
3.2 Objectives
After studying the unit, you would be able to:
1. To describe role of ICT in education with respect to teaching-learning
process.
2. To illustrate the use of Information and Communication Technology (ICT)
in lesson planning.
3. To elaborate the implications of ICT resources for presentation of
information
4. To explain the use of ICT tools for organizing and storing teaching-
learning resources.
5. To discuss the ways for sharing the information by using ICT tools.
3.3 Lesson Planning
44
A teacher is involved in different types of planning for a subject. Curriculum
plans, also called curriculum maps provide the plan for an academic year. Unit
plans are developed for several days or weeks on the basis of curriculum plans.
Daily lesson plan provide a direction for your day to day activities in the
classroom (Cennamo, Ross & Ertmer, 2014). Effective teaching requires proper
lesson planning and delivery in the classroom. It helps to organize and systemize
learning process. Lesson plan is a blueprint or guide map for action or a
comprehensive chart of classroom teaching-learning activities. Lesson planning
refers to sequencing of acts and events that we plan, organize and carry out in the
classroom. The activities in the lesson are interconnected and associated (Pathak
& Chaudhary, 2012). Planning lessons requires some time (Cennamo, Ross &
Ertmer, 2014).
Information and Communication Technology (ICT) can help a teacher to develop

a lesson plan (some resources are given at the end of the chapter). An ICT based
resource such as a software or a website can be used to develop a lesson plan
according to a particular objective(s). It can also be shared with students and their
parents using technology (email/group in a social networking site etc.).
Technology can be used for lesson planning in two ways: type I and type II
application. In type I application, the lesson planning can be accomplished
without the use of technology tools. However, technology tools are used as a
supportive element to enrich the teaching. For example, a lesson can be taught
without the use of PowerPoint presentation; however, it is used to enrich the
teaching-learning process. In type II application, the technology tools serve as an
essential component to implement the lesson. Thus, these lessons use technology
either as content delivery mechanism (e.g., use of an integrated learning system)
or an essential resource that make the learning event possible (e.g., hardware
and/or software for learning the subject of Computer) (Maddux & Johnson, 2005).
3.3.1 Matching the ICT based Activity with Learning Objectives of the Lesson
The digital technologies can be used to develop lesson plans (Cennamo, Ross &
Ertmer, 2014). However, ICT based activities are a means, not an end. Simply
incorporating ICT based activities in lessons is not sufficient for learning and skill
development of students (Bennett, 2003). Therefore, ICT based activities should
be used in a lesson by keeping in mind the learning objectives for that lesson
(Bennett, 2003; Kennewell, 2004). For example, the objective of the lesson is to
understand the functioning of human heart; the ICT can be used to show students
a video about it.
3.3.2 Designing Tasks for Learning with ICT
45
The presentation phase of the lesson is a vital component of the learning
experience. ICT can be used as a teaching aid during the class to make the lesson
more effective. For example, ICT can be used to show the pictures of different
plants, video of using a microscope etc. While preparing learning tasks for the
pupils in the classroom, teacher should consider various factors such as the nature
of tasks (individual, group) and the resources (such as computer, multimedia,
printer, internet etc.) required to support pupils’ work.
3.3.3 Monitoring the Students’ Work

ICT can be used to involve students in some individual or group activity in the
classroom such as searching relevant material about a topic from internet or
inserting some data into the computer. A teacher needs to consider that what
he/she expect pupils to be doing, whether it is sitting silently, listening to teacher;
discussing in groups, or typing data individually at a keyboard. Teacher also
needs to develop an expectation of how quickly each pupil should complete any
task. Teacher should also monitor class activity by moving around the class,
checking on each pupil’s efforts in detail. This enables a teacher to intervene if
the progress of activity is very slows (Kennewell, 2004).
3.3.4 Steps of a Lesson Plan

There is no standard lesson plan format but many lesson plans have similar
features (Cennamo, Ross & Ertmer, 2014). The steps of lesson plans are as
follows (Pathak & Chaudhary, 2012):
1. General information regarding the subject, topic, class, age level,
estimated duration of lesson
2. Instructional objectives consist of general and specific objectives. General
objectives reflect the purpose for teaching the subject while specific
objectives are written in behavioral terms as they show the expected
outcomes of the teaching a particular topic.
3. Instructional aids are those teaching aids that are helpful for clarifying the
concepts to be taught such as model, chart, and specimen.
4. Previous knowledge of students is tested so that the lesson is taught on the
basis of previous knowledge of the students.
5. Introduction is the step mainly concerned with introducing the topic
through introductory questions or by creating the appropriate situation.
The purpose is to prepare the students to receive new knowledge by
linking it with the previous knowledge of the students.
6. Presentation consists of the interaction between the students and teacher in
the classroom for the presentation of content. It depends on the
communication skill and teaching skill of teacher such as questioning,
explaining, giving demonstration, and providing reinforcement on
desirable student behavior.
7. Recapitulation of the lesson helps the teacher to find out whether the
learning objectives have been achieved or not. It occurs at the end of
46
lesson by asking several questions from students. This stage also provides
feedback to teacher on his teaching performance.
8. Home assignment is given at the end of the lesson so that the students
practise the lesson at home. Thought provoking questions are given to
students to further practise at home about what they learnt in the classroom.
The steps for an ICT integrated lesson plan are given below in figure 3.1.
ICT Integrated Lesson Plan
Date: ______________ Class:_________ No. of Students: ____________
Topic:______________ Duration of Lesson: _________________________
General Objectives
Specific Objectives
Role of ICT
Previous Knowledge
Possible Problems
Equipment Required
Presentation (Teaching-
Learning Process)
Assessment
Homework
Figure 3.1: Lesson Planning while Using ICT (Adapted from Kennewell, 2004;
Cennamo, Ross & Ertmer, 2014)
3.3.5 The Ways in Which ICT Can Aid Learning

Tasks-Abilities-Features (TAF) model help to recognize how ICT can help to
motivate students for subject learning. It also helps to determine about how to
support student achievement in learning tasks. It also assists to analyze teaching
and learning process to organize an activity while integrating ICT into lessons.
Activity takes place within a particular classroom setting as explained below:
i. The classroom setting includes the pupils and teacher available to help, the
ICT resources, other resources such as printed materials and wall displays,
and the general culture in the classroom.
ii. The features of the setting which may support the task, include the
abilities of students and teacher; ICT tools (computer, internet, projector,
printer); images and text (printed and electronic) and sounds; instructions,
prompts and advice from the teacher and others; the culture of the
47
classroom through which pupils know what sort of work and behaviour is
expected within the classroom.
Figure 3.2: TAF Model (Kennewell, 2004)
According to TAF model, the relation between activity and task goal is of prime
importance. ICT should support the activity by facilitating learning (Kennewell,
2004). TAF analysis of an English debate activity is given below:
Figure 3.3: TAF Analysis for English Debate Activity (Based on TAF Model
Retrieved from Kennewell, 2004)
(Website browsing refers to searching information resources on the World Wide

Web. Hyperlink is a highlighted word or picture in a web page or file that one can
48
click to go to another file or a specific portion within a document. Bookmark
allows a user to go back to a previously visited website by clicking on the saved
link-without retyping the address of website. Web processing is the production,
editing and storage of text in a computer. Web navigation involves guiding a
reader through a website so that he/she can know how much information is
available in a website and where to find the required information.)
Dear Students!
We came to know about the use of ICT in lesson planning. It is important to
notice that ICT is a means to achieve instructional objectives. Always select
appropriate ICT tool that helps in achieving instructional objectives. Also
remember to appropriately use an ICT tool as described in TAF model. Now,
let us know the use of ICT in classroom presentation.
3.4 Classroom Presentation

The word multimedia consists of two words-multi and media. The word multi
means many and the word media are the means/resources through which the
information is shared (Goel,). ICT is becoming less related to the word-based text
and is now essentially multimedia, involving sound, pictures and the moving
image (Abbott, 2001). Innovative computer software is introducing new ways of
presenting the information (Provenzo, Brett & McCloskey, 2005). Multimedia
software is any software which uses more than one medium i.e., text, sound,
pictures, video, animation (Leask & Meadows, 2000) to deliver information
(Ahmad & Ibrahim, 2009). It is easy to understand the concepts delivered through
multimedia software. It may include audio format, video format or presentation
(Ahmad & Ibrahim, 2009).
One powerful feature of multimedia texts is their interactivity—the information

can be presented in a variety of format so it serves diverse needs of students.
Students can read the text, listen to the audio, and watch the video to understand a
concept (Leask & Meadows, 2000). The multimedia includes presentations,
animations and videos created using tools as inspiration, PowerPoint, keynote and
iMovie etc. These resources help students understand the concept by creating its
mental image (Pitler, Hubbell & Kuhn, 2012).
3.4.1 Power Point Presentation

A PowerPoint presentation consists of a number of slides with each slide a
separate unit and elements (text, picture, audio, video or tables) positioned on it.
Only one section of a presentation/one slide can be seen at a time. For one
presentation to complete, the slides change over one by one. PowerPoint
presentation can supplements and support an oral presentation by visually
showing the relationship among ideas in a more effective way. The appearance of
pieces of text, images and diagrams can help to emphasize important points. It
49
also helps to focus the attention of students on key issues and relationships. The
slide and the bullet point structure can aid in understanding the sequencing of
ideas. Thus, it helps a teacher to plan a coherent lesson and manage it more
effectively (Kennewell, 2004).
Figure 4: Features of Microsoft PowerPoint
3.4.2 Hardware Requirements

For classroom presentation, one computer with an enlarged monitor or a data
projector and a screen or interactive whiteboard is required (Rudd, 2006). Other
ICT tools include tape recorder, audio player, television, DVD recorders and
players, (Goel, 2010; Rudd, 2006) and internet (Goel, 2010).
3.4.3 Features of Multimedia Software

A multimedia system consists of several elements-text, images, sound, video and
animation. The information contained in these elements of multimedia system is
of two kinds: time-dependent and time-independent. In time-dependent media,
information must appear at regular time intervals for continuity of information
such as audio, video and animation. In time-independent media, the information is
not dependent on the timings of delivery of data such as in case of texts, graphics
and images (Goel, 2010).
1. User interface: User interface is the appearance of a software. This is
simply the way the user sees and uses the software. It should be clear and
unambiguous.
2. Navigation: Moving around through a multimedia text is known as
navigating, and there are some common conventions such as buttons marked
50
Next or Back for going through a sequence of screens, arrows to click on, a
Home button or graphic icon to click on to go back to the start screen.
3. Hypertext links: A text which contains jumping off points to other pieces
of text can be much more flexible and powerful than a straightforward text
to be read all the way through. Links are attached to particular words or
phrases and when you click on these you are taken to the destination text.
4. Hot spot: Hot spots are areas on screen which react when you click on
them, or sometimes when you just move over them. They may be hidden
behind words or pictures, or displayed with their own icons or buttons.
5. Sound: By using a cheap microphone and simple sound handling software
you and your pupils can enhance and transform your multimedia texts. Voice
can be used to explain text, to read poems, to become part of a story, to give
helpful instructions. Sound effects and music can be used in countless ways.
6. Text: The purpose of using text is to write titles, define terms and to write
the content. The text must be short and relevant. Multimedia text is
combined with other elements like pictures and graphics to deliver a
powerful message. Text can be written in different fonts. A font is
composed of three things-typeface, style and size. Arial, Calibri and Times
New Roman are typefaces. Bold and italics are styles. Size is the length of
the character (from top to bottom).
7. Colour: Pupils will be excited by the range of colours available to them as
designers, but should remember to consider the needs and preferences of
their target audience. Many different combinations of colour can be tried
out very quickly. You should be aware of the incidence of colour vision
deficiency in the population. This is also known as colour blindness. It
may involve from total colourblindness to a lack of discrimination
between two or more colours. It does not appear to be linked to intellectual
capability. The most common colours affected are red and green. Some
useful guidelines to remember are to:
a. use blue, yellow, white and black for significant features onscreen,
b. make sure text colour is a strong, bright contrast from the background.
8. Graphing: Graphing is used to present the information in graphical forms.
Information can be presented in different formats such as bar, line, pie and
column graphs.
9. Animation: Animation is used to make text move, change or flash. The
effect is like that of using a traditional flick (flash) book. Animation is a
powerful way to explain some physical processes or phenomena. Pupils
can learn concepts thoroughly by short animations to explain them.
10. Graphics: Graphics are the images or still pictures such as 2-diemnsional or
3-dimensional such as objects around us. Graphics help us to understand the
concept or a process. Picasa and adobe Photoshop are used to edit pictures.
51
11. Video: It is possible to use short video clips in your own presentation.
However, editing and manipulating video is quite complex. As more
intuitive video editing software becomes available, it will be a more
realistic option in the classroom (Leask & Meadows, 2000). VLC media
player can be used to play a video. Windows Movie Maker is one of the
several software used for making or editing the videos.
Figure 5: PowerPoint Presentation Slide http://www.slideshare.net/kamalesh2015/

multimedia-presentation-45123014
3.4.4 Guidelines for Creating a Multimedia Presentation

To prepare a good presentation, it is useful to follow some guidelines as given
below:
1. Keep in mind your teaching objectives. Which lesson I will teach today?
What should the students learn? What will they do?
2. Prepare a sketch or rough outline of the slides in your presentation. Which
class I am going to teach? Which approach will be best to communicate
my message? Whether a text or image-based presentation, an audio, a
video or a mix of multiple media will be used to teach the lesson?
3. Make sure the design of the presentation fit to the content of the lesson. For
example if you are teaching a topic from general science, the design of the
slide may include some relevant background colour and images for the topic.
4. Select the font that is easy to read such as Times New Roman or Arial.
5. Help the reader’s eye to focus on particular part of a slide. Use fonts to
emphasize the important words or concepts in a topic. For example, use
large font size to call attention to important ideas or concepts. If needed,
52
use boldface or italics for different concepts. Highlight the objects with
artwork but do not overdo it.
6. Do not use too many fonts because it can distract the reader’s attention
from the message that a slide is communicating.
7. Do not insert too many images or text on one slide. Look for uniformity
among contents on each slide.
8. Use a variety of items (text, picture etc.) to avoid boredom. However, do
not clutter the slide/page with too many elements.
9. Use colours which are complementary to each other such as blue, brown and
black colours. Avoid using clashing colours such as orange and brown
colours.
10. If working only in black and white on a slide, try to avoid too much white
space. If you are working on a slide with white background, surround the
area with gray or black colour.
11. Check your work before presenting in the class or showing it to others.
12. Ask your colleague or some friend to preview your work before class
presentation. Ask them if they learn what you intended to (Sharp, 2008).
3.4.5 Pros and Cons of Using Multimedia in Classroom

By using multimedia in the classroom, the teacher delivers the content of the
lesson through slides, pictures, audio and video material. As a result, the teacher
can have more time to guide students, to focus on students’ feedback and to
involve the students in the learning process. As the teaching content is stored in
electronic form, so it can be played and replayed in order to make points clear and
to remove students’ learning difficulties. In this way, the students can gain the
mastery of the content. In addition, there is enough time and space left for
students thinking and cultivating their creative abilities. It can also arouse
students’ motivation because of using multiple ways of content presentation.
Classroom presentation through multimedia requires hardware in the classroom

such a computer, overhead projector, speakers, camera, microphones, internet and
electricity. Any technical problem can be faced during the class which can
hamper the presentation and teaching-learning process. So the use of multimedia
in classroom involves some risks which can be resolved through pre-planning and
arranging alternative measures for problems.
It must be noticed that the multimedia presentation of content cannot replace a

teacher. He designs teaching-learning situation, organizes the students’ activities
and deliver information to students. He must keep up-to-date about the subject
knowledge, teaching skills and modern education technology. Multimedia is one
of the means to help teachers in their teaching and optimizing the teaching-
learning process. Multimedia is a kind of teaching tool like a blackboard and
53
chalk; the difference is that the multimedia is a technological tool whereas a
blackboard is a traditional tool. It is the competency of a teacher how he/she
inculcates multimedia in his/her teaching. Education needs technology for
optimizing the teaching-learning process, and on the other hand, technology
cannot substitute a teacher. A teacher must work to keep his teaching enriched
through use of technology in such ha way that the teaching and technology must
complement each other (Wang, 2011).
Dear Students!
We have discussed about the use of ICT in classroom presentation. Use the
guidelines for preparing a good multimedia presentation. Always keep in
mind the pros and cons of using multimedia presentations in order to use it
effectively. Now let us see the use of ICT for storing and organizing data.
3.5 Storing and Organizing Data

Data is the information processed or stored by a computer. The information may be
in the form of text, document, images, audio clip or any other kind of information.
Organizing means arranging several elements into purposeful sequence or structure
whereas storage keeps information safe and available for later use through the use of
methods and resources. Information and communication technology serve as a
resource because it stores, organizes and provides access to information and other
resources online (through the use of internet) and offline (through the use of CD-
ROM or flash drive) (Pathak & Chaudhary, 2012).
3.5.1 Organizing Data

Organizing the data in the computer is just as important as organizing the paper
document. It will help to search and locate the required file easily. It makes sure
that the data is safe and ready to use. For organizing the files properly:
a. Delete files which are not needed /used anymore.
b. Organize the files into folders
c. Move all the related files into one location
d. Make sure to save a copy of all the files that are needed.
3.5.1.1 General File Organization

For organization of files, it is essential to identify and remove files which are of
no use anymore. Windows XP has a built-in tool to clean-up files that are not
useful anymore (type ‘Disk Cleaup’ in Windows search bar to find cleanup
tool).The files may be organized into different folders by category or type such as
creating separate folders containing documents for school, work, professional,
personal, audios, photos and videos. Subfolders can be created in each folder to
54
further categorize the files e.g., creating a folder “project work” in the folder
“school”. However, creating too many subfolders can be a distracting task
because the required file can be difficult to find in a stack of subfolders. To find a
particular file regardless of its location in a computer, type the name of a file in
the search bar and select the “All files and folders” option to search (Couch, 2012;
Ubuntu Documentation Project, 2010).
3.5.2 Storing Data

Data storage in computers can be divided into two main categories:
i. Main Memory (Primary storage)
ii. Backing Storage (Secondary storage)
iii.
i. Main Memory: Main memory keeps a record of what is currently
processed in a computer. The main memory of computer consists of two
most common type of memory: ROM (Read Only Memory) and RAM
(Random Access Memory). Read Only Memory (ROM) contains the
storage of program and data which is permanent and cannot be changed. It
stores the program which rums when the computer is turned on. Random
Access Memory (RAM) is the working memory of computer. It keeps the
storage of the program and data which are being used at a given time. The
contents of RAM can be changed because it stores the data temporarily.
When the computer is turned off, the contents of RAM are lost.
ii. Backing Storage (Secondary or Auxiliary Storage). Backing storage is
used to store the data permanently or for a longer period of time. Hard
drive, Windows home server, USB flash drive are some of the examples of
secondary storage devices (Pathak & Chaudhary, 2012).
3.5.3 Storage Devices

The different types of storage devices are as follows:
a. Internal Hard Drive: An internal hard drive is installed in the computer.
It can be used to store data.
b. External hard Drive: An external hard drive can attached to a computer
for transferring data.
c. External Hard Drive Enclosure: External hard drive enclosure contains
two or more hard drives at one place. It can be attached to a computer for
the transfer and storage of data.
d. Network-attached Storage (NAS) Device: Network-attached storage
(NAS) devices are like little computer. It includes a controller and one or
more hard drives. When network-attached storage (NAS) device is
attached to a wired or wireless home network, it becomes accessible to all
of your computers and other networked devices. A computer needs a cable
55
for connecting with a wired network whereas computer connects to a
wireless network without cable. Files stored on network-attached storage
device are available from any internet-connected computer.
e. Windows Home Server: A Windows Home Server is a computer which
stores all digital files and, makes it available to other computers and
devices on a home network. It automatically back up1 all connected
computers and also make their contents accessible online.
f. USB Flash Drive, Memory Card and Portable Hard Drive Device:
USB flash drive and memory card are portable i.e., easily carried or
moved. These devices can be used for file transfer between computers and
other devices. Portable hard drive device such as iPods can also be used to
store files (Baldridge, 2009).
g. Optical Storage (discs): Optical disks include CDs, DVDs and Blue-ray
disk (Baldridge, 2009). An optical disk is a high-capacity storage
medium.CD-ROM stands for Compact Disk read only memory. It can
store up to 650 megabytes of data on it. The information when stored on
CD-ROM cannot be changed or erased. CD-R (compact disc-recordable)
and CD-RW (Compact disk- rewritable) can also be used to store data.
The data once saved on CD-R cannot be erased. On CD-RW, one can
record and store data multiple times. Digital versatile disk (DVD) has a
much greater storage capacity. It can store data up to 04 hour full length
video (Shelly, Cashman, Gunter & Gunter, 2008).
h. Online Services for Storing Data: Online services can also provide a
source to back up files through a password protected account. It also
makes the files accessible on the different devices when connected
through internet. For example, Microsoft One Drive and Apple Mobile Me
offer the service for online storage of data. In order for online storage of
data, a fast internet connection is required so that the files can easily be
stored. In the absence of high speed internet connection, hard drive or
optical disc may be considered for important files (Baldridge, 2009).
Dear Students!
We came to know about a number of storage devices/ resources for keeping

data safe from any loss or damage. Keep your data safe by using the
appropriate medium for storing your data. In addition, organize your files to
locate a required file easily.
3.6 Sharing Information
56
Information and communication technology (ICT) refers to technologies that
provide access to information through telecommunications. It focuses primarily
on communication technologies including internet, wireless networks, cell phones
and other communication mediums. Besides facilitating and enriching classroom
teaching, ICT is also used to communicate and exchange information with
different audiences by using a variety of media and formats. The audience
includes teachers, students, administrators, parents and other stakeholders
(Manichander, 2016). Some tools for technology based-communication are as
follows:
1. Internet
2. Email
3. Online Bulletin Boards/Forums
4. Video Conferencing
3.6.1 Internet
Internet is the network of networks. Internet provides access to a wide variety of
useful resources through directories (help to locate information e.g., Look Smart),
search engines (help to locate information on different websites by typing one or
more words) and databases (organized collection of information). Internet links
thousands of computer networks and computer users in homes, offices, business,
government offices and schools worldwide. It is accessible to individuals,
companies, colleges, government agencies and other institutions all over the
world. There is wide variety of tools provided by internet for sharing information.
3.6.2 Email
Electronic mail enables users to create, send and read written messages through
computer networks e.g., Gmail, Yahoo mail, hotmail. E-mail is used to deliver
messages, transmit information, documents and pictures. It is an effective,
inexpensive and speedy medium for sending messages. The sender can easily
revise a message before sending and send it to more than one person at the same
time. It contains “to: the receiver’s e-mail address”, “subject: the title/purpose of
e-mail” and message. However, ineffective email can cause confusion and loss of
productivity. An effective email message contains following four characteristics:
i. Conciseness: An e-mail message should be concise and organized
containing relevant facts and information.
ii. Correctness: E-mail message should be free from errors in address,
spelling, punctuation and grammar mistakes.
iii. Clarity: the message should be clear with no ambiguity in the text.
iv. Tone: E-mail message should be neither too formal nor too informal. An e-
mail should contain more conversation than a traditional paper-based media.
57
Figure 6: E-mail Message http://legalofficeguru.com/wp-content/uploads/2011/04/
Outlook-new-message.png
3.6.3 Online Bulletin Boards/Forums & Blogs

Group pages are simple to use in generating online group discussions. A threaded
discussion is a series of linked messages. The forum is progressed over time when
as participants read and reply to posted messages. A new thread is created
whenever a new question is posted (Maddux & Johnson, 2005). For example,
Padlet, Realtime Board, Noteapp. A blog is an information based webpage that is
regularly updated by a person. For example, Edublogs, Weebly.
3.6.4 Video Conferencing

Internet-enabled video-conferencing is an electronic platform of face-to-face
communication. It can help to conduct interactions, interviews and meetings
among two or more than two individuals. It also aid in sharing documents,
pictures and figures etc. with each other. For example, Blackboard, Skype, iChat,
iVisit. It allows and encourages contribution from diverse participants. It also
inculcates a true sense of shared decision-making. However, there is lack of
nonverbal feedback for face to face communication.
58
Figure 7: Video-Conferencing (Retrieved from http://www.advancedetiquette.com/
2013/04/8-tips-for-video-conferencing-etiquette/)
Dear students!
We have discussed about different mediums to share information. You can

use anyone or all of the tools for communication effectively to your colleagues
and students.
3.7 Conclusion
Dear students!
In this chapter you have studied about the uses of Information and
Communication Technology (ICT) in education. We have learnt that ICT
tools and resources can be used for lesson planning, presenting, organizing,
storing and sharing information. We have discussed various strategies for
using in the teaching-learning process. Remember, there are many ICT tools
which can help to enrich the teaching-learning process. It is the creative
abilities of a teacher to think about how to include ICT tools in his/her
teaching. However, the ICT tools are used for assisting teacher in their
teaching, it cannot replace a teacher.
59
Activity:
1. Prepare a lesson plan. Integrate ICT tools in the lesson plan by
incorporating type I application of technology.
2. Prepare a lesson plan by integrating type II application of technology.
3. Conduct an interactive chat with your colleagues through a video-
conferencing tool.

1. Differentiate between curriculum plan, unit plan and lesson plan.
2. Explain type I and type II applications of technology in lesson planning.
3. What is the purpose of recapitulation in a lesson plan?
4. What is TAF model?
5. Define multimedia software.
6. Enlist various types of storage devices.
7. Define e-mail.
8. What is video-conferencing?
3.9 Exercises
1. Discuss the importance of ICT in classroom teaching.
2. Enlist the steps for lesson planning. How ICT resources can be integrated
into lesson planning to enhance its effectiveness.
3. What steps can be used to make information in personal computer/laptop
safer and easily accessible?
4. Discuss in detail the various features of multimedia.
5. How technological resources can help to share information among diverse
groups of stakeholders? Discuss.
60
3.10 Bibliography
Abbott, C. (2001). ICT: Changing Education. New York: Routledge Falmer.
Agarwal, M. (2010). Business Communication. India: Krishna Prakashan Media.
Allen, J., Potter, J., Sharp, J. & Turvey, K.(2012). Primary ICT: Knowledge,
Understanding and Practice (5th Ed.). California: SAGE Publications Inc.
Ahmad, A. M. & Ibrahim, I.K. (2009). Multimedia Transcoding in Mobile and
Wireless Networks. USA: Information Science Reference.
Baldridge, A. (2009). Organize Your Life. USA: National Geographic Society.
Bennett, J. (2003). Teaching and Learning Science: A Guide to Recent Research
and Its Applications. New York: Continuum Studies in Research in
Education.
Cennamo, K. S., Ross, J. D. & Ertmer, P. A. (2014). Technology Integration for
Meaningful Classroom Use: A Standard-Based Approach (2nd Ed.).USA:
Cengage Learning.
Couch, A. (2012). Creating Order from Chaos: 9 Great Ideas for Managing Your
Computer Files. Retrieved from http://www.makeuseof.com/tag/creating-
order-chaos-9-great-ideas-managing-computer-files/
Data. (n. d.). Retrieved from https://techterms.com/definition/data
Keengwe, J. (2013). Research Perspectives and Best Practices in Educational
Technology. Integration. USA: IGI Global. Retrieved from
https://books.google.com.pk/books?isbn=1466629894
Goel, A.(2010). Computer Fundamentals. India: Dorling Kinersley.
Kennewell, S.(2004). Meeting the Standards in Using ICT for Secondary
Teaching. London: Routledg Falmer.
Leask, M. & Meadows, J. (2000). Teaching and Learning with ICT in the Primary
School. New York: Routledge Falmer.
Maddux, C. D. & Johnson, D. L. (Ed.). (2005). Classroom Integration of Type II
Uses of Technology in Education. NY: The Haworth Press.
Manichander, T. (2016). Information & Communication Technology in
Education. India: Laxmi Book Publications.
Pathak, R.P. & Chaudhary, J. (2012). Educational Technology. New Delhi:
Dorling Kindersley Pvt. Lt.
61
Pitler, H., Hubbell, E. R. & Kuhn, M. (2012). Using Technology with Classroom
Instruction that Works. USA: ASCD Publications.
Provenzo, E. F. & Brett, A. & McCloskey, G. N. (2005). Computers, Curriculum
and Cultural Change: An Introduction for Teachers (2nd Ed.). London:
Lawrence Erlbaum Associates Publishers.
Sharp, V.F.(2008). Computer Education for Teachers: Integrating Technology
into Classroom Teaching. USA: John Wiley & Sons.
Shelly, G. B., Cashman, T. J., Gunter, R. E. & Gunter, G.A. (2008). Teachers
Discovering Computers: Integrating Technology and Digital Media in the
Classroom (5th Ed.). Boston: Cengage Learning.
Rudd, A. (2006). Literacy and ICT in the Primary School: A Creative Approach
to English. London: David Fulton Publishers.
Ubuntu Documentation Project. (2010). Ubuntu 10.04 LTS Desktop Guide. US:
Fultus Corporation.
Wang, Y.(2011). Education Management, Education Theory and Education
Application. China: Springer Publications.
Some free Online Educational Resources for Teachers

1. Lesson Planning
10. Discovery Education (https://www.discoveryeducation.com)
11. Nature Works Everywhere (https://www.natureworkseverywhere.org)
12. Teachers.net (teachers.net)
13. A to Z Teacher Stuff (www.atozteacherstuff.com)
2. Professional Development
 ASCD: Learn. Teach. Lead (www.ascd.org)
 Coursera (https://www.coursera.org)
 Edutopia (http://www.edutopia.org)
 edX (https://www.edx.orgs)
3. Subject related Resources

 The Khan Academy (http://www.khanacademy.org)
 edHelper.com (www.edhelper.com)
 memrise (http://www.memrise.com)
 No Execuse List (www.noexecuselist.com)
 Sketch Up (www.sketchup.com)
62
UNIT–4
E-LEARNING
Written by: Tariq Bashir

63
4.1 Introduction
E-Learning is acronym of Electronic Learning is form of education in which any
one get education through tools of information and communications technologies.
These students may not goes to institute for learning they may get education in
homes, anywhere else at any time when they are free. These students are not
bound to learn on any specific time through email, through Compact Disks,
through Animation, through Internet, through mobile phone, through audio &
video or through any other tool.
Smart mobile phone is now become essential part of male, female, students or
professionals. These mobile phones are not a phone but have small computer
performs almost all functionality of computers. These mobile phones are
becoming large tool of education, audio, video and internet can be used in these
mobile phones so these tools are base of electronic learning.
Their assessment is electronically through latest technologies as well as informed

about their results through latest technologies.
4.2 Objectives
After reading and studying this unit, students will be able to:
1. Define electronic learning.
2. Explain technologies for e-learning.
3. Explain audio and video in education.
4. Describe mobile phone in education.
5. Explain e-assessment.
4.3 E-Learning
E-Learning is acronym of Electronic Learning. In the E-Learning students get
education through internet, email, Compact Disks, animation etc. If student watch
an online training video, join in an educational discussion board, or join in a
virtual class, he will be a part of E-Learning.
There are many other names of E-Learning which are slightly explained here:
4.3.1 Distance Learning

Distance learning is a form of education in which students get education that is
not physically present in a classroom. Interactive Radio Instruction (IRI),
64
Interactive Audio Instruction (IAI), Online Virtual Environment, Computer
Games or Webinars etc. are considered to be the tools of distance learning.
In distance learning, those students who are not able to attend regular classes in
schools because of any physical disability can get a quality education. The
Distance Learning students have experience of the classroom education that they
cannot receive at any hospital, in home and anywhere else.
4.3.2 Virtual Learning Environment (VLE)

VLE is a Web based medium to get education generally in educational institute.
VLEs typically allow students to be working in partnership, groups or in other
role playing activities. Students are given different phases of assessment or report
on participation and they may incorporate with other educational institutions.
Many higher educational institutions in the world supported the VLEs.
4.3.3 Computer Supported Collaborative Learning (CSCL)

CSCL is most gifted improvements in education through the support of recent
information and communication technologies. E-Learning 2.0 is due to latest
progress in CSCL; however in mutual learning the instructional methods are
designed to promote students to work mutually on specific learning job. It is
broadly accepted to differentiate joint learning through the instruction method in
which the teacher is the distributor of educational through this direct transfer
method mostly reflects Computer Based Learning Systems (CBLS).
4.3.4 Web Based Learning (WBL)

WBL is also called internet based learning because it consists of internet based
course material. Discussion forums, emails, video conferencing and video lectures
are all feasible in the course of WBL. Printed course materials of web pages are
provided in courses of WBL. Another advantage of use, the web pages how to
access the course materials is that, the web pages have hyperlinks that linked with
the other pages in the web, that enables the students to access the immeasurable
amount of web based information.
4.4 Scope of E-Learning

Electronic learning is widely used now-a-days because information and
communication technologies are growing rapidly. Lot of tools of ICT are
developed that support e-learning and students used these tools to become educate
at homes, offices and anywhere else at any available time. E-learning support
almost every field of education including engineering, medical, commerce, early
childhood education, science, computer science and almost every student can get
education by ICT.
65
Here are short descriptions of some fields in which e-learning tools are used.
Medical students are now learning well by using ICT tools. Now medical students
get awareness about new researches’, discoveries and development of new
medicines, new diseases and their treatments. In medical colleges students can see
online real time surgery or offline by Compact Disks. Using the simulation
students can do practical work virtually and learn well. Patients also get
knowledge about their disease that they are suffering from before going to
physician.
Engineering students also have advantage to learn using online and ICT tools.
They are also getting awareness about new research, new machinery and new
technologies at home at any time. They can use simulations and animations of
new discovery of machinery and technology.
The modern electronic learning tools are now widely used in early childhood
institutions to teach kids by using graphics, animations, videos and simulations.
Small kids now understand and learn better. In the early age, students are not
interesting to go to institution as well as in learning. So ICT tools produce interest
in study and learning. Some MOOC institutions and other educations departments
are offering free online courses for remote and far flung areas people who cannot
get education in regular institutions.
Many institutes are making developments in ICT tools and making these available
regularly on internet for those students who are to learn in their homes. Virtual
universities and institutes are offering the courses of almost every field of
education for those students who cannot get education of their respective fields
from villages or far flung areas.
4.5 Technologies for E-Learning

Many advance technologies are used for E-Learning, some of which may be
developed, especially for this purpose, for example computer games, www, audio
& video, mobile etc.
Detail of some technologies of e-learning is given here.
4.5.1 World Wide Web in Education

The fast growth of Internet and web technologies are not only allow us to make a
web pages for several task based activities such as Frequently Asked Questions,
News Groups, Discussion Boards or teleconferencing etc. It is possible to develop
built in educational environment that support a variety of form of educational
activities. For example, personal learning, mutual project side, etc. Moreover, the
66
keen influence of the Internet is that to have many special learning web sites for
those educational institution for which are un reachable, the adult education
centers, company training centers, disable person schools, public libraries, prisons
or far flung homes. It is the outstanding technological growth in the internet that
has brought us amazing chances in education.
4.5.2 The Features of WWW in Education

• Electronic Lecture Notes: It provides customizable learning materials.
Message System: It is connecting the students to communicate and for
partnership purpose.
• Interactive Quizzes and Self Assessment: It generates quizzes which are
assessed by the machine.
• Course Creation: It allows the teacher to build and update course
materials
Course Management: It has a computer based management system used
to manage course material
• Student Management: It has a computer based management system that
is used to manage database of students and to track the individual student
to provide personalized services.
4.5.3 Audio and Video in Education

Providing lot of interactive multimedia is a main feature of online education and
access resources that support learning without attending the specific institute at
particular time. Audio and video are used to make possible to present knowledge
in different manners and present different appearances of interfaces with students.
Utilizing audio and video to support learning is now more accessible than
previous, especially for learners’ off-campus at home.
Audio and video resources used to increase learning by showing real life
situations, explaining concepts, remarking social groups or acting as triggers for
discussion. Allama Iqbal Open University developed Multimedia Compact Disks
of every subject for students those who cannot attend classes, tutorial meetings or
they working in long hours in a day.
These disks containing audio and video material for specific subject, student can
read and listen course material using computer or CD player.
4.5.3.1 The Features of Audio and Video in Education

Students use audio and video to support their learning in the following ways.
There is lot of teaching techniques available for learning. It provide lectures in the
voice of teacher, this reduces the feeling of inaccessibility of far-flung students
67
and helps them to feel connected. Complex problems can be simplify and explain
in batter ways. When students require the learning materials can access easily.
Students can learn at their homes, with playback, rewind and pause as they feel
convenient Reduces prominent questions from students. These videos can be
listening and see many times as required.
4.5.4 Mobile Phone in Education

There are many challenges for instructor in classroom to compete for students’
attention among many communication incentives. Fast increase smart phones and
tablets students using their mobile devices to small messages system, play games,
check Facebook, tweet or busy in other activities in the classroom that reduces
listening and attention in effective learning. So administration of many schools
banned the mobile phones in class premises.
Smart phones are not only for communication, texting or wastage of time but it is
most effective in the study. Students’ record lectures, taking notes, obtained quick
answer of questions, discussion, interact with others and take help by internet.
Students can access many social network sites that provide online services to
people that can create profile, create friends and other course mate list, message
them, check emails or video chat etc.
4.5.5 Classroom Attention

Texting is the facility to send short messages to others which makes this
popular feature of mobile phones. Students use regularly this facility in the
classrooms. Now, awareness created in young people, those mobile phones is an
important tool for social connection so texting, accessing the Internet and social
network sites have become productive communication activities among the
students.
4.5.6 Lecture Listening and Note Taking

Most common practice of students is that of notes taking. In the past students used
paper base notebook for notes taking but now modern students uses mobile to
take notes, learn anytime, anywhere and with any media. Almost every new smart
mobile phone have ability to play multimedia, record voice, write notes but also
creates mobility, availability and flexibility. Mostly children have and used of
mobile phone makes part of their daily culture. Mobile phones have many content
services which are explained herewith:
Messaging:
 SMS (short messaging services) is facility for short text only),
68
 EMS (enhanced messaging service) is facility for short simulation, video
and sound)
 MMS (multimedia messaging services) is facility for unrestricted
messages that includes images, pictures and video etc.)
 Chatting is facility for real time texting in two ways.
Images:
 Can be seeing, save, share, and download Pictures and video on demand.
Games:
 Can play or download local and online games.
 Can see or download Animation and 3D images.
 Can play and download multi users games
Media:
 Can see online resources of information
 Can see TV and newspapers online
 Can see and create blogging
It is therefore, student should be exploring the availability of these modern

technologies which are not specifically developed for education. These
technologies can become an effective part of education and how mobile usage can
provide impact on learning. How students can use the smart phone as learning
tool that can use everywhere and any time? How student should be aware about
variety of educational applications?
Students can share their learning processes and outcomes on their cellular phones
as well as teachers can create personal links with their students, see their efforts
and use worldwide resources.
Educational applications are small sets of programs developed for mobile device.
For example: installing an application in math’s application on mobile phone so
students work on it according to a pre defined curricula, apply formulas, see and
analyze results. It is very important to research in order to examine a specific
application thoroughly, regarding its use and design.
4.6 E-Assessment
E-assessment has an electronic component for electronic testing, electronic
portfolios and electronic marking. There are some examples of e-assessment
shows prospective possibilities and the variety of its uses. This list may not
project to be completed.
69
Using intranet or local networks, assessments can be distributed, completed,
marked automatically and managed by machine.
 Assessment may be marked by automatically or manually.
 Electronic test delivery may mark manually on the paper or on the screen.
 Multimedia design may be used for submission of assessments.
 In the center Tests may be downloaded from the internet and scans for
marking.
 Use email for delivery and submission of completed assessments.
 Electronic portfolios is use electronically to store and manage candidates’
proof.
 Automatically marked assessment reacts adaptively to student performance.
4.6.1 Accuracy and Trustiness of E-Assessment

Exam bodies ensure that the e-assessment is according to its purpose and reliably
examine the skills, knowledge and understanding of students. The selection of
technology on which assessment process is based must be autonomous.
 Exam bodies make sure that e-assessment is according to its purpose and
does not conciliate the methods of assessment and the truthfulness of what
is being assessed. Assessment should be test barely the knowledge and
skills required to attain the qualification.
 E-assessment systems must maintain the accuracy and trustiness of the
assessment process by reflecting the applicable procedures according to
set codes and criteria.
4.6.2 Security
Exam bodies are required to maintain the reliable security of e-assessment to
make sure accurate results and maintain security against conspirators. The
hardware, software and exam data must be secure.
 Ensure that the assessment data must be relevant, according to legislation
and follow the industry standard.
 Exam bodies must secure the assessment processes including plagiarism,
copying and any other interference.
 Exam bodies must ensure that the firewall or virus protection software or
hardware must be installed for maximum protection of online testing and
exams data.
 Exam bodies must ensure to provide the proper process of authentication
of candidates to make sure only valid candidates access and take the
examination.
 Exams bodies need to require the security of the computer, network and
software used in online tests.
70
 If exams necessary in other places than exam bodies make proper
partnership agreement, license or other franchise agreement that make
clear that who will be responsible for security of exam center.
 Exams bodies are needs to make sure that result by online testing systems
are delivered correctly and securely to the test takers.
4.6.3 Conditions and Environment of Tests

Exam bodies should make policies and standard operational procedures for
invigilation, test environment and test center conditions that must be healthy and
safely.
For this achievement Exam bodies should do these tasks:

 Awarding bodies must use of new technologies, new skills or other
supports for batter invigilation.
 Awarding bodies must ensure the security and data integrity to secure test
environment.
4.7 Self–Assessment Questions

1. Define e-learning and explain different names which are other names used
for e-learning.
2. What are the different technologies used in electronic learning?
3. Describe how World Wide Web is used in educational purpose?
4. Explain how Mobile phones can be used in education?
5. Which are some different multimedia technologies used in education?
6. Describe how students of electronic learning can be assessed?
71
4.8 Bibliography
1. An Analysis of e-Learning Impacts & Best practices in Developing
Countries by With Reference to Secondary School Education in Tanzania.
2. Using Email and the Internet in Science Teaching by Mike Robinson.
3. Teaching and Learning Online Communication, Community, and

Assessment by Robert Feldman, Professor, Psychology (Amherst) and
Donna Zucker, Assistant Professor, School of Nursing (Amherst).
4. Using mobile phones to enhance teacher learning in environmental

education Brian Ferry.
72
UNIT–5
ONLINE TEACHING METHODS
Written by: Miss Mubeshera Tufail

73
5.1 Introduction
Teaching online involves much more than simply adopting tried‐and‐true models
of pedagogy for teaching. Facilitation online requires practices that promote
collaboration and discussion among learners, and also encourages them to work
together to explore the contents of the course. Unlike traditional classroom,
attention in online education needs to be paid to develop a sense of community in
the group of participants for collaboration and successful learning process (Pallof
& Pratt, 2013).
5.2 Objectives
1. Describe the concept of online teaching.
2. Explain the components of ICT integrated learning environment.
3. Interpret the various features of online discussion forums.
4. To discuss the online collaborative learning strategies.
5.2.1 Characteristics of Online Teaching

Online teaching (Kircher, 2001) has following characteristics: organized, highly
motivated and enthusiastic, committed to teaching, support student‐centered
learning, welcome suggestions, creative, takes risks, effective time management,
responsive to learner needs, and disciplined, interested in online teaching (Pallof&
Pratt, 2013).
An online teacher has a good knowledge of each student in the class in order to
groom their specific capabilities. He/she does treat all the students identically, but
reacts to the needs and personality traits of each leaner (Bender, 2003). Illinois
Online Network (2007) added that a good online instructor demonstrates
openness, concern, flexibility, and sincerity for teaching and learners; has good
written communication skills; works to develop critical thinking skills among
students; and is experienced and well trained in online teaching (Pallof & Pratt,
2013).
A teacher has to perform a number of roles in online environment. His/her role

shifts according to the demand of the situation. McKeachie (1978) identified six
teaching roles applicable to online teaching.
 A facilitator-who enhances student learning by making instruction
meaningful and relevant, and by encouraging active participation in
discussion. The instructor should take care of students’ self-esteem,
74
empathize with them and see the situation from students’ perspective by
carefully listening them.
 An expert who communicates his/her knowledge and skills through
lectures and discussions, and stimulates students’ interest in learning.
 A formal authority that helps students by establishing boundaries such as
acceptable conduct and dates of submission of materials.
 A socializing agent who is actively involved with larger academic
community.
 An ideal that is charismatic and shows commitment and enthusiasm not
only to the subject matter but also to the students themselves.
 A person who demonstrates compassion and understanding of student
needs (Bender, 2003)
Another consideration for online teaching is the instructor’s willingness to give up

some control while teaching in order to empower the learners and build a learning
community. An instructor, who is open to give up control of the learning process,
performs following tasks:
 Uses collaborative learning techniques and ideas
 Allows personal interaction among students
 Brings in real‐life experiences
 Builds reflective practice into teaching
An online instructor may not have all the above mentioned characteristics but
openness and flexibility is key to a success in online teaching. Online teaching
consumes more time than teaching in face‐to‐face classroom (Pallof & Pratt,
2013).
5.2.2 Synchronous and Asynchronous Communication

Communication in online settings occurs in two formats: synchronous and
asynchronous. Synchronous communication allows real‐time interaction with the
instructor and other student. All participants are online at the same time and type
messages to each other such as in instant messaging. It includes chat sessions,
virtual classroom sessions and Skype conference calls. Synchronous mode of
communication facilitates students to ask a question from teacher/peer as it
occurs. Synchronous technologies also provide a platform for demonstrations and
presentations. By incorporating mobile technologies and collaborative
applications available on the Internet, students can also create content and
presentations that the instructor and other students can see.
In asynchronous communication, the participants are not online at the same time.
Asynchronous communication allows students to read material and post message
75
in discussions when they have time. For example, online discussion forums. The
asynchronous environment gives time to students for thinking and reflection on
material. In asynchronous mode, students can read assigned material, search out
additional sources to understand what they are studying, and reflect on the
material presented in the text by the instructor and by peers. In sum, synchronous
and asynchronous modes of communication are used in online pedagogy (Pall of
& Pratt, 2013). In order to get maximum benefit of technology in education,
instructors must be trained not only to use technology but also to shift to the ways
in which they organize and deliver material.
Dear Students!
We have discussed about the various roles of online teachers. Remember, a
teacher shifts its role from one to the other according to demand of the
situation now let us discuss online discussion forums.
5.3 Online Discussion Forums

Information and Communication Technology (ICT) provides a medium for the
exchange of thoughts as well as the development of knowledge (Bender, 2003).
The discussion forum is a web-based application that functions as a bulletin
board. Each discussion forum has specific topic or a series of related topics
(Dasgupta, 2006). They are asynchronous activities as the discussion occurs at a
particular time. These discussions are accessible all the time; when a student has
time to read and react during the course and program. However, synchronous
discussion can also be arranged through instant messenger or telephone or audio
call. The optimal size of a group should be four to five students. This group size
helps to increase opportunities for participation of every student. Typically, online
discussion forum has three elements in its structure:
a. Forum: It focuses on individual topic area such as education or current
news.
b. Thread: Thread is created to narrow a discussion to a particular topic such
as ‘motivation in learning’. A thread opens a new topic of conversation.
Once the thread is created, anyone can continue the ongoing conversation.
c. Message: A user can post his/her point of view to initiate a conversation.
A message can be a reply to someone else’s message.
An intended user first register himself/herself, then can access the messages
posted by the other members of discussion forums, post message in an already
created discussion forum or start a new thread of discussion (Dasgupta, 2006).
Most discussion forums are monitored by the facilitator (that may be a teacher,
student or an administrator) or by software application (e.g., programs that
76
automatically censor specific words from posted messages) (Dasgupta, 2006;
Piskurich, 2004).
5.3.1 Setting up Discussion Forums

At the start of the semester, three discussion boards should be established so that
the students can post a message in the relevant discussion board for guidance. The
three discussion boards are as follows:
1. Student Lounge: All the topics which are not related to course contents
are covered in ‘Student Lounge’. For example, students may post their
introductions in this board.
2. FAQ: Frequently Asked Questions (FAQ) may contain information
related to academic matters. For example, code of ethics for using internet
(netiquette), list of keywords contained in the course, class culture and
student expectations for participation in the class.
3. Technical Support: technical support forum is formed to help students on
technical issues such as how to deal with a problem occurred in the
internet device or how to use a discussion forum.
5.3.2 Responsibilities of a Teacher in Online Discussion Forum

For smooth progress of student in online discussion forum activities are to:
1. Guide the students about code of ethics for participation in the discussion
forum such as:
a. Do not include in the post the content which is not relevant for the
subject of discussion forum
b. Do not discuss people, but opinions.
c. Post messages which are free from spelling and grammatical
mistakes.
d. Do not defame, abuse, harass or threaten other members of the
group
e. Do not encourage hatred or discrimination of racial/gender/
religious nature.
f. Do not excessively criticize the opinion of other participants
(Dasgupta, 2006; Dawley, 2007).
2. Ask students to introduce themselves to their class in discussion board at

the start of the course. As a teacher, post the first introduction so that the
student can learn the tone and the level of information to be included in
the introduction.
77
3. Guide students about how often they would be required to participate in
the discussion. Also inform them about the frequency of participation of
teacher in the discussion.
4. Also provide directions about the grading/marking procedure set for their
participation in the discussion forum. Include the quality of responses to
be counted for final grade/marks. A response that is thought-provoking
and insightful must also contribute towards final grade/marks.
Be a moderator of discussion. Summarize discussions, ask questions, also

encourage students to answer and ask questions from one another.
5.3.3 Strengths of Discussion Forums

i. Discussion forums help to develop intellectual skills of students such as
analysis, synthesis, dealing with ambiguity and complexity, empathy,
respect, listening to others, communication and collaboration.
ii. Discussion forum provide time to student to think about his response
before posting it thus making him/her self-reflective.
iii. The students have opportunity to learn from their peers by viewing and
responding about different topics/ideas/concepts/issues.
iv. Discussion forums keeps students in touch over regular periods of time so
it creates connection among students and build communities of students
during the course/program.
v. Discussion forum aids in creating among students in-depth thinking and
reflection on a given topic.
vi. As each discussion thread deals with one specific topic/aspect of topic,
discussions on different topics can be managed simultaneously.
vii. A discussion forum tend to democratize a classroom because they allow
for sharing diverse perspectives with others in addition, all students have
equal opportunity to participate in a discussion, thus equalizing student
participation.
viii. Online discussion forums are flexible enough that they allow the teacher
and students to ask questions or answer questions at anytime convenient
for them.
ix. A discussion forum can serve as a record of class discussion on various
topics.
x. Guest experts can participate in discussion forum by posting information
and questions.
(Dawley, 2007; Wright, Sunal & Wilson, 2006)
78
5.3.4 Weaknesses of Discussion Forums
i. As the discussion is carried out in virtual environment so there may be
delay in the provision of feedback to students on their participation in
discussion forum. As a result, the student may feel frustrated.
ii. Shy students may hesitate to respond on the discussion forums for sharing
their thoughts and work with the entire class.
iii. It can promote competition instead of cooperation among students.
iv. It may be time-consuming for an instructor to monitor and respond to all
the messages on discussion forum.
v. The teacher may need to develop rubrics for assessing effective
participation of all students in discussion forums.
vi. Students must be supervised on guidelines for participating in discussion
forums.
(Dawley, 2007)
Resources
 A-.Teacher.Stuff.Discussion.Forums:http://forums.atozteacherstuff.com/
 Blackboard: Discussion Boards: https://bbhelp.cit.cornell.edu/discussion-
boards/
 Web.Discussion.Forums.in.Teaching.&.Learning:.http://horizon.unc.edu
/projects/mono-graph/CD/Technological_Tools/Akers.asp
 Teacher Chat boards: https://teachers.net/mentors/
 ESL.Café:.Discussion.Forums.for.Educators:http://www.eslcafe.com/for
ums/teacher/index.php
Dear Students!
We have discussed in detail about discussion forums. We have also come to
know about responsibilities of teacher for managing the discussion forums,
its strengths and weaknesses. Now let us study ICT enabled learning
environment.
5.4 ICT Integrated Learning Environment

Learning environment is collection of learning resources and activities related to a
specific learning need. A learning environment is intended to help people for their
learning and development. A learning environment is physical and interpersonal;
in case of ICT, the learning environment is virtual. An individual manages his/her
personal learning environment. Personal learning environment encompasses the
collection of resources, people and practices useful for supporting and promoting
self-directed learning of a person. Community of practice is based on the
interaction among a group of people who share similar processes, procedures,
tools and approaches. In community of practice, people learn through interaction
79
with people. The table 5.1 shows various categories affecting learning. These
components can be organized in the learning environment to provide support for
learning. The components mentioned in the table below are sources for a student
to learn.
Table 5.1: Components of Learning Environment
Categories Components of Learning Environment
1. Resources  look, journals, articles and internet resources
 Shared documents and wiki spaces
 Tools to support content sharing, for example
computer, internet, email etc.
 Lecture Videos and electronic presentations
 Support in learning
2. People  Social Media Connections
 Blogs (webpage containing information), Social
Bookmarking (online tagging of one’s favorite
websites to organize it)
 Group forums or discussion boards
 Professional Networks (online learning
organizations)
 Conferences and meetings
3. Training and  Activities and exercises to support learning
Education  Training
 Seminars
 Academic courses
4. Development  Support, feedback and coaching from teacher
Practices  Career counselling and development
 Communication activities to influence leaner’s
readiness and application
5. Experiential  Learning by doing
Learning Practices  Experimenting
 Collaborating
 Self-monitoring
 Analysis of feedback received from
teachers/peers
 Creating personal notes
6. Learner motivation  Desire to learn
and Self-direction  Linking learning and performance
 Confidence in abilities to learn
 Self-direction
(Ayla Graney: Lombardozzi, 2015)
80
Resources include physical resources like books, journals, equipment and online
resources such as databases, lecture videos and electronic presentation. People
provide face-to-face and online feedback, quick answers to questions and
discussion on different topics. This active interpersonal connection serves for
deep understanding and collaboration. Training and education involves
classroom-based and online training or self-study for learning purposes.
Development practices involve support, feedback and coaching from teacher to
support learning. Experiential learning practices involve learning by doing and
reflecting on what has been experienced. Reflecting on feedback received from
teacher is an integral part of learning. Learner motivation and self-direction
provides the students an urge to learn (Lombardozzi, 2015).
A computer is the means of education in an ICT enabled learning environment. It is

a tool of communication for education. Along with technology component, it is
essential to ensure smooth process of content development for the online classroom.
The ultimate purpose of learning environment is the learning of students. The
factors that need to be considered in an online course of study include:
1. The constant and online availability of every aspect of the course (syllabus,
lectures, books/articles for further reading, activities, assignments and
projects, and grading procedure).
2. The asynchronous nature of the communication, which allows more time
for reflection.
3. The pacing of lessons is not important that it should be so fast to leave
students behind, nor is it so slow that it makes some students frustrated.
Pacing of a lesson refers to speed or rate at which an instructor teaches a
lesson to students.
4. In a face-to-face class, students can find out from the tone of voice of
instructor which points are most important. In the online setting, the best
way to emphasize important points is either to write the most important
points in bold or colored text or to rephrase the information in a new way
in order to help learners of different styles.
5. Online learning environment facilitates a learner to learn at his/her own pace.
Online setting offers more time for student learning so that they can learn a
concept by working hard on difficult segments of a lesson, and reread
especially if they missed information for first time due lack of concentration.
6. As the course materials are stored in electronic format, so, it is reusable.
5.4.1 Different Types of Software

ICT allows for collection, processing, presentation and communication of
information in any subject. It can model any situation and provides to work with
people collaboratively and independently. There are two types of software:
generic and specific software. Genric software carries out facilitating tasks such
81
as preparing a document. This software is content free. Specific software teaches
skills or concepts by presenting the information to students in various ways and
involving them in different activities. A wide range of software is available to
support learning environment.
Table 2: Examples of Generic and Specific Software

Generic Software-general purpose, productivity tools, content free
S.No Software Functions
1. Word Processing For producing documents, essays, reports
and presentations
2. Graphic Packages For painting, drawing, designing and
presenting
3. Databases and spreadsheets For handling data, making charts,
modelling, analyzing and predicting
4. Internet Communication For browsing, e-mail, file transfer,
Tools conferencing
Specific Software-subject related, content carrying
1. Drill and Practice Programs For question and answer, trial and error,
challenges, text manipulation and
reconstruction, simple games
2. Information sources Resources for browsing and extracting
(CD-ROMs, large databases, information, often multimedia-text,
World Wide Web) pictures, sounds, animations and video
(Imison & Taylor, 2001)
Different software programs offer different control of the learning environment.

The balance of control will vary according to the design of ICT application, the
context in which it is being used and the characteristics of the user. For example,
a Microsoft word program can be used to type a text or to create a clipart (Imison
& Taylor, 2001).
5.4.2 Continuous Interaction Among Students

In online learning environment, the teacher and learner are physically present at
different places. So, it may create a feeling of isolation among teacher and
learners. For this purpose, the teacher must keep in touch with students through:
1. Continuous delivery of learning material
2. Connect with learners through synchronous and asynchronous modes of
communication
3. Using the feedback of students for improving the online learning process.
82
The strategies mentioned above can help learners break feelings of isolation and
get them involved in the learning process.
Dear Students!
We have discussed various components of ICT integrated learning

environment. We have come to know that use of technology can provide
access to a variety of resources. However, it is very important to overcome
the feelings of isolation among teachers and students through communication
and continuous feedback.
5.5 Online Team Teaching

Team teaching (also called cooperative teaching, collaborative effective teaching
and co-teaching) involves two or more teachers sharing responsibility for teaching
some or all of the students assigned to a class. The responsibility for planning,
instruction and evaluation of students are distributed among the teachers. Cook
and Friend (1995) described team teaching as “two or more professionals
delivering substantive instruction to a diverse or blended group of students in a
single physical space” (Tomei, 2013).
Two to four teachers co-teach a class. They collaborate to teach students. As they
gain experience in teaching the same class, they discuss and provide feedback to
each other about what worked well and what were the problems during the class.
They can discuss about resolving the problem. In team-teaching, teachers learn
from their colleagues’ expertise in their weak area and a variety of activities to
accomplish the same ends (Bender, 2003). Team-teaching promote the
collaboration among teachers and students. It is also a means of focusing on the
process of learning instead of just being result-oriented. Co-teaching can follow
five different models (Mason, 2010: as cited in Kouroupetroglou, 2014):
1. One leads, one supports/observes
2. Parallel teaching-teaching the same content to two groups, each taught by
one of the co-teacher
3. Alternative teaching where one co-teacher teaches alternative content or
using an alternative approach
4. Learning centers
5. True team teaching that involves co-planning and shared responsibility for
all aspects of instruction
83
Figure 5.8: Models of ICT (Retrieved from https://ictmodels.wordpress.com/ict-
models/)
5.5.1 Team Teaching Using ICT

The effectiveness of team teaching can be enhanced by integrating ICT. Some of
the strategies are given here. Co-teachers teach their separate parallel sessions on
campus through face-to-face mode, then the two sections of students come
together online to hold particular discussion activities, visit Web sites, and receive
online guest speakers. Another strategy is to teach students both through face-to-
face and online mode. The advantage of the former strategy is that students are in
smaller face-to-face groups, which assists for opportunities for discussion and
involvement; whereas the advantage of the latter is that both co-teachers are
thoroughly familiar to the students, as they are seen in both teaching
environments (Bender, 2003).
5.5.2 Planning for Team Teaching Using ICT

There are six steps to be followed while planning for team-teaching using ICT,
which are given below:
1. A group of team-teachers based on mutual trust, hard work and reflection
is formed.
84
2. The second step involves organizing teaching time by analyzing routines
and incorporating a suitable team-teaching model such as parallel and
station.
3. Planning is concerned with the selection of suitable teaching strategies to
be used in team-teaching such as discussion, group work etc.
4. Select appropriate technology for use in team-teaching such as computer,
internet etc.
5. Evaluate the achievement of goals by the students.
6. Adjusting the use of strategies and appropriate technology for use
according to the co-teaching model used.
(Wilson, 2016)
5.5.3 Concerns While Using Team Teasing

There are certain concerns while using team teaching which must be dealt by
using appropriate strategies.
1. In team-teaching, there is an issue related to authority i.e., whether all the
teacher will hold equal authority or one is assumed to be more responsible
than the other for classroom matters. There is also an issue of
compatibility i.e., if all the teachers involved have dominant or differential
personalities, then the purpose of team teaching might not be achieved. As
team-teaching involves coordinated effort of two or more teachers to
achieve instructional goals. The solution to this problem lies in an easy-
going give and take approach in which the teachers may shuffle their roles
from time to time being one at a time at the responsible position while
other teachers performing in the back.
2. Colleagues must be mutually supportive, respectful and considerate of
each other. If a teacher in need of help of his/her colleague, can
contact/send email to him/her. If
3. Another concern is related to division of responsibilities among teachers.
The course and lesson planning should be accomplished by team teachers.
Additionally, they must also be present during the teaching in the
classroom throughout the semester. However, one teacher may take the
leading role of teaching during first part of the session while second
teacher remains present handling other classroom activities. For example,
if one of the two teachers teaches for the first half of the session, the other
teacher may involve with online discussion on the topic during that time;
the second half of the session involves the second teacher in leading role
with the former teacher busy with regulating online discussions.
4. Grading is an important area of concern. All co-teachers must discuss to
agree on the grading criteria for assignments and papers (Bender, 2003).
85
Dear students!
We have discussed the concept of team teaching for online settings. We also
looked into planning process for team-teaching for its successful execution.
We have also discussed some of the concerns while using team teaching.
Team teaching provides a platform for teachers to improve their teaching
while learning from each other. It also multiplies the learning opportunities
for students. In team teaching, the students get benefit from the expertise of
two or more teachers.
5.6 Collaborative Learning Strategies

Collaborative learning is a method in which students learn while working as a
team. Social interaction is used as a means to acquire knowledge in collaborative
learning. Collaborative learning implies working in a group of two or more to
achieve a common goals while recognizing each individual’s contribution.
Cooperative learning is often used interchangeably with collaborative learning.
However, both terms have different meanings. Cooperative learning occurs when
students work together in small groups to help themselves and others to learn.
5.6.1 Considerations for Collaborative Learning

Success of collaborative learning involves two factors to be implemented: group
definition and the establishment of communication sessions.
1. The teacher and the students are physically separate in online settings.
And collaborative learning involves working with groups. So, interaction
and collaboration hold more meaning for online learning environment as it
tends to reduce the isolation that occur online.
2. When students in a class are of uniform interests then it becomes easy to
form groups. If there are students of diverse interests in a class, then
students may be assigned randomly to various groups or on the basis of
their interests or previous academic performance.
3. To facilitate the students for collaborative learning, the teacher must
balance the academic guidance with freedom for them.
4. For successful collaborative learning, students share their comments,
questions and doubts with other students. Further, the group members
have to justify their actions to each other. As a result, they will have a
greater understanding of each other and the information being shared. So,
there is a need for rapport building among group members.
5. Collaborative learning enables students to learn at a faster rate. So, it
helps them to gain more confidence for grasping concepts.
86
As collaborative involves working with groups in a class, so, the size of the class
is decreased to accommodate it. But, if the size of the class is decreased, the
number of classes required increases. This will need more staff and greater
expenses.
5.6.2 Process of Group Development

The process of team or group development consumes some time. It has following
phases:
 Normative Stage: In normative stage, group members get to know each
other and decide how they will work together.
 Problem Solving Stage: At apparent unity or problem solving stage, the
group begins to come together to do its work.
 Disagreement or Conflict: As the group continues to move forward in its
tasks, some disagreement or conflict about process or tasks may emerge.
This is critical to the development of the group. If the group members
disagree as they move through their tasks, then this is the indication of the
development of a “group think” mentality. If everyone agrees to what is
said in order to avoid conflict, it may results in many members being
dissatisfied with the results.
 Action Phase: After resolving the conflicts, the group moves into an
action phase. This phase is characterized by group harmony. During this
phase, the group is most productive.
 Termination Phase: Finally, as the group ends its work, it reaches to
termination phase. This may be followed by a regrouping if there are
further tasks for the group to complete in the course or if group members
are shuffled by the instructor. If reshuffling occurs, then, a renewal of the
process occurs.
5.6.3 Characteristics of an Effective Group

The characteristics of an effective group are that they:
a. Solve Problems
b. Manage Conflict
c. Develop Norms
d. Process Information Together
e. Communicate with One Another
f. Connect
The entire online class allows the class to be divided into smaller groups, offering
each group a variety of ways by which group members can communicate with
each other online. The optimal size of a group depends on class size but it should
not exceed four or five people. This size of group helps to increase opportunities
of participation of students. A pair of students may work to resolve an issue that is
discussed in class.
87
5.6.4 Process of Collaborative Activity
The process of collaborative activity consists of following steps:
a. Set the Stage: The first step includes providing the purpose and
instructions for the activity. It is also ensured that the student is
comfortable with using technology. For example, discussing the benefits
of using technology in education on online discussion forum is an activity.
b. Create the Environment: In this step, the students are informed about
framework and rules for the activity. For example, a discussion board will
be used for the above mentioned activity.
c. Model the Process: At this stage, the teacher models the behavior for the
students. He/she also allows them to discuss the framework of the activity.
In this way, the teacher models a collaborative behavior.
d. Guide the Process: While the students are performing the activity, the
instructor will provide guidance for the sooth progress of the activity.
e. Evaluate the Process: In the last step, the teacher will evaluate the
activity to determine whether the learning objectives have been achieved
or not. Here, the students also share their experiences of the activity.
5.6.5 Online Collaborative Learning Activities

Any synchronous (it involves synchronous communication) or asynchronous (it
involves asynchronous communication) activity can be arranged for groups. There
are numerous ways in which an instructor can create online collaborative activity.
Some of the examples include the following:
a. Role Playing
b. Simulation
c. Case Studies
d. Small Group Project
e. Jigsaw Activities
a. Role Playing
Role playing is a hypothetical/imagined look to a situation. Students take
up the role of people who might be working in real life. It helps the
students to understand the application of concepts. It also helps to develop
critical thinking skills of students. For example he/she might learn about a
particular role and propose a solution for a difficult problem.
b. Simulation
Simulation is application of knowledge and skills to a real-life situation
like it was in role-play. The difference between role play and simulation is
that simulation is more closely related to real life. Simulation can be
simple just like participating in a discussion or complex just like following
a program to understand the various stages of a skill or a problem.
88
c. Case Studies
A case is a true story of an issue which people have faced, along with
facts, opinions and prejudices involved in it. Cases may also include
charts, graphs, and pictures of relevance to the situation. Students may
also be asked to find and present or create case studies on their own. Case
studies vary from a few paragraphs to chapter of a book in length. Some
cases may include discussion questions at the end in order to focus the
reader’s attention on certain issues.
Abase study is an online collaborative technique is to encourage
students to bring case studies from real life situations into the online
classroom and to receive input from their peers on it.
d. Small Group Project

In small-group projects, the learners are encouraged to engage deeply on a
topic within the course and work on it with a team to produce a common
piece of work. Certainly, virtual
Collaborating with other team members is part of the completion
of a small-group project. Its focus is on the production of some piece of
work as a result of virtual collaboration.
e. Jigsaw Activities
Jin jigsaw activity, learner becomes expert in an area and present in an
online course to their peers either directly or by contributions to a larger
group project. In so doing, learners complete the “puzzle” of the content
being studied and add to the knowledge of members of the group. The
learners are asked to search material related to a topic and present it back
to the group.
Collaborative learning strategies require planning and coordination
among teacher and students in the online class. For the success of this
method, the teacher’s role is of a facilitator and guide. During the progress
of collaborative learning activity, the teacher is continuously involved in
the process to ensure students’ engagement and learning. In addition,
collaborative learning activity demands to empower the students so that
they can take charge of their learning (Pallof & Pratt, 2013).
Dear Students!
We have discussed about online collaborative learning strategies and

consideration while use of it. We have also came across the group development
and planning process for carrying out collaborative learning activity.
89
Conclusion:
Use of Information and Communication Technologies (ICT) in teaching provides
enriching resources for students’ learning. However, technology is just a means to
achieve the instructional goals. Besides command on technology use, the selection
of a suitable technology resource and appropriate use of that resources for online
teaching is very important. Appropriate instructional planning is required for the
effective use of latest technology.
Activities
1. Select a discussion thread on an online discussion forum. Explain and
analyze the daily progress of discussion in that thread.
2. Plan a lesson for team-teaching. Distribute the classroom responsibilities
for that lesson among two co-teachers in such a way that both teachers
assume equal number of responsibilities.
3. Select a suitable online collaborative learning activity for a topic of your
interest. Explain the process of carrying out that collaborative activity.

1. Differentiate between synchronous and asynchronous communication.
2. What are the elements of online discussion forum?
3. What steps should be taken at the start of a semester for imitating group
discussion on online forums?
4. Define team-teaching.
5. Explain ICT enabled learning environment.
6. What step can be taken to resolve the issue related to responsibilities of
co-teachers in team teaching?
7. Define collaborative learning strategies?
8. Name some of the collaborative learning activities.
5.8 Exercise
1. Computer has influenced the teaching-learning process. Comment.
2. How the role of a teacher is changed in online education.
3. Discuss the components of online learning environment.
90
4. Explain different models of team teaching. Also elaborate the planning
process for team teaching.
5. What is the process of team development for collaborative activity? Also
provide detail of some of the activities that can be used as online
collaborative learning activities.
5.9 Bibliography
Bender, T. (2003). Discussion-Based Online Teaching to Enhance Student

Learning (2nd Ed.). Virginia: Stylus Publishing.
Dasgupta, S. (2006).Encyclopedia of Virtual Communities and Technologies.

USA: Idea Group Reference.
Gerbic, P. (2009). Including Online Discussions within Campus-Based Students’

Learning Environment. In Gerbic, P. &Stacey, E.(2009). Effective Blended
Learning Practices: Evidence Based Perspectives in ICT-Facilitated
Education. USA: Information Science Reference.
Gudea, S. W. (2008). Expectations and Demands in Online Teaching.UK:

Information Science Publishing.
Imison, T. & Taylor, P. H. (2001). Managing ICT in the Secondary School. Oxon:
Heinemann Educational Publishers.
Kouroupetroglou, C. (2014). Enhancing the Human Experience Through Assistive

Technologies and E-Accessibility. USA: Information Science Reference.
Lombardozzi, C. (2015). Learning Environments. USA: Association for Talent

Development.
Pallof, R. M. & Pratt, K. (2013). Lessons from the Virtual Classroom: The
Realities of Online Teaching (2nd Ed.). CA: John Wiley & Sons, Inc.
Tomei, L.A.(2013). Learning Tools and Teaching Approaches Through ICT

Advancement. USA: Information Science Reference.
91
Wilson, G. L. (2016). Co-Planning for Co-Teaching. Retrieved from
Wright V. H., Sunal, C. S. & Wilson, E. K. (2006). Research on Enhancing the

Interactivity of Online Learning. USA: Information Age Publishing.
92
UNIT–6
ONLINE LEARNING ENVIRONMENT
Written by: Maqsood Ahmed

Reviewed by: Dr. Muhammad Athar Hussain
93
6.1 Introduction
Today, an entire industry of ICTs has emerged to offer solutions for problems
faced in teaching-learning process. Course Management System (CMS) software
facilities and allows instructors to design and deliver their courses within a
flexible framework that includes a number of different tools to enable learning
and communication to occur.
This unit deals with various modes of online learning environment. Online
learning, especially offered by ODL institutions meets the needs of an ever-
growing population of students who cannot or prefer not to participate in
traditional classroom settings. These learners include those unable to attend
traditional classes, who cannot find a particular class at their chosen institution,
who live in remote locations, who work full-time and can only study at or after
work, and those who simply prefer to learn independently.
Online learning is catalyzing a pedagogical shift in how we teach and learn. There
is a shift away from top-down lecturing and passive students to a more interactive,
collaborative approach in which students and instructor co-create the learning
process. The Instructor’s role is changing from the “sage on the stage” to “the
guide on the side”. This approach empowers students as active learners instead of
just passive recipients absorbing information and reproducing it for standardized
tests. The unit will highlight and explain how online learning environments can be
used and what activities an instructor can do through online learning environment.
6.2 Objectives
After successful completion of the unit, you will be able to:
1. Define learning environment.
2. Differentiate between physical learning environment and online learning
environment.
3. Explain computer mediated learning environment.
4. Describe blended learning.
5. Analyze current trends and issues in online learning environment.
6. Explain distributed learning.
6.3 Concept of Learning Environment

The term “learning environment” suggests place and space a school, a classroom,
a library. And indeed, much 21st century learning takes place in physical
locations like these. But in today’s interconnected and technology-driven world, a
learning environment can be virtual, online, and remote; in other words, it does
not have to be a place at all. Perhaps a better way to think of 21st century learning
environments is as the support systems that organize the condition in which
humans learn best systems that accommodate the unique learning needs of every
learner and support the positive human relationships needed for effective learning.
Learning environments are the structures, tools, and communities that inspire
students and educators to attain the knowledge and skills the 21st century
demands of us all.
94
21st century learning environment may appear to be one of several support
systems in the framework, but in fact, it is itself an integrated system of multiple
supports. Thus, we can view a 21st century learning environment as an aligned
and synergistic system of systems that:
 Creates learning practices, human support and physical environments that
will support the teaching and learning of 21st century skill outcomes
 Supports professional learning communities that enable educators to
collaborate, share best practices, and integrate 21st century skills into
classroom practice
 Enables students to learn in relevant, real world 21st century contexts
(e.g., through project-based or other applied work)
 Allows equitable access to quality learning tools, technologies, and
resources
 Provides 21st century architectural and interior designs for group, team,
and individual learning.
 Supports expanded community and international involvement in learning,
both face-to-face and online
Such an environment fosters learning tailored to the needs and wants of the
individual. This sort of learning occurs anytime and anyplace, when and where
the learner desires. It takes place in a context of relevance, “just in time,” rather
than “just in case.” And such learning offers “just what I need” – that is, the
opportunity to acquire knowledge and skills through learning strategies that are
personalized and adapted to the learner’s own learning styles and preferences. To
guide policymakers, educational authorities, and school leaders, the Partnership
has prepared this white paper to promote the vibrant educational environments –
physical and online, technological and human – that support the 21st century
learning all children deserve.
6.3.1 The Online Learning Environment

Let's compare how you would normally participate in a classroom setting and
how you might accomplish the same activities in an online learning environment
this will help you decide if online learning is for you?
Classroom Environment On-line Learning Environment
Read course module notes
Read e- mail messages and postings to
Attend class to keep abreast of discussion area
course information Read course outline and review calendar
Information
Research and read specific Research and read specific information
information through the Internet
Participate in discussions: read, respond and
Participate in discussions post to discussion area or chat room
Collaborate with other students: read,
respond and post messages via e-mail,
Collaborate with other students discussion topic, chat room, and/or
whiteboard
95
Participate in role plays and case Participate: read, respond and post messages
studies via e-mail and/or discussion topic
Ask questions: send e-mail and/or post
Ask questions question in discussion area
Submit assignments via e- mail or the
Hand in assignments discussion topic with or without attachments
Complete quizzes and exams Complete online self tests
Network and socialize with classmates: read,
Network / socialize with respond and post messages via e-mail and/or
classmates discussion topic
The exciting thing about the online environment is that you can still do many of
the usual classroom’ activities - and at a place that is convenient for you.
6.3.2 On-Line learning Activities
Let's explore in more detail how you might complete learning activities online.
1. Attend class
The online learning environment is primarily an asynchronous
environment that is, you don't have to log on to the computer at exactly the
same time as your instructor or classmates in order to attend class. You
will however, have specific deadlines to meet for the reading assignments
and learning activities. How do you attend an online class? It is
suggested that you access the course on a daily basis in order to read e-
mail messages, read and respond to postings, and keep up with course
information. There is an online learning tool in this course that tracks the
number of postings you have read and posted. It also keeps a record of the
pages you visited while accessing the course. This information is valuable
for the instructor and student help in case you experience any difficulties
during the course.
2. Read and Research Specific Information
In an online course, some course content is provided within the course.
You have the option of reading this information while online, or printing
the information and reading it later. Additional information may also be
provided to you in the form of links to other valuable web sites, articles or
your textbook. You may also be asked to research additional websites on
your own. Just as in a face-to-face classroom setting, your comprehension
of information will be assessed. Assessment may be accomplished through
the use of discussion questions, self-tests, case studies, role plays, etc.
3. Participate in Discussions
In a classroom setting, the instructor may often pose a question. In many
cases, the question leads to a serious discussion and/or debate with other
students. This occurs in the online classroom through the use of discussion
topics in the discussion area. One of the best features of an online
discussion is that you don't have to be present at exactly the same time in
order to communicate with other members of this course. The online
discussion environment uses topics and threads to organize conversations.
A linked series of comments is called a discussion thread and each topic
96
can contain several threads. You may be expected to submit assignments,
post a brief biography, and collaborate with group members in the
appropriate group discussion topic. When an activity requires you to use a
topic, the directions will let you know which discussion topic to use.
4. Collaborate with other Students
There is so much information on the Internet and so little time to read
everything! Fortunately, online learning gives you an opportunity to share
your discoveries with others, and learn from them. There will be times
when you may need to work in small groups. Each member of the group
will research and read specific information and share this with the other
group members. The instructor may assign you to a specific group
however; it is up to your group to determine how it will work on the
assignment. Discussion topics are one way to collaborate online. Most
topics are public meaning that all class members can see what you have
posted and have an opportunity to respond to your posting. Your instructor
may also set up private topics. These topics will be used for collaborating
with other students during small group activities and will be limited to
only those members assigned to that group. Any postings made to this
private topic will only be seen by those three group members unless the
instructor has specified that a posting will be made available to all. You
can also use e- mail to collaborate. Online courses have their own email
package built right in so that only the students enrolled in the course can
send and receive an e- mail message.
5. Participate in Role Plays and Case Studies
Role plays and case studies may be used in online courses in order to
provide you with real-life problems. Often, the discussion forum will be
used to enable you solve these problems individually and with other
classmates.
6. Ask Questions
In a classroom setting, the instructor usually knows when you are confused
or frustrated simply by your body language. In the online environment, the
instructor cannot see this type of body language. This means that you must
communicate when you don't understand! Use the email within the course
to send questions to your instructor or post your question in the discussion
area for all to see. You can also ask other classmates questions just as you
would in a classroom setting. Your classmates come with a wealth of
knowledge from diverse backgrounds and areas of expertise. Use the
discussion topic to post a question for all to see or send a private email to a
specific individual. Either way, communication is key!
7. Network / Socialize with other Classmates
In a classroom setting, classmates typically meet before or after class for a
cup of coffee and a bit of socializing. This can still occur in the online
environment using e-mail, the discussion area or chat rooms. Everyone likes
know a bit about the people they are studying with. One of your first activities
may be to post a profile of yourself which includes things such as your work
experience. Sharing personal profiles makes the class more enjoyable and
enables you to feel more connected while learning at a distance.
97
6.3.3 What is a VLE?
A virtual learning environment (VLE for short) is a collection of software tools
supporting academic administration, teaching and research using the Internet,
particularly the World Wide Web1􀊣. As information and communication is
increasingly conducted online such systems have become part of the essential
educational infrastructure in many higher education establishments. Just as with
e-mail, VLEs are centrally provided services that are delivered right across the
institution largely to enhance existing academic practices, not to replace them.
The VLE has thus a capacity to provide a central focus for students and staff
alike, irrespective of their geographic location, aiding continuity in the teaching
and learning processes. Teachers can use the service to help prepare classroom
materials, store them safely, and subsequently refine them. VLE systems usually
come with scheduling facilities, so that students can download synopses in
advance of a lecture, whilst lecture notes and slides may be released after the
lecture. They may also be used at any stage to solicit student feedback through
survey tools and to collect assignments through online pigeon holes or drop
boxes.
VLEs typically provide a set of options that determine who has access to these
resources and also at what level (such as reading, commenting, editing and
administering). This is a key feature that enables fine-grained control: areas can
be made open (to members of the public) or closed, for instance limiting access to
a particular group and making materials available only between certain dates.
There are in fact many course materials freely available, of which a notable
example is MIT Open Courseware, which includes materials in Economics3􀊣.
However, the value of a good education emerges in how these materials are
presented, in the communication between a teacher and a student and the various
other kinds of specific support; a VLE’s primary role may be considered as
contributing to that support.
6.3.4 Definition, Criteria and Framework of a Smart Learning Environment

From the aspect of context-aware ubiquitous learning, contexts include the
interactions between learners and environments; therefore, “smart learning
environments” can be regarded as the technology-supported learning
environments that make adaptations and provide appropriate support (e.g.,
guidance, feedback, hints or tools) in the right places and at the right time based
on individual learners’ needs, which might be determined via analyzing their
learning behaviors, performance and the online and real world contexts in which
they are situated (Hwang et al. 2008). It should be noted that learning in a smart
98
learning environment does not imply that students have only a limited amount of
leisure time; that is, no particular learning schedule is used to replace their leisure
activities. A smart learning environment aims to help students gain knowledge
even when they are doing leisure activities. It plays the role of a wise friend who
seeks opportunities to advise learners in their daily life by taking their needs and
preferences into account.
Accordingly, the potential criteria of a smart learning environment are
summarized as follows:
(1) A smart learning environment is context-aware; that is, the learner’s
situation or the contexts of the real-world environment in which the
learner is located are sensed, implying that the system is able to provide
learning support based on the learner’s online and real-world status.
(2) A smart learning environment is able to offer instant and adaptive support
to learners by immediate analyses of the needs of individual learners from
different perspectives (e.g., learning performance, learning behavioUrs,
profiles, personal factors) as well as the online and real-world contexts in
which they are situated. Moreover, it can actively provide various
personalized support to the learners, including learning guidance,
feedback, hints and learning tools, based on their needs.
(3) A smart learning environment is able to adapt the user interface (i.e., the
ways of presenting information) and the subject contents to meet the
personal factors (e.g., learning styles and preferences) and learning status
(e.g., learning performance) of individual learners. The user interface is
not necessarily a conventional computer. Instead, learners can interact
with the learning environment via mobile devices (e.g., smart phones or
tablet computers), wearable devices (e.g., Google Glass or a digital
wristwatch), or even ubiquitous computing systems embedded in everyday
objects. Therefore, it is a challenging issue to adapt the user interface to
meet the learners’ needs in a smart learning environment.
It should be noted that the smart learning environment is defined to be minimally

context-aware (i.e., only the online and real-world states of learners are considered
as the context of learning), minimally adaptive (i.e., the adaptively with respect to
emotional states, cognitive capacity, motivation, and socio-economic factors are not
considered), and minimally personalized (i.e., pedagogy-oriented guidance is not
considered). Therefore, it only represents the essential criteria for researchers and
system developers to implement smart learning environments.
As shown in Figure 1, the framework of a smart learning environment basically

consists of the following modules:
(1) A learning status detecting module. This module detects learners’ real-world
status (e.g., locations and learning behaviors) and environmental contexts
(e.g., temperature and humidity) via connecting to some sensing devices.
99
(2) A learning performance evaluation module. This module evaluates and
records learners’ performance by conducting tests online or in the real world.
For a real-world test, the learners might be asked to find the answer to a test
item via observing or interacting with real-world targets (i.e., the real-world
objects related to the learning goals, such as a plant on school campus).
(3) An adaptive learning task module. This module assigns learning tasks to
learners based on their learning progress, learning performance, personal
factors and their learning objectives in all disciplines. The learning task
could be an online inquiry task that engages learners in searching for
information on the Web, or a real-world inquiry task that requires the
learners to observe real-world targets, raise questions, search for
supplementary materials from the Internet or in the real-world
environment, propose hypotheses and present answers to the questions.
With the help of this module, the learners are always engaged in the most
feasible and important learning tasks by considering their learning status
and personal factors in the right place and at the right time.
(4) An adaptive learning content module. This module provides learning
materials to learners. Based on the learning progress, learning
performance, personal factors and the real-world status of individual
learners, the learning system recommends and organizes learning
materials, and adapts the user interface to meet individual learners’ needs.
(5) A personal learning support module. This module provides learning
support to learners based on their learning needs. The learning support can
be a guideline of the learning task or learning content, a hint for the
learning task, feedback on their work, or a Mind tool to help them learn in
an efficient and effective way. To determine what kind of support is to be
provided, the features of the learning tasks and learning content as well as
the learning performance, personal factors and real-world status of the
learners need to be taken into consideration.
(6) A set of databases for keeping the learner profiles, learning portfolios,
learning sheets (i.e., the sheets that present the learning tasks for each
subject unit or learning topic), learning materials, test items and learning
tools. The data in those databases are very helpful to the learning system
in terms of providing suitable support to the students in the right place and
at the right time. For example, in the learning portfolio database are kept
the students’ learning schedules, learning progress, homework, assessment
results and their interactions with peers and the learning system. Via
analyzing the records in the learning portfolios, the learning system knows
individual students’ to-be-enhanced concepts or skills, and hence the most
100
suitable learning tasks can be assigned to them along with some
recommended strategies or tools on the right occasion.
Figure 1 Framework of a smart learning environment.
(7) An inference engine and a knowledge base for determining the “value” of
the candidate learning tasks, strategies and tools as well as their possible
combinations. The knowledge base is a collection of the tutoring
knowledge and experience of educators and teachers. It might also contain
the decision-making rules generated by analyzing previous cases,
including those successful and unsuccessful ones. The inference engine is
a computer program that makes decisions by analyzing the current case
(i.e., the status of the student and the environmental contexts) based on the
rules in the knowledge base (Wu et al. 2013a, b).
6.4 Traditional VS Computer Mediated Learning Environment

 In the context of teaching and learning, the use of electronic mail,
computer conferencing, and the Internet to deliver learning material and
provide learners and instructors with opportunities for interaction. It is
also called Networked Learning.
 Learning that takes place through the utilization of online, multi-media,
web-based, and other forms of instruction provided by computers.
 Any form of learning that is mediated by computer networks through
discussion forums, chats, e-mails, and so forth.
101
6.4.1 Strengths and Weaknesses of Computer-Mediated Communication
(i) Strengths
 The ability to think, study, participates and initiates conversation without
the restrictions of time or place.
 The ability for reflection and thoughtful, asynchronous negotiation of
meaning between members of a large group. This potential for
collaboration is what connects computer-mediated communication to
constructivist pedagogy.
 Conversations may be archived for future reference including the ability to
re-visit the full context of a topic.
 The potential exists for greater equality of participation within the group
given the reduction in recognisable, economic, social, and racial or gender
distinction.
(ii) Weaknesses
 The ubiquitous complaint about lack of face-to-face contact, resulting in
the loss of phatic functions that provide reassurance to both the speaker
and listener.
 Most of the messages are instructive rather than constructive or
collaborative. This is probably not a weakness so much as a hurdle that
must be leaped by all in the interest of "community".
 Although electronic for a efficiently link those in need of information with
those that have it, the lack of sustained high-quality participation in for a
discussion has been examined and seen to be a regularized phenomenon.
The "experience", buttressed by personal involvement, is that there is no
"rational" reason for someone to participate when they can "free ride" and
enjoy the contributions of others, unless they have some altruistic concern
about the survival of the forum. The relevant prediction is that message
contributions will be generally undersupplied in all for a therefore, both
intuitively and experientially, “lurking” should come as no surprise.
6.4.2 Reflections on Computer Mediated Communication

Reflection, although removed from the immediacy of the experience, leads one to
thinking about neither other issues of immediate concern, that may be considered
neither a strength nor weakness of the communicative mode.
 While phatic mistakes are often made in face-to-face communication, one
must take particular care not to offend other participants online, given the
lack of symbolic or semiotic attributes (facial expressions, gestures, etc.)
in computer-mediated-communication.
 From a ‘constructivist’ perspective, the exchange of text-based messages
seemingly encourages 'active' and 'self-directed' learning since interaction
is dependent on participants accessing the network frequently to follow
102
conferences, read and comment on messages by others, and compose and
submit their own contributions to conferences. Yet, even online there
appears to be a carry-over from the classroom environment where all the
students are facing forward towards the “sage on the stage”.
 Techno-frustration must be confronted. “Newcomers” easily become
frustrated and fearful when the technology or administration isn't just
right. Those who have used computers develop a stronger sense of
fatalism or a greater degree of patience, as well as the ability to think
laterally about the technological problems that arise. But the numerous
statements made by students suggesting sheer exasperation and a need for
reassurance must be acknowledged.
 Mark Twain pithily identified the underlying constituent of ego
involvement in discourse when he said: "It is better to keep your mouth
closed and let people think you are a fool than to open it and remove all
doubt." In any case, “lurking”, a subject that has been well documented in
the literature, is a continual frustration for an online facilitator. Even when
the entire course depends on participation, both to make it work, and in
terms of assessment, "lurking" remains.
 Is the classroom experience one in which students is maximizing their
individual propensities for learning; or is the classroom a group-based,
collaborative experience for mutual and collective dialogue and interaction?
 Clearly, interactive discussion is effective in assisting the learning process.
But it is vital not to be too active or "dominant" in conversational
participation. Herring, et. al argue that men attempt to dominate computer-
mediated interaction in much the same way they dominate F2F interaction:
by “talking” more, taking authoritative stances in public discourse and
intimidating women into accommodation or silence.
 The claim is regularly made in the literature that virtual interaction
equalizes communication based on the assumption that status and gender
cues are de-contextualized by the hypertext medium. This does not appear
to be entirely the case as shown in the research of Herring, et.al into the
defined features of men’s and women’s language on the basis of specific
rhetorical styles ‘conventionally’ associated with each gender.
 As Senge puts it, the success of any discussion depends “on the way a
topic is developed systematically “which leads to the collective nature of
thought”. For a discussion to be effective, each member of the group must
be able to establish common ground in the discussion.
6.4.3 Role of Computer Mediated Communication

Computer technology unarguably increases access to education. Computer-
mediated-communication is not meant to replace face-to-face communication. But
like it or not it already has, and increasingly will, displace it. Although trite, it
remains necessary to reiterate that no technological medium, on its own account,
is likely to improve education in a significant way if only used to deliver
103
information. The key to promote improved learning with computer technology
depends on how effectively the medium is exploited in the teaching and learning
situation. Whether or not computer-mediated discussions are richer and more
thoughtful depends more on knowledgeable social facilitation with respect to
goals and process, than it depends on the technology. Academics are not removed
from the educational process by computer technology. Their role simply shifts
away from being deliverers of information to being guides and creators of
learning experiences, transforming both the classroom and education experience.
The major characteristics of computer-mediated-communication and learning are
the time and place independence, hyper linking, and interactivity among various
combinations of individuals.
According to Paper, the computer is particularly compatible with the way students
now prefer to learn. The very 'interactivity' of discussion suggests that by
providing relative anonymity and reduced personal identification, computer-
mediated-communication may be more ‘humanising’.
Indicatively, the process of knowing requires significant effort on the part of both
teachers and learners.
The real issue is how to integrate the personal qualities of great teaching with the
technological advantages of learning by computer. Online education offers more
than convenience. For all the mythology of the classroom, many students show up
and snooze rather than learn. The computer forces students to focus and to be
active participants in learning rather than empty vessels into which academics try
to pour their knowledge. It's very easy to attend a face-to-face class physically,
yet not really be there mentally. However, without the necessary reflection,
overzealous adoption of computer technology will not of itself strengthen the
teaching/learning process.
6.4.4 Comparing Traditional Learning and E-Learning

When comparing learning an identical course in a traditional framework to a
computer mediated learning framework, students have expressed higher
satisfaction from the computer mediated learning, and rated the learning as more
effective than in the traditional framework.
In other studies, too, it was argued that computer mediated or online learning is
more effective and interactive. Findings of research conducted in the seventies
and eighties, comparing the use of computers as a learning environment, also
indicated a slight improvement in the student’s achievements following use of a
computer. E-Learning includes many components that are familiar from
traditional learning, such as: presentation of ideas by the students, group
discussions, arguments and many other forms of conveying information and
accumulating knowledge. The contents of the course’s curriculum might be
organized according to subjects and in a serial manner.
104
E-Learning also includes advantages which are not found in traditional learning,
such as: time for digesting the information and responding, enhanced
communication among the learners, both as regards quality and as regards
urgency, knowledge being acquired and transferred among the learners
themselves, the ability to conduct an open discussion, where each learner gets
more of an equal standing than in a face-to-face discussion, access to information
and to discussion ability, responses may be made around the clock with no
restrictions, a higher motivation and involvement in the process on the part of the
learners. The very use of technology for learning has been found to have a
positive effect on the student’s commitment to the learning process. Also, use of
technology creates a greater commitment on the students’ part to learning.
The following table summarizes several opinions regarding the comparison

between traditional learning and E-Learning:
Traditional Learning E-Learning

Classroom The teacher usually talks The student talks at least as much
Discussions more than the student as or more than the teacher
Learning The learning is conducted Most of the learning process
Process with the whole class takes place in groups or by the
participating; there is almost individual student.
no group or individual study
Subject The teacher conducts the The student participates in
Matter lesson according to the determining the subject matter;
study program and the the studying is based on various
existing curriculum sources of information, including
web data banks and net-experts
located by the student.
Emphases in The students learn “what” The students learn “how” and
the Learning and not “how”; the students less “what”; the learning
Process and the teachers are busy includes research study which
completing the required combines searching for and
subject matter quota; the collecting information from web
students are not involved in data banks and authorities on
inquiry-based education and the communications network;
in solving problems, but the learning is better connected
rather in tasks set by the to the real world, the subject
teacher. matter is richer and includes
material in different formats.
105
Motivation The students’ motivation is The students’ motivation is high
low, and the subject matter due to the involvement in
is “distant” from them. matters that are closer to them
and to the use of technology.
Teacher’s The teacher is the authority The teacher directs the student
Role to the information.
Location of The learning takes place The learning takes place with no
Learning within the classroom and the fixed location
school
Lesson The teacher dictates the The structure of the lesson is
Structure structure of the lesson and affected by the group dynamics.
the division of time
6.5 Blended Learning

Blended learning (also hybrid learning, technology-mediated and mixed-mode
learning) brings together the best of classroom and online learning opportunities
with information technologies in order to promote active, independent learning.
According to Wikipedia: "....Blended learning is a formal education program in
which a student learns at least in part through delivery of content and instruction
via digital and online media with some element of student control over time,
place, path, or pace." Blended learning is not "learning on your own" or at a
distance; rather, it combines flexible learning on one's own and in groups, at a
distance and in proximity to others. Blended learning is not a simple one-size-fits-
all approach for there are as many ways to approach blended learning as there are
learning styles. Some studies suggest that undergraduate students prefer blended
and hybrid learning models because they provide flexibility and students can
assume control over what happens while they learn. There is a correlation
between blended learning models and early tertiary "undergrad" education, and in
graduate programs blended learning seems to be used less frequently.
Hybrid learning models take advantage of familiar learning environments (such as

classrooms) but schedule less in-classroom seat time. In terms of technologies,
computer-mediated activities are typically integrated into blended models. Digital
materials serve as supplements in blended learning and in support of instruction
that occurs in bricks-and-mortar classrooms. Blended approaches in traditional
face-to-face courses may mean that classes meet once a week and, at other times,
interaction moves online to Blackboard Connect or Moodle. One kind of blended
learning, called flipped learning, is where students obtain exposure to the content
of a class via instructional videos and readings; thus, students arrive to class to
deepen their understanding of content through active learning, activities, labs and
social interaction. 'Flipped teaching', the 'inverted classroom' and 'reverse
106
instruction', help students experience at home what would have taken place in a
traditional class (for example, a content-based lecture) through the use of
computers and self-paced learning modules.
Blended learning mixes e-learning, a range of information technologies, and face-

to-face contact between academics and students. Much of the research says that
students like to use their preferred technologies such as email, Face book, Twitter
and blogs in order to work together.
6.5.1 Typical Elements of Blended Learning

 Blended learning combines traditional learning components with newer e-
modalities to create a meaningful blend of synchronous and asynchronous
elements (F2F & online) not simply technology grafted onto F2F classes
 Blended learning has a synchronous element but does not necessarily
mean F2F in classrooms
 Blended learning can combine traditional timetabled classes with other
modalities such as intensive weekend, external, monthly classes
 Blended learning course design seeks to use what is done best in-person
(debates; group presentations; reflexive responses) in combination with
what is done best online (provision of content; deeper, reflective
discourse; document management & organization)
 Conveying course content via well-established forms of information

technology such as Google Docs, power points, webinars, social media
and other emerging technologies; lectures can be video-conferenced or
televised
 Blended learning provides learners and teachers with all kinds of potential
environments to learn and teach
107
 Unique sequencing but integrated; may involve mobile devices in ambient
spaces (virtual-enhanced reality)
 BL integrates online with face-to-face instruction in a planned,
pedagogically viable way and does not simply combine online interactions
with face-to-face time or vice versa
 Combined online and classroom learning activities and resources with
reduced in-class seat time for students in a face-to-face environment.
 Use of interactive and collaborative tools that help create teamwork and
communication with faculty and students
 Mixture of different learning environments; provide various environments
to learn
 Using instructional strategies that match with students (and course topic)
is a challenge. To achieve the right blend, institutions should evaluate
learning and cost-effectiveness.
 Blended models can take advantage of shorter, low-stakes assessment;
replacements should be found for final exams and lengthy term papers.
6.5.2 Combining Methods in Blended Learning Blended learning models

"... Provide the essential methodological scaffolding needed to effectively
combine face-to-face instruction, online instruction, and arrays of content objects
and assets of all form factors". Blended learning models, for example, incorporate
a combination of face-to-face interactions, online exercises and informal learning
(e.g. texting classmates, Face booking, reading, etc.) into a learning experience.
These learning models are distinct and incorporate library resources, content and
instruction in some new and exciting ways. Flipped classrooms, online courses,
and MOOCs fall into these categories but the methodological approach to the
development of courses defines whether they will be delivered online, in a
flexible or blended fashion. Most library involvement currently falls into either
the blended learning model or distance learning instruction.
6.5.3 What is being Blended?

One frequent question asked when one hears about blended learning (BL) is
“What is being blended?” While there are a wide variety of responses to this
question (Driscoll, 2002), most of the definitions are just variations of a few
common themes. The three most commonly mentioned definitions documented by
Graham, Allen, and Ure (2003) are:
1) BL=combining instructional modalities (or delivery media) (Bersin &
Associates, 2003; Orey, 2002a, 2002b; Singh & Reed, 2001; Thomson, 2002)
2) BL=combining instructional methods (Driscoll, 2002; House, 2002;
Rossett, 2002)
108
3) BL = combining online and face-to-face instruction (Reay, 2001; Rooney,
2003; Sands, 2002; Ward & LaBranche, 2003; Young, 2002)
The first two positions above reflect the debate on the influences of media versus
method on learning (Clark, 1983, 1994a, 1994b; Kozma, 1991, 1994). Both of
these positions suffer from the problem that they define BL so broadly that there
encompass virtually all learning systems. One would be hard pressed to find any
learning system that did not involve multiple instructional methods and multiple
delivery media. So defining BL in either of these two ways waters down the
definition and really does not get at the essence of what blended learning is and
why the concept of blended learning is exciting to so many people. The third
position more accurately reflects the historical emergence of blended learning
systems and is the foundation of the author’s working definition (see Figure 1).
Definition:
Combine face-to-face instruction with computer-mediated instruction
Figure 1: Definition of blended learning systems
The working definition in Figure 1 reflects the idea that BL is the combination of
instruction from two historically separate models of teaching and learning:
traditional F2F learning systems and distributed learning systems. It also
emphasizes the central role of computer-based technologies in blended learning.
6.5.4 Current Trends and Issues

Let us have a look at current trends and issues that are relevant to blended
learning systems. To begin with a brief review of what the research says about
why people choose blended learning. Next, I share some of what we have learned
about current models of blended learning including similarities and differences
between higher education and corporate models. Finally, this section will end
with a peek into several important issues and challenges that are being faced in
the design and implementation of blended learning systems. used by IBM (Lewis
& Orton, this volume) where learners go through three phases (Phase 1) online
self-paced learning to acquire background information, (Phase 2) F2F learning lab
focused on active learning and application experiences instead of lecture, and
(Phase 3) online learning and support for transferring the learning to the
workplace environment. Using a similar strategy, a BYU accounting professor
uses online modules to help students acquire the tool skills and technical
information and then uses precious F2F class time to focus on application, case
studies, and develop decision making skills (Cottrell & Robison, 2003). It is
109
interesting to note such overlaps in blended learning models between the
corporate training world and higher education.
A few other ideas for using BL to improve pedagogy included in this handbook
are: Oliver, Herrington, and Reeves (this volume) who provide insights into how
computer-mediated environments can bring a level of authenticity to the
traditional classroom experience. Collis (this volume) shares a model for how BL
can be used to integrate formal classroom learning and informal workplace
learning. Wisher (this volume) and Kirkley and Kirkley (this volume) who share
ideas for collaborative learning and problem solving in environments that mix live
F2F elements with virtual reality.
Increased Access/Flexibility
Access to learning is one of the key factors influencing the growth of distributed
learning environments (Bonk, Olson, Wisher, & Orvis, 2002). Many chapters in
this volume emphasize programs that would not be possible if students were not
able to have a majority of their learning experiences at a distance from instructors
and/or other students (for examples, see Kaur & Ahmed; Lee & Im; Reynolds &
Greiner, and this volume). Learner flexibility and convenience is also of growing
importance as more mature learners with outside commitments (such as work
and family) seek additional education. Many learners want the convenience
offered by a distributed environment, and, at the same time, do not want to
sacrifice the social interaction and human touch they are used to in a F2F
classroom. There are numerous examples in this handbook of how blending is
used to provide a balance between flexible learning options and the high touch
human interactive experience. WebCT executives, Barbara Ross and Karen Gage
(this volume), for example, have seen an expansion of reduced seat time courses
that allow for increased flexibility but retain some traditional F2F contact.
University of Central Florida’s M courses (Dziuban, Hartmann, Juge, Moskal, &
Sorg, this volume) are also good examples of this. As a third example, the
University of Phoenix model allows for F2F socializing in orientations as well as
presentation experiences at the beginning and ending of a course with online
learning experiences in between.
Increased Cost Effectiveness

Cost effectiveness is a third major goal for BL systems in both higher education
and corporate institutions. Blended learning systems provide an opportunity for
reaching a large, globally dispersed audience in a short period of time with
consistent, semi-personal content delivery. Bersin and Associates (2003) have
done an exemplary job of documenting corporate cases that have effectively used
blended learning to provide a large return on investment (ROI). Similarly, in this
110
handbook, the IBM chapter from Lewis and Orton (this volume) reports ROI
figures as high as 47 to 1 for their implementation of BL. In adding to these
results, the Avaya chapter (Chute, Williams, & Handcock, this volume) and
Microsoft chapter (Lutz this volume) both provide cases in which BL solutions
have resulted in a significant ROI.
In higher education there is also interest in finding solutions that are cost
effective. The Center for Academic Transformation with support from the PEW
Charitable Trust recently completed a three year grant program designed to help
universities explore ways of using technology to simultaneously achieve quality
enhancements and cost savings. More detailed information for each of the thirty
grant redesign projects that PEW funded can be found at the grant web site (PEW,
2003). A summary of the significant role blended learning played in the various
Pew projects can be found in Graham and Allen (Graham & Allen, in press;
Graham et al., 2003).
The second section of this handbook on for-profit universities has several chapters
that address this issue (Pease, this volume). The University of Central Florida, for
example, has predicted cost savings due to cost reductions in physical
infrastructure and improved scheduling efficiencies, which have yet to materialize
(Dziuban et al., this volume).
What Models Of Blending Exist?

One of the goals of this handbook is to look broadly across many sectors
(corporate, higher education, for-profit higher education, military, etc.) to see
what the current state of blended learning is and what we can learn from
innovative people and organizations in this arena. The 39 chapters of this volume
provide a wide range of perspectives and flavors of blended learning to learn
from. While there is a wide variance in the blended learning practices that are
occurring, there are also some strategic similarities that will be articulated in
following section.
6.5.5 Blending at Many Different Levels

One of the first things that we notice as we look at the different models of
blending in the cases in this handbook is that they occur at a variety of different
organizational levels. This section will articulate the four levels at which we
identified blends occurring. Several chapters (Ross & Gage, this volume; Wright,
Dewstow, Tappendin, & Topping, this volume) specifically address different
levels of blending that are occurring. All of the BL examples in this handbook
occur at one of the following four different levels:
 Activity level
111
 Course level
 Program level
 Institutional level
Across all four levels, the nature of the blends is either determined by the learner
or the designer/instructor. Blending at the institutional and program levels is often
left to the discretion of the learner, while designers/instructors are more likely to
take a role in prescribing the blend at the course and activity levels.
Activity Level Blending

Blending at the activity level occurs when a learning activity contains both F2F
and CM elements. For example, Wisher (this volume) outlines large scale military
training events that incorporate both F2F and virtual elements.
Kirkley and Kirkely (this volume) also discuss how mixed reality technologies
blend the virtual and the real together during learning activities. In higher
education, Oliver et al. (this volume) talk about strategies for using technological
tools to make learning activities more authentic, while examples like Jung and
Suzuki (this volume) share how technology is used to bring experts at a distance
into the classroom creating a simultaneous F2F and CM experience.
Course Level Blending

Course level blending is one of the most common ways to blend. A course level
blend entails a combination of distinct F2F and CM activities used as part of a
course. Some blended approaches engage learners in different but supporting F2F
and CM activities that overlap in time while other approaches separate the time
blocks so that they are sequenced chronologically but not overlapping (see
examples in Huang & Zhou and Jagannathan, this volume). Owston, Garrison,
and Cook (this volume) describe eight different cases of blending at the course
level across universities in Canada. Collis (this volume) describes an approach to
course level blending for a suite of courses used by Shell EP.
Program Level Blending

Ross and Gage (this volume) observes that blends in higher education are often
occurring at the degree program level. Blending at a program level often entails one
of two models - a model in which the participants choose a mix between F2F
courses and online courses or one in which the combination between the two is
prescribed by the program. Jung and Suzuki (this volume) talks about a program
level blend in the Japan context in which there are certain F2F courses that are
required for a program and the rest can be taken at a distance. Salmon and Lawless
(this volume) describes a business Management Certificate program which allows
112
students the choice of completing the program completely online or online with
F2F tutoring session and/or participation in an extended on-campus Management
Challenge. The New Zealand Law Diploma program is conducted mostly online
with about 15 percent of the learning time in a F2F setting. Reynolds and Greiner
(this volume) and Wright et al. (this volume) both describe teacher education
programs that blend F2F and CM experiences at the program level.
In the corporate arena BL is often applied to a particular training program as was

the case with Oracle’s Leader Track training (Hanson & Clem, this volume),
Avaya’s Executive Solutions Selling Business Acumen program (Chute et al., this
volume) and cases of three training programs provided by Microsoft (Ziob &
Mosher, this volume).
Institutional Level Blending

Some institutions have made an organizational commitment to blending F2F and
CM instruction. Many corporations as well as institutions of higher education are
creating models for blending at an institutional level. IBM (Lewis & Orton, this
volume) and Sun Microsystems (Wenger & Ferguson, this volume) are corporate
examples of organizations with institutional models of blended learning. The
University of Phoenix (Lindquist, this volume) also has an institutional model for
blending where students have F2F classes at the beginning and end of the course
with online activities in between. At a university level, the University of Central
Florida (Dziuban et al., this volume) has created the “M course” designation for
blended courses that have some reduction in F2F seat-time. Other institutions
such as BYU Idaho have a general education requirement that students must have
one online learning course experience to graduate (BYU-I, 2004). Brigham
Young University (Provo campus) has experimented with “semester online”
courses where on-campus students could enroll for a distributed course along with
other campus-based courses (Waddoups & Howell, 2002).
Similarly, at the University of Illinois, traditional on-campus economics students

have been allowed to take a required course online while they were off-campus
for the summer (Wang, Kanfer, Hinn, & Arvan, 2001). (It is important to note that
“dual mode” institutions (Rumble, 1992) that support both F2F and computer
mediated instruction are not necessarily in the business of blending learning. For
the institution to be engaged in blended learning, there must be a concerted effort
to enable the learner to take advantage of both ends of the spectrum. It is not
sufficient for the institution to have a distance learning division that is largely
separate from the on-campus operations.)
113
General Categories of Blends
One of the reasons that we are interested in models of blended learning is that we
are interested in the practical question of “How to blend?” Each model provides
ideas about how to blend with examples implemented in specific contexts and
with real constraints. Table 1 provides three categories for blended learning
systems found in this handbook based on the primary purpose of the blend. Some
blends in this handbook would fit into multiple categories; however, usually a
blend most closely matches the focus of one category. It is also important to note
that none of these blends are necessarily bad – they just have different foci.
Table 1: Different categories of blended learning systems

Enabling Enabling blends primarily focus on addressing issues of access
Blends and convenience. For example, blends that are intended to
provide additional flexibility to the learners or blends that
attempt to provide the same opportunities or learning
experience but through a different modality.
Enhancing Enhancing blends allow for incremental changes to the
Blends pedagogy but do not radically change the way teaching and
learning occurs. This can occur at both ends of the spectrum.
For example, in a traditional F2F learning environment,
additional resources and perhaps some supplementary materials
may be included online.
Transforming Transforming blends are blends that allow for a radical
Blends transformation of the pedagogy. For example, a change from a
model where learners are just receivers of information to a
model where learners actively construct knowledge through
dynamic interactions. These types of blends enable intellectual
activity that was not practically possible without the
technology.
We see the greatest focus on in programs that come out of a distance learning
tradition. A good example is the University of Phoenix (Lindquist, this volume)
that attempts to provide an “equivalent” learning experience through its F2F
residential programs, entirely online programs, and blended learning programs. In
this system, learners pick the option that best meets their cost and time
constraints.
There is an enormous focus on in traditional university settings. With the

widespread adoption of learning management systems (LMS) and technology
equipped classrooms, it is becoming increasingly commonplace for instructors to
enhance their courses with some level of technology. Both Jones (this volume)
114
and Wright et al. (this volume) provide models that span the spectrum from a
minimum level of integration to a high level of integration. The hope of some is
that enhancing blends are the first steps towards more transformative blends.
It is interesting to point out that there seem to be a greater abundance of examples

of in the corporate environment than there are in the university environment.
Examples like the Live-Virtual-Constructive simulations (Wisher, this volume),
mixed-reality and problem-based embedded training (Kirkley & Kirkley, this
volume) show how high-end technologies can transform the learning experience.
Other examples include the increased use of knowledge management, electronic
performance support systems, and mobile devices to situate learning in the
context of workflow (see Chute et al., Collis, DeViney & Lewis, Singh, and
Wagner, this volume). In higher education environments constraints such as class
duration, size, location, and availability of technology can provide a formidable
barrier to making transformative changes. Oliver et al. (this volume), for instance,
point to several ways that technology can support the development of authentic
learning environments. There are a growing number of faculty experimenting
with innovative technology-mediated approaches to teaching (such as the use of
tools for simulations, visualization, communication, and feedback) that are
transforming the ways that their students learn (West & Graham, in press).
6.5.6 What Issues or Challenges are faced when Blending?

This section briefly outlines six major issues that are relevant to designing
blended learning systems. The issues are: (1) the role of live interaction, (2) the
role of learner choice and self-regulation, (3) models for support and training, (4)
finding balance between innovation and production, (5) cultural adaptation, and
(6) dealing with the digital divide.
The Role of Live Interaction

Under what conditions is human interaction important to the learning process and
to learner satisfaction with the process? Hanson and Clem, Hoffmann, Owston et
al., and others (this volume) observed a preference among many learners for the
live (or F2F) components of a blended experience. When CM and F2F elements
were combined, learners often placed a greater value or emphasis on the F2F
aspects of the experience. Juxtaposed to this Offer man and Tassava (this volume)
makes the claim that the F2F components are really unnecessary and primarily
used for socialization reasons. Similarly, the University of Phoenix (Lindquist,
this volume) takes the position that the live, completely online, and blended
options to their courses are “equivalent” experiences to be selected based on
learner preference. When and why should we be considering human interaction
115
such as collaboration and learning communities? How does live interaction versus
low fidelity, asynchronous interaction affect the learning experience?
Role of Learner Choice/Self Regulation

How are learners making choices about the kinds of blends that they participate
in? Many of the chapters of this book as well as other blended learning
publications make it seem like learners are primarily selecting blended learning
based on the issues of convenience and access. But this begs widely. But the jury
is still out on whether blended learning models can be developed that are
affordable and still address the needs of different populations with different socio-
economic conditions around the world.
Cultural Adaptation
What role can and should blended approaches play in adapting materials to local
audiences. One strength of e-learning is the ability to rapidly distribute uniform
learning materials. Yet, there is often a need for customizing the materials to the
local audience to make them culturally relevant. Jagannathan (this volume) and
Selinger (this volume) both address the need to find balance between global and
local interests. Selinger suggests that a F2F instructor plays an important role in
helping to make globally distributed materials culturally relevant and meaningful.
Balance Between Innovation and Production

In design, there is a constant tension between innovation and production. On the
one hand, there is a need to look forward to the possibilities that new
technological innovations provide, and, on the other hand, there is a need to be
able to produce cost effective solutions. However, due to the constantly changing
nature of technology, finding an appropriate balance between innovation and
production will be a constant challenge for those designing blended learning
systems.
6.5.7 Directions for the Future

We live in a world in which technological innovation is occurring at break-neck
speed and digital technologies are increasingly becoming an integral part of our
day-today lives. Technological innovation is also expanding the range of possible
solutions that can be brought to bear on teaching and learning. Whether we are
primarily interested in creating more effective learning experiences, increasing
access and flexibility, or reducing the cost of learning, it is likely that our learning
systems will provide a blend of both F2F and CM experiences.
Ross and Gage (this volume) make the statement that future learning systems will
be differentiated not based on whether they blend but rather by how they blend.
116
This question of F2F and CM instruction effectively is one of the most important
we can consider as we move into the future. Like any design problem this
challenge is highly context dependent with a practically infinite number of
possible solutions. So in this handbook we do not present any one solution as the
solution, rather we share examples of successful blends across many contexts. We
hope that the wide range of global perspectives and specific local examples
available in this handbook will help readers to gain a better understanding of
options for meeting instructional design challenges in varied contexts. Our charge
is to try and best understand the strengths and weaknesses of both F2F and CM
environments so that when we are faced with tradeoffs, we can make appropriate
decisions. Figure 4 is a simplified representation of this complex challenge. From
a pedagogical standpoint, the designers of blending learning systems should be
seeking out best practices for how to combine instructional strategies in F2F and
CM environments that take advantages of the strengths of each environment and
avoid their weaknesses (Osguthorpe & Graham, 2003; Martyn, 2003).
To illustrate the importance of understanding the strengths and weaknesses

afforded by a F2F or CM learning environment, consider the following example
of an activity level blend. Class discussions are one of the most ubiquitous
instructional methods used in education. Unlike the lecture, the instructional
method of class discussion focuses on learner interaction rather than knowledge
transmission. Typically, the goal of class discussion is to have the learners
negotiate and co-construct an understanding of the discussion topic. The F2F and
CM environments have many complementary strengths and weaknesses that
impact class discussion. Table 2 lists some of the strengths and weaknesses of
conducting discussions in each of these environments.
117
Table 2: Strengths and weaknesses of conducting discussions in F2F and
computer-mediated learning environments
Computer-mediated
F2F environment (In-class
environment (Asynchronous
discussion)
text-based discussion)
Strengths Flexibility: Students can
contribute to the discussion at the
time and place that is most
Human Connection: it is easier
convenient to them. Participation:
to bond and develop a social
100% students can participate
presence in a F2F environment.
because time and place
This makes it easier to develop
constraints are removed. Depth of
trust etc. Spontaneity: Allows
Reflection: Learners have time to
for the generation of rapid
more carefully consider and
chains of associated ideas and
provide evidence for their claims
serendipitous discoveries
and provide deeper more
(Mikulecky, 1998).
thoughtful reflections.
(Mikulecky, 1998; Benbunan-
Fich & Hiltz, 1999)
Weaknesses Spontaneity: Doesn’t encourage
the generation of rapid chains of
associated ideas and
serendipitous discoveries
Participation: Can’t always
(Mikulecky, 1998)
have everyone participate,
Procrastination: There may be a
especially if there are
tendency towards
dominating personalities.
procrastination (Benbunan-Fich
Flexibility: Limited time,
& Hiltz, 1999) Human
which means that you may not
Connection: The medium is
be able to reach the discussion
considered to be impersonal by
depth that you would like.
many (Benbunan-Fich & Hiltz,
1999) –this may cause a lower
satisfaction level with the
process (Haytko, 2001).
Although Table 2 certainly does not contain all of the possible strengths and
weaknesses of conducting discussions in the F2F and CM environments,
118
instructors might use this understanding to make decisions about whether to use
one or the other or both learning environments to meet instructional goals. For
example, by understanding the affordances of F2F and CM environments, an
instructor of a large enrollment class might choose to use the CM environment so
that everyone in the class can contribute to the discussion. Another instructor
concerned about unmotivated students and procrastination might choose to use a
F2F discussion where social presence and excitement for the topic can be
communicated through voice as well as gesture. A third instructor might choose
to blend the two learning environments, starting with a brief exploratory F2F
discussion to generate excitement for the topic and set the stage for a more in-
depth follow-up discussion online in a CM environment. As we move into the
future it is important that we continue to identify successful models of blended
learning at the institutional, program, course, and activity levels that can be
adapted to work in contexts. This will involve understanding and capitalizing on
the unique affordances available in both F2F and computer-mediated or
distributed learning environments.
6.6 Distributed Learning

Distributed learning is not just a new term to replace the other 'DL,' distance
learning. Rather, it comes from the concept of distributed resources. Distributed
learning is an instructional model that allows instructor, students, and content to
be located in different, non-centralized locations so that instruction and learning
occur independent of time and place. The distributed learning model can be used
in combination with traditional classroom-based courses, with traditional distance
learning courses, or it can be used to create wholly virtual classrooms" (Saltzberg
& Polyson, p. 10).
6.6.1 The Evaluation: Distance Education to Distributed Learning

In the new world of digital technology, the Internet is paramount. It has had an
irrevocable impact on all aspects of higher education, from teaching and learning
to research to administration (Clarke 2002). Levine and Sun (2002) suggest that
the Internet will reconfigure the landscape of university education in North
America, resulting in three types of institutions: brick, click, and click and brick.
The brick institutions are the traditional universities that deliver only face-to-face
instruction; the click universities are virtual universities that deliver instruction
electronically, and click and brick institutions deliver programs through a
combination of traditional and e-learning modes. It is anticipated the majority of
universities will fall within the third category. The expected configuration is
developing in Canada as almost all Canadian conventional universities become
involved in some form of alternative delivery of courses while retaining a large
offering of face-to-face instruction.
At the same time that the number of institutions using various forms of distance
delivery is increasing, what we have known as distance education is morphing
119
into distributed learning. In the not too distant past, the distance education
undertaken by many universities was a marginal activity left to the university's
extension or continuing education unit. Today distributed learning is serving on-
campus students as well as the off-campus students traditionally served by
distance education. As the result of this change, this form of delivery is moving
from the periphery of the university's operations into a position much closer to the
centre. A comment in a recently published broad overview of distance education
suggests that, One key indicator that distance education is moving into the
mainstream is the increased emphasis on the need for policies to guide its
effective growth (Simonson & Bauck, 2003).
Distributed learning combines the most advanced forms of distance learning

technologies with aspects of conventional, campus-based education. Because the
new technology requires radical rethinking about how to administer and use it
most effectively, this transformation presents both a great opportunity and a
considerable threat to campus-based, research-intensive universities. For
specialized distance learning institutions such as Athabasca University, it presents
the opportunity to move from their former position on the fringes of higher
education into a much more central role. Such expansion may well be at the
expense of the currently dominant campus-based, research-intensive universities.
On the other hand, there are strategies, described in Archer, Garrison, and
Anderson (1999), through which the latter can adopt and adapt the new
technologies without compromising their core values, thereby maintaining and
strengthening their important position within the higher education sector. That is
what the University of Saskatchewan, along with many other conventional,
research-intensive universities, has been attempting to do.
Before discussing the role of distributed learning at universities, it is worthwhile

reminding ourselves how we got from distance education to distributed learning.
A number of scholars studying distance education have applied a generational
analogy to describe its evolution. All scholars who have adopted this analogy
have stressed that the emergence of a new generation of distance education
delivery modes has not entailed the disappearance of previous generations; rather,
the generations overlap and co-exist, and are frequently used together in the same
program or even the same course. The analogy is sometimes extended by
describing the generations as an extended family living together in the same
household, each member serving a valuable and useful purpose. Despite this
degree of agreement among scholars regarding the generational metaphor,
however, several different scholars have posited different numbers of generations
and different defining characteristics of each generation.
Perhaps the most clearly formulated of these analogies (which happens also to be
the first to have appeared) is the one first stated by Garrison in 1985, then
modified and developed by Garrison and Archer (Garrison, 1985; Garrison &
120
Archer, 2000; Archer, 2001). This formulation describes the generations
differently from most other descriptions, and builds from a base in pedagogical
theory. Rather than trying to link generational change to the appearance or
disappearance of particular delivery technologies, it defines the transition point
between generations as the moment of change in the primary mode of two-way
communication between (among) student(s) and instructor. The following
summary is a modified form of that in Archer (2001) p. 295:
Generation 1: Slow asynchronous (Correspondence)
 communication between instructor and student by postal mail
 individualized study only: communication among the students in a given
course is possible in theory but not in practice
 advantage of great flexibility students can work from wherever there is
postal service and on their own schedule
 very low cost to institution and student
 frequently has high dropout rate
Generation 2: Synchronous (Teleconferencing)

 communication among students and instructor by audio- or video-
conference
 group instruction is the normal as in face-to-face instruction; may be
supplemented by individual consultations via individual telephone
conversations
 inflexible scheduling and some limits on places from which students can
take part
 can be high cost, particularly multi-site videoconferencing
 low dropout rate, similar to face-to-face instruction with similar types of
students
Generation 3: Fast asynchronous (Microprocessor based)

 communication among students and instructor by computers linked via the
Internet; in recent years the World Wide Web technology has become by
far the most common means of interaction over the Internet for
educational purposes
 group instruction is supplemented by one-to-one interaction by e-mail or
telephone
 flexibility approaches that of Generation 1, as students can work on their
own schedule from any place where there is an Internet connection
 can be high cost to the institution (course preparation) and to the student
(purchase of computer) but total ongoing cost similar to face-to-face
instruction
 typically low dropout rate, similar to face-to-face instruction with similar
types of students.
121
Generation 3 distance education has proven to be so attractive to students that it
has become a serious rival to face-to-face instruction. Because of this increasing
attractiveness, the demographics of the student body participating in various
forms of distance learning has changed radically over the last 10 years, reflecting
a large increase in the number of concurrent learners individuals involved in a
combination of distance and face-to-face study.
It is this phenomenon that has led to the use of the new term distributed learning
which now includes all of what has been referred to as distance education but also
the use by on-campus students of learning opportunities provided by the
technologies associated with Generation 3 distance education (and to some extent
Generations 1 and 2). One definition of distributed learning provided by the
Institute of Academic Technology of the University of North Carolina reflects
both its evolution from traditional distance education delivery and its
incorporation with traditional face-to-face models:
A distributed learning environment is a learner-centered approach to education,
which integrates a number of technologies to enable opportunities for activities
and interaction in both asynchronous and real-time modes. The model is based on
blending a choice of appropriate technologies with aspects of campus-based
delivery, open learning systems and distance education. The approach gives
instructors the flexibility to customize learning environments to meet the needs of
diverse student populations, while providing both high quality and cost-effective
learning. (Quoted in Bates, 2000)
It is largely the on-campus potential of distributed learning that has caught the
attention of central administration and faculty at conventional institutions. Central
administration often see distributed learning as an opportunity to make more
efficient use of existing physical plant and instructional resources. Some faculty,
however, see it as a serious threat to the unquestioned dominance of face-to-face
instruction, particularly when the possibility is raised that the craft model on
which university instruction typically operates might be replaced by the more
industrialized models that have usually been associated with distance education.
For university students, distributed learning is becoming important in order for
them to meet their learning goals. It allows them more choice and flexibility along
with opportunities to learn new and important communication skills necessary for
work in the global networked environment.
For institutions, distributed learning will allow them to build their student base,
and offer programs nationally and internationally. While universities are keen to
extend access and to increase their numbers of students, are they as willing to
accept that their own learners can further extend their options by participating in
courses from numerous providers? In addition to the concern about accreditation
and ensuring levels of competency, issues of lost revenue when learners study at
other institutions are also a consideration. Do the existing policies on transfer
122
credit, visiting student applications, and residency serve the mobile,
technologically astute learners of the twenty-first century?
Distributed learning is clearly an integral component of higher education in many

countries. It is the youngest member of the multi-generational family of distance
education. Although technology has played a critical role in its evolution, societal
and political demands are also central to its ongoing development. Therefore an
agenda for distributed learning in higher education must pay careful attention to
both the new technology and new environment in which it is to function. If this
agenda is to reach its potential in higher education, an intelligent and informed
vision congruent with the academic agenda in the institution in which it is to
reside, is not only timely but essential.

1. Differentiate between learning environment and online learning environment.
2. Discussing online learning environment, describe online learning activities.
3. Discuss framework of smart learning environment.
4. Explain blended learning, its types and use in elementary classrooms.
5. Comment on current trends and issues in online learning environment.
6. Discuss use of distributed learning in context of Pakistani schools.
6.8 Bibliography
Ahern, T. & El-Hindi, A.E., Improving the instructional congruency of a
computer-mediated smallgroup discussion: A case study in design and
delivery, Journal of Research on Computing in Education, 32(3), 2000.,
pp. 385-596.
Althaus, S.L., Computer-mediated Communication in the University Classroom:

An Experiment with On-line Discussions, Communication Education, 46,
1997, pp. 158-174.
Applebome, P., Distance Learning: Education.com, The New York Times on the
Web.http://www.nytimes.com/library/technology/99/04/biztech/articles/
04onli.html, 4 April, 1999, Accessed 5-4-99.
Brent, E., Computers in the Undergraduate Classroom Social Science Computer

Review 17(2), 1999, pp. 162-175.
Brown, J., Growing up Digital, Change, March/April, 2000, pp. 11-20. PDF
version at http://www.aahe.org/change/digital.pdf Accessed: 20-5-05
123
Brown, J.S. and Duguid, P., The Social Life of Information, Chapter 5, Boston:
Harvard Business School, 2000.
Cifuentes, L., Murphy, K.L., Segur, R. and Kodali, S., Design Considerations for
Computer Conferences, Research in Computing in Education, 30(2), 1997,
pp. 177-201.
Connolly, T., and Thorn, B.K., Discretionary Databases: Theory, Data, and
Implications, In Fulk, J. and Steinfield, C. (eds.), Organizations and
Communication Technology, Newbury Park, California: Sage, 1990, pp.
219-233.
Daly, J.E., Hypertext Links to Learning: Roadblocks and Obstacles along the
information super highway, Journal of Educational Technology Systems,
26, 1997/98, pp. 309-314.
Doubleday, 1990
Edwards, M.A. & Clear, F., Supporting the Collaborative Learning of Practical Skills
with Computer-Mediated Communications Technology, Educational
Technology & Society, 4(1), 2001 http://ifets.ieee.org/periodical/vol_1_2001/
edwards.html, Accessed: 22-2-01.
Eurich-Fulcer, R. and Schofield, J.W., Wide-area networking in K-12 Education:

Issues Shaping Implementation and Use, Computers and Education, 24(3),
1995, pp. 211-220.
Feenberg, A., The Written World: On the Theory and Practice of Computer
Conferencing, in Mason, R. and Kaye, A. (eds.), Mindweave:
Communication, Computers and Distance Education, Oxford: Pergamon
Press, 1989, pp. 22-39
Friedman, Eric D., Haefele, L., Keating, K.M., Mullen, M., Patrick, M., Plotkin,
D. & Strenski, E., An Electronic Discussion List in an Undergraduate
Writing Course, Computers and Education, 24(3), 1995, pp. 191-201.
Graddol, D. & Swann, J., Gender Voices, Oxford, Basil Blackwell, 1989
Hantula, D.A., The Virtual Industrial/Organizational Psychology Class: Learning

and Teaching in Cyberspace in Three Iterations, Behavior Research
Methods, Instruments, & Computers, 30, 1998, pp. 205- 216.
Harasim, L.M. (ed.), Online Education: Perspectives on a New Environment, New

York, Praeger, 1990
124
Hardy, J.V., Teacher Attitudes Toward and Knowledge of Computer Technology,
Computers in the Schools, 14, 1998, pp. 119-136.
Herman, L. and Mandell. A., The Given and the Made: Authenticity and Nature in
Virtual Education, First Monday, 5(10), October, 2000,
http://firstmonday.org/issues/issue5_10/herman/index.html Accessed:
8-10-00
Herring, S., Johnson, D.A. & DiBenedetto, T., This Discussion is Going Too Far!,
In Hall, K. and Bucholtz, M. (eds.), Gender Articulated: Language and the
Socially Constructed Self, New York, Routledge., 1995, pp. 66-96
Hwang, G. J. (2014). Definition, Framework and Research Issues of Smart

Learning Environments-a Context-aware Ubiquitous Learning
Perspective. Smart Learning Environments, 1(1), 1-14.
Jonassen, D., Mayes, T. and McAleese, R., A Manifesto for a Constructivist

Approach to Technology in Higher Education, In Duffy, T., Jonassen, D., and
J. Lowyck (eds.), Designing Constructivist Learning Environments.
Heidelberg, Springer-Verlag, 1997, <http://www.icbl.hw.ac.uk/ctl/msc/
ceejw1/ paper11.html> Accessed: 20-1-98.
Language Journal, 81(4), 1997, pp. 470-480
Lewis, D.C., Treves, J.A. & Shaindlin, A.B., Making Sense of Academic
Cyberspace: Case Study of and Electronic Classroom, College Teaching,
45(3), 1997, pp. 96-100.
Mason, R., Computer Conferencing: A Contribution to Self-directed Learning,

British Journal of Educational Technology, 19(1), 1998, pp. 28-41.
Matheos, K., & Archer, W. (2004). From Distance Education to Distributed

Learning Surviving and Thriving. Online Journal of Distance Learning
Administration, 7(4).
McAteer, E., Tolmie, A., Duffy, C. & Corbett, J., Computer-mediated

Communication as Learning Resource, Journal of Computer-Assisted
Learning, 13, 1997, pp. 219-227.
Murray, J. H., Hamlet on the Holodeck, London, The Free Press, 1997
Noble, D.F., Digital Diploma Mills: The Automation of Higher Education, First
Monday 3(1) January, 1998 http://firstmonday.org/issues3_1/noble/
Accessed: 12-9-98.
125
Owen, T., Wired Writing: The Writers in Electronic Residence Program, In
Mason, R. (ed.), Computer Conferencing: The Last Word, Victoria, BC:
Beach Holme, 1993, pp. 125-147.
Papert, S., The Children’s Machine: Rethinking School in the Age of the
Computer, New York: Basic Books, 1993.
Pychyl, TA., Clarke, D., & Abarbanel, T., Computer-mediated Group Projects:
Facilitating Collaborative Learning with the World Wide Web, Teaching
of Psychology, 26, 1999, pp. 138-141.
Rojo, A. and Ragsdale, R. G., A Process Perspective on Participation in Scholarly

Electronic Forums, Science Communication 18(4), June, 1997, pp. 320-341.
Salomon, G., On the Nature of Pedagogic Computer Tools: The Case of the
Writing Partner, In Lajoie, S.P. and Derry, S. J., Computers as Cognitive
Tools, Hillsdale, N.J., Lawrence Erlbaum Associates, 1993, pp. 179-196.
Saltzberg, S., & Polyson, S. (1995, September). Distributed learning on the World
Wide Web. Syllabus, 9(1), 10.
Scott, T., Cole, M. & Engel, M., Computers and Education: A Cultural
Constructivist Perspective, Review of Research in Education, Washington,
D.C., American Educational Research Association, 18, 1992, pp. 191-251.
Senge, P M., The Fifth Discipline: The art and Practice of the Learning
Organization, New York.
Sherman, R.C., Using the World Wide Web to Teach Everyday Applications of
Social Psychology, Teaching of Psychology, 25, 1998, pp. 212-216.
Stephen, T. and Harrison, T.M., Comserve: Moving the Communication

Discipline Online, Journal of the American Society for Information
Science 45, 1994, pp. 765-770.
Ward, M. & Newlands, D., Use of the Web in Undergraduate Teaching,

Computers and Education, 31, 1998, pp.171-184.
Warschauer, M., Computer Mediated Collaborative Learning: Theory and

Practice, The Modern
Weir, S., The Computer in Schools: Machine as Humaniser, Harvard Education

Review, 59, 1989, pp. 61-73.
126
UNIT–7
ONLINE RESOURCES

127
7.1 Introduction
Internet and associated new technologies are becoming part of lives of students.
Youngsters and especially students now using internet everywhere not in homes,
institutions they used in classes as well. College students are now using internet
in educations purpose.
Lot of websites, web based educational technologies are designed to promote

education. Emails, OLIVE, Blogs, MOOCs, YouTube, OER, online learning
communities are latest internet technologies developed for education purpose.
7.2 Objectives
After reading and studying this unit, you will be able to:
1. Explain internet and emails for education purpose.
2. Explain Open Learning Institute of Virtual Education.
3. Explain online libraries in education.
4. Describe blogs in education.
5. Explain YouTube in education.
6. Explain Massive Open Online Courses (MOOC) in education
7. Explain Online Education Resources (OER) in education.
8. Explain Online Learning Communities.
7.3 Use of Internet & Email for Education Purpose

The Internet and new technologies plays a most important role in the lives of
students. Most students take on online activities almost everywhere. Mostly
young students use the Internet to search any kind of information but sometime,
they chat with friends, play online games or use available material to create
assignments and take notes.
Internet has big advantage to learn any kind of topic including language,
technology, science, math or social subjects. Many students use internet to
improve their proficiencies of foreign language.
Many teachers use the Internet to find useful teaching material as internet is
priceless source of information but some teachers worry about the reliability of
128
online information. They are not sure the information provided in the internet is
appropriate, authentic and according to their curriculum, but of course internet is
big source of free information.
Internet provides big support of learning of science process skills. Students can
use science processes outside the classroom. Students can learn how to search and
use of desirable information from data bases and applies the information to ensure
the transfer of process skills.
Discussed in above and previous units, ICT is very helpful in education,

especially learners are far from any institution got knowledge from any course
material and interact with teacher. Student can interact with teacher mostly using
Electronic Mail (Email) to send and receive assignments, exams material, notes as
well get help for any topic.
7.4 Open Learning Institute of Virtual Education (OLIVE)

OLIVE is acronyms of Open Learning Institute of Virtual Education and was
consider as futurist structure for ICT intervention. The main focus point
objectives for ICT based education planning are as:
1) To provide high quality and equality of learning in education,
2) To provide education to outreach students specially those girl at home
3) To support research oriented higher from abroad faculties.
It is necessary to integrate online teaching and learning, research, operational and

management activities which are required when admissions of students will grow
in future. High quality multimedia courseware development will essential to
provide quality education.
Allama Iqbal Open University used OLIVE model for students. Reason is that
increasing number of students and enhancing its nationwide courage. This
continuously increase in enrolment caused some operational and academic
problems.
Some problems is discussed here:
No Access of Laboratories: Large number of students required better facilities.

Some study centers have provided lectures and laboratories accessibility to large
number of students in multiple timings. To facilitate these students new OPEN
laboratory system was established. Moreover Library facility for those students
was also enhanced.
129
Shortage of Qualified Faculty: In some places many teachers were teaching
many courses so the standard of teaching was going down. Students could not
contact to their teacher after the class at some study centers. There was no better
solution to this problem because shortage of teachers in the area.
Faculty Variation: Shortage of teaching disgraces the quality of education. Due

to this shortage of specialists teachers some irrelevant persons teaching those
subjects which they have no proper education or have little knowledge. So
teaching standards degrades in the country. The standards of AIOU students were
also affected in some areas where monitoring system was weak.
Decentralized Teaching: When the teaching was decentralized, many teachers in

different areas were teaching the similar subject. The teaching style, coverage of
curriculum or problem solving approach of the same curriculum was varying, so
the result of students in the centralized examinations system was not the same.
Slight out of Class Support: If the student missed the lecture were left behind
and could not cover the course material at home. There was no way of teacher to
provide out of class support to those students who failed to attend the class. This
increased failure ratio of students in early semesters.
Mostly these students live in villages and far flung townships. There is not better
Internet and computing facilities available to these areas but some students
learned through video conferencing, through online and through multimedia
compact disks where internet facility is not available.
7.5 Online Libraries

Generally libraries, both traditional and online digital one have three roles in
education: place for sharing reach information, maintaining ideas, and give
awareness to bring together individual with learning aims. Primary purpose of
each library is supporting, facilitating, and expanding formal education in mother
organization. Next step is to supporting informal education. Resources in libraries
are collected to support learning. Digital libraries provide instant access to large
number of sources which do not exist physically, in a comparison with traditional
libraries that are limited to place and time. Digital libraries without physical
obstacles can provide resources via an internet connection each moment from
each place. Because of these advantages, in digital libraries learning is
independent process. Digital libraries provide suitable opportunities for learners,
because of including updated information. Collecting multimedia resources made
it possible to remote learning. Digital libraries by storing and feasible retrieve of
educational resources from computer networks provided worth aid to electronic
130
and networked learning. Without existence of organized and retained electronic
resources by digital libraries, accessibility to updated eLearning resources is
impossible Following growth and expanding of eLearning in universities and
higher educational institutions, libraries' services and methods of accessibility to
them faced with evolution and transformation in virtual world.
Digital library's concept which was raised in 1993 based on web advent, among
librarians and educational experts have been known as best tool for providing
services and delivering educational material to learners during virtual education
courses.
Overall, digital library refers to a collection of digital works (e.g. Texts, images,
videos) to help users community and is collection of chained techniques and
services to gather, organize, and protect digital works to be used by clients. In
digital libraries journals, proceedings, books, multimedia and etc. are organized
for remote accessibility. Digital library is not just collection of electronic
resources and involve browser interface and perhaps virtual community and
space. In this technology, data are available quickly for each person every place
of world via communication networks. Digital library is not solitary entity and is
related to lots of resources and collections which must be managed. Digital
library's resources are divided in two parts:
a) Resources that from beginning are produced in digital form like as eBooks
or e-Journals
b) Resources and materials which are not digital at first but can be
transformed to digital over time.
7.6 Blogs
A blog is a small website in which topics are posted and displayed. In the blog
latest post is displayed at the top of previous post. Mostly blogs are related to
specific topic, for example science, literacy, food, education, politics or news.
Some bloggers says that some blogs considered as online diaries. A blog contains
text, images, videos, web pages or other links. Blogs firstly appeared in 1995
from there blogging has become known as a famous form of communications,
taking public judgments and mass media in the world. There is lot of hosting
services available for hosting of blogs. They me be hosted in special hosting
servers, web hosting server or may be using special software developed for blogs.
A typical blog are includes of the following:
• Title of blog – It contains main designation or headline of the blog.
• Body of blog –It is material or content of the post.
• Comments from viewers– It contains remarks of readers or gives opinion
about the topic.
131
• Permalink – These contains the other web addresses of the article.
• Post Date of blog – These contains date and time when the blog was
posted.
• Categories of blog – These contains subjects about particular topic.
• Trackback – These contains addresses of other websites that gives the
entry in a blog. These trackbacks consists of other links or blog roll of
other blogs that the author of blog affiliates or reads.
7.6.1 Characteristics of Blog

Blog may be considered as online magazine which may have several contributors.
Most blogs have images, videos plaintext and hyperlinks. Blogs are different from
usual websites and have many advantages over usual websites. These are written
here:
 Creating, updating or adding new data in the blogs is slightly simple
typically through an easy form containing few entries and then submitted.
Any person has no technical background can create, update and post
blogs. Blogs have therefore become the useful Web authoring tool.
 Blogs provides facility of Filtering of content for a variety of entries, for
example by date, category, author or other attributes.
 Many platforms of blogs allow the administrator to invite other authors to
add, modify or update the blog whose permissions for doing is easily
managed.
 Providing a space for personal writing is easy to use, sharable and
automatically archived.
 Blogs have ability to become learning communities.
 Blogs provides opportunity to serve as digital portfolios for assignments
and achievements of students.
 Blogs can become full feature content management systems.
7.6.2 Blogs in Education

Now blogs are vastly used for education purpose. Bloggers posts education
related information such as calendars of study, specific events, assignments and
other information. There are some tasks can be provides in blogs especially for
education purpose are:
• Teachers posts assignments to student in particular topic so students
respond on their own blogs, creating portfolio of their work or by
comments.
• Teachers communicate with parents of students and parents write
comments as response.
• Teachers post prompts for writing something about topic.
132
• Teacher provides examples, vocabulary, or grammar etc incase of
language students.
• Blogs of teacher provide online readings for students to read and respond to.
• Teacher and students post, text material, images and comment on class
activities.
• Teacher publishes blog and invite students to comments or postings on
issues for students responds.
• Teacher publishes best work of good students which was performed in the
class.
• Teacher posts show case of student art, poetry and attractive stories.
• Create article for literature, online book clubs etc.
• Teacher published blog to make use of the commenting feature for
students publish messages on topics to increase language skills.
• Using the blog, teacher can ask students to create their own individual
course related blogs, where they can share their own ideas, reactions and
thinking.
• Teacher post project based learning tasks with students.
• Teacher can build newsletter having student written articles and photos
they take.
• Teacher creates blog to link his class with other classes somewhere else in
the world to create competition or shares experiences.
7.6.3 Use Blogs in Teaching and Learning

There are many uses of blogs in education, some are discussed above but some
are written here.
A blog supports in a personal academic perception in the following ways:
 Create reflection on teaching experiences.
 It sorts of resources and methodologies for teaching.
 It inconsequent regarding professional confront and teaching tips for other
academics.
 It creates illustration of precise technological tips for other colleagues.
Blog can support within an organizational perspective in the following ways.

 It creates online presence for related information such as calendars, events,
assignments and resources etc.
 It create online area for students to post queries concerning to assessment.
 Blog can support within an educational perspective in the following ways.
Support comments related to content, readings and student responses.

 It creates dual space for students to perform as reviewers for academic
materials.
133
Support images and manifestation related to industry placement.
 It has an online gallery space for review of works, writings etc
 It provide platform where teachers encourages reactions, reflections and
ideas by comments on students’
 It developed student portfolio of work.
7.7 YouTube
Teachers have always tried to create attention of students to promote learning.
They used many things for this such as multimedia. In the classroom teachers
teaches using the demonstration of pictures to convey ideas. This is the basic tools
of academic conversation. In the digital world there are many other ways to teach
in which words, pictures and numbers and many methods in which they can be
supplemented and supported. In the multimedia sum up these ways including
video, images, text and sound in which words, pictures and numbers can be bring
for effective teaching. The technologies used to store, edit, project, and transmit
the data that are the raw material of meaning.
There are many multimedia tools used in education including YouTube which is
web based tool.
YouTube is web based platform that provides facility to people to upload, view
and share video clips on internet. YouTube also facilitates public to short share
videos across the internet through other web sites, mobile, blogs, digital cameras,
computer and email etc. Very quickly YouTube become most popular and widely
used resource for online videos in the world. People having internet access can
watch these videos, but registered users can upload videos which is free for
everyone. By the international copyright law posting of copyrighted videos and
lectures on this site is banned and punishable.
7.7.1 YouTube in Education

According to American research large number of students is now using YouTube
based technologies in their daily life, so these students are not hesitate to use this
tool in their classroom. Now YouTube is becoming free teaching resource,
which is an important into consideration for educational budget. In the
presentation, documents or online teaching platforms by cutting and pasting the
selected address of particular video of YouTube site. Another method is used in
online teaching to students of far flung rural areas where special subject teacher is
not available by posting of video in YouTube of a visiting teacher for the course.
If desired, uploaded YouTube video can be restricted to access of other course
mate students by faculty or students.
134
Furthermore, some instructors creates video clip of their lectures post both online
and off line in class learners. For example, a teacher created 3-D animation for
explaining mathematical concept and uploaded in YouTube that paying attention
of more than millions views mostly of them are home base students. YouTube
provides an opportunity to teachers to significantly expand their educational
audiences in international locations. These teachers are not only increasing their
own ability to provide online courses but also increasing the public’s awareness of
that subject and institute which he affiliates.
While YouTube have lot of positive features specific for teaching and learning but
it has some limitations and challenges. For example, YouTube have millions of
videos about all fields so searching for appropriate topic have a great challenge
and time consuming, especially if the searcher does not have area of content in the
mind.
One more big limitation is the correctness and reliability of the videos that are
posted on the YouTube site. As with any resource, teachers should be
discriminating concerning the selection of videos to be used in their course. So
instructor should add a disclaimer to the YouTube which indicates the content of
the video does not replicate the views of the instructor. As mentioned above that
the YouTube is unrestricted platform available for everyone to upload video.
Before a video post to the learners, teacher should be confident to agree, whether
the content of the video is accurate and authentic, especially for medical based
information. If the medical based information are not accurate or authentic can
creates big loss of the health. Finally, protection of computer data or video against
Spyware and viruses is significantly considerable. Using free facility of upload
videos some hackers may be using this free source to upload Spyware and viruses.
7.8 Massive Open Online Courses (MOOC)

MOOCs are a cluster of online classes that have a number of features. The main
feature is that all contents are posted online in form of videos, text and images,
slides, discussion forums or may be mixture of all. Mostly course contents are
developed by highly professional and expert teachers from large and well
established institutions but any teacher can develop individually a MOOC course
for his students. Mostly the registration of MOOC is absolutely free and anyone
can be register. But student should have slight knowledge about course in which
going to register.
Teachers can host their own MOOCs, hosted at a server of special service
provider that manages the user registration, content, assessment, discussion
forums and additional more services. Teachers furthermore required to create and
135
update the course contents regularly from time to time but the user management
have responsibility of MOOC service provider.
There are a lot of advantages of MOOC education. Its format is user friendly and
contents are honestly posted that considered as incredible educational resource is
available to anyone to learn.
MOOCs provide opportunity to those people which have not facility get
traditional education.
Thousands of students can be registered free in the MOOC at once and taking
lectures but unfortunately few of them complete the course. Many of them never
even start the course after registering or leave after few lectures. After the survey
of MOOCs administrations, an average completion rate of the course is below
10% even most of the students complete their work, there is no guarantees they
have effectively understand the course as students of regular colleges. Some
advantages of MOOC are here:
 Advantage of MOOCs, is that it may radically change in long-suffering
patient education about disease. Patients should be advised to watch online
videos or study lectures in MOOC before visiting doctor; this will be
helpful for them to explain their disease rather than asking question. One
more advantage is that developing of MOOCs for medical patient
education, the content creates standardization that how patients are being
educated and removing dissimilarities among different physicians.
 Another advantage of developing MOOCs for medical patient education is
that it becomes a big source of supporting community. If any patient wants
to get awareness about his disease MOOCs discussion board can allows
finding support from others in their stare group.
 MOOCs can be helpful opportunity for updating latest situation of patient
about continuing research and educate him.
7.9 Open Education Resources (OER)

The Open Educational Resources (OER) describes curriculum, course materials,
books, videos, multimedia applications and many more resources that have
designed for education. These resources are license free accessible for teachers
and students.
The term Open Educational Resources is mainly identical with any other term
which is Open Course Ware (OCW). Albeit the OCW may be refer to a precise or
more structured division of OER.
136
OCW association defines an Open Course Ware is “a free and open digital
publication of high quality university-level educational materials. These materials
are organized as courses, and often include course planning materials and
evaluation tools as well as thematic content”.
OER has become grand prospective to support educational revolutions. The idea of
OER has its educational value using the resources as essential method of
communication. When digitized these resources tried to make them easy and posted
in the Internet. License is the only difference between OER and other educational
resource. The OER are the resources of education that are free from license can be
reuse, have adaptation without permission from the copyright holder.
OER can support open learning education. Making of ‘open education’ a priority
has considerably larger implication than committing to releasing these resources
open for educational programmes. OER requires efficient assessment and
certification systems, student supports and curriculum frameworks in order to
determine the scope to which they increase openness. Open learning provides
opportunity in education that removes all unnecessary hurdles to learning. Its aim
is to provide a possibility of sweeping in an education and guidance system.
It has more than a few most important principles:

• Learning opportunity must become lifeline and should cover both
education and training.
• Students should be core in the learning process; this process creates
critical thinking, build their experience in the learner.
• Students can autonomously choose where, when, what and how they want
to learn so learning process should be flexible.
• Previous learning, experiences or competencies should be accepted so that
student should not unreasonably disqualify from opportunity of education
by the short of proper prerequisite qualifications.
• Students may be capable to collect credits from different learning
backgrounds.
• Institute may be providing opportunities to students for fair chance of success.
Above principals states that effective use of OER might give practical expression.
Some people say that ‘open license’ mean writer gives up all right to this material.
It is big misconception in their minds. They are not right; actually, open licenses
is necessary to protect rights of copyright holders in situation, where e-content
can be simply copied and shared through the Internet without authorization.
137
A big question raised here that what is guaranteeing the quality of OER? Assured
the quality of the contents of OER is responsibility of course coordinators or
individual teacher which is incharge of education delivering. The representatives
have final responsible for prescribing textbooks, choosing specific video or using
lesson plan to be use in education. Thus, the quality of OER will depend on
resources which are representative select. It is their responsibility to choose
relevant material and integrate them into education activities of different fields.
MOOCs raise some legal issues for research libraries especially for contents that
are copyrighted, while others relate to openly accessible. MOOCs raise legal
objections in these areas:
• Use of contents that is protected with copyright for example online
lectures or classroom teaching.
• Assignment that is protected with copyright for remotely reading is the
equivalent of assigned texts and course assets.
• Copyright status of contents developed by teachers for use in courses of
MOOC
• Accessibility of MOOC courses designed for disable learners.
7.10 Online Learning Community

Learning community is considered a group of students who linked together for a
course. During the last few years some higher education institutions have started
learning communities specially to deliver curricula to students. The movement of
learning community has developed largely because of the direction and support of the
Washington Center for Undergraduate Education at Evergreen State College. This
movement was started in 1985. The Washington Center extended its support for
learning communities countrywide after 1996 with support from the Fund for the
Improvement of Postsecondary Education (FIPSE) and the Pew Charitable Trusts.
According to report in 31st August, 2005, more than 245 learning communities were
included in the online directory of the National Learning Commission.
The learning communities varied in capacity and direction, all types have few
characteristics which are given herewith:
• It organizing of students and teachers into smaller groups,
• It integrates the curriculum,
• Help the students to set up educational and social support networks,
• Taking group of faculty in more significant ways,
• Teaching staff and students are focusing on learning outcomes,
• Setting up for community based education programs,
• Setting up a critically discussion forum for examining the first year
experience.
138
Misconception in minds of some people, they suppose Online Learning
Community and Online Community is same thing but actually Online Learning
Community (OLC) and Online Community (OC) are different from each other.
Learning can be an unambiguous activity depends on each single student or
collection of students. The main reason to learn something is creating good
impression in members of Online Learning Community.
How to correspond in a text based settings is also learning activity in Online

Community. Learning is an activity may be based on some other activities
whether it exists in Online Learning Community or Online Community. Swedish
online community is a best example of an Online Community which is planned
for those people who just wants to make new friends as well as wants to contact
with each other. These Online Communities shares a common curiosity in social
networks with others.
Some communities in the internet are depends on social networks. Online and
Virtual are different in meaning by each other that must be in consideration in the
research areas concerning Online Learning Community. Some researchers’
imaginary used virtual for online learning communities. The uses of online
resources are reachable of every member for communication. Few latest
technologies that are used in Online Learning Community are not supported to
virtual environment.
7.10.1 Challenges of Creating Distance Learning Community

The first challenge is to create distance learning community, all contributors
agreed with a common definition for a distance education course is that “why
should learning community build”.
The second challenge is for contributors to consider that development of online

learning community is possible and to see them the advantages of build this
community. Some students may not agree to join in this discussion if the purpose
of community is only building of relationship instead of academic and education.
That is, student will not take part in this discussion if this discussion does not
openly contribute to their grades. Some other students are not agreeing to take
part in this discussion that is very necessary to get the grades because they do not
identify the benefit of appointments in this course.
The third challenge is the prejudice in online learning environment in which it is

possible to build kind relationships between students and teacher, when students
and teacher does not have the opportunity of face to face meetings and the
communication facility. So they destitute by benefits of such face to face
communication meeting which are voice articulation, facial expressions, gestures
and body language.
In a virtual classroom, students heard the voice through the written word and
reflections mostly recorded in a discussion thread. Course mate students and
teacher identify each other by name, may be by their writing style and continuity
of judgments.
139
The conventional characteristics that endear students to those who are in
physically close are lacking. Moreover those students who have poor writing
skills may be overcome in a threaded discussion environment where all
confabulates are in written form. This is an alarming confront in online learning
but may one can be overcome.
At the end those students who have not computer skills, distance learning
environment challenging for them. To conquer this situation online learning
programs to those students the special course and training programs must provide
them. So these students will aware to properly use all of the features of the course
rooms and resources. In addition, distance learning teacher’s needs special
training in technology as well as in confronts of online teaching. Studies that
conducted for online learning show that online education is more time consuming
than regular institutional learning programs.
7.11 Activities Self-Assessment Questions

1. How students can learn by email and internet? Describe with some
suitable examples.
2. Explain that how online libraries enhanced the education?
3. Can YouTube used in blogs that can helpful in education?
4. What is MOOC? Explain advantages are MOOC in education.
5. What is difference between Online Education Resources and Online
Learning Communities?
7.12 Bibliography
1. Using audio and video for educational purposes. Prepared by the Deakin
Learning futures Teaching Development Team.
2. Using YouTube Videos in Education by Andy Mann Ed Tech consultant,
CISD.
3. The MOOC Model for Digital Practice by Alexander McAuley, Bonnie
Stewart, George Siemens and Dave Cormier
4. Digital Libraries in Education by H. Witten (University of Waikato, new
Zealand) – Coordinating editor
David Bainbridge (University of Waikato, New Zealand)
David M. Nichols (University of Waikato, New Zealand)
140
UNIT–8
E-CONTENTS DEVELOPMENT

141
8.1 Introduction
The advancement of latest information and communication technologies has
advantages to enhance education in homes, institutions or anywhere else in
villages at any time. Students may use internet, videos, emails, animations,
simulations etc for batter understanding. This education process is called
electronic learning or E-learning.
The course contents of this E-learning is called E-contents. These contents are
similar of traditional contents of books slightly different as E-contents are in
electronic form. In the E-contents graphics, animations, simulations, videos and
other multimedia applications are developed and posted mostly in internet.
8.2 Objectives
1. After reading and studying this unit, you will be able to:
2. Explain concept of e-contents.
3. Explain evolution of e-content standards.
4. Explain types of content-authoring tools.
5. describe models of e-content development
6. explain phases of e-content development
7. explain problem and issues in development of e-content
8. Explain role of instructor in the development of e-content
9. Explain categories of e-contents.
8.3 Concept of E-Contents

In the last few years, latest information and communication technologies have
provided chance to take advantage from proficient methods of learning for
assessment of E-Content of online Virtual Courses. Also dissimilar use of the
Internet, web services and latest multimedia technologies have changed
conventional learning into electronic learning and have made it an significant
educational tool. Functional term of e-learning has been introduced in the field of
education along with information technology and different kind of institutions in
many countries. E-learning is an element of continuing plans and has put
considerable investment into developing e-learning contents. No doubt many
142
higher educational institutes in the world offering e-learning in because education
demand is increasing rapidly. In most developed countries use of e-learning
courses is much higher than the total growth of higher education. Due to rising
attractiveness of this category of training, to get better the quality of this
education the quality of content is a significant part.
The result of research that was conducted in many countries of the world shows
that e-learning education provides many benefits to e-learning institutions.
E-learning has many advantages but has some challenges as well such as:
• Learning speed,
• usefulness of content according to industry demand,
• Quality of course content,
• Use of e-learning standards and instructional design.
In this decade demand of e-learning is increasing so to achieve the effective and

valuable education and learning, the quality of content is needs to highest level.
Harman and Koohang stressed that Learning Object is not just a part of
information very closed to the instructional setting but it includes something that
has educational value such as case studies, films, simulations, audios, videos,
animations, images, maps, books or discussion boards can be perspective by
individual student. The student has ability to make contacts between the learning
object and previously students that complete study. Learning object must be
digital for e-learning purpose.
8.4 Evolution of E-Contents Standards

All technologies have their own standards develop by different organizations. In
1994 the Dublin Core developed a metadata structure for internet resources. The
Dublin Core is a metadata set of component planned to make easy findings of
electronic resources used in museums, libraries and some government
departments. In 1997, the EDUCAUSE consortium of US institutions of higher
education and their associates defined standards for online learning contents,
specifications for metadata. Also in 1997, National Institute for Standards and
Technology and the IEEE study group also worked to define same standards.
8.5 Types of E-Contents Authoring Tools

To develop different types of high quality e-contents the Content-Authoring tools
are used some of them are explained herewith.
 SCORM is acronym of Sharable Courseware Object Reference Model is a
group of tools used to produces small reusable e-Learning course content.
143
 AICC is acronym of Aviation Industry Computer-Based Training
Committee is an international association of technology based training
professionals that developed guiding principle for the aviation industry.
They also use new technologies to develop, deliver and evaluation of e-
content courses.
 PROMETEUS is acronym of Promoting Multimedia Access to Education

and Training in European Society was established clear fundamental
model to encourage access to knowledge, education and e-content training
for people of European countries.
 ARIADNE is project of European Union that was responsible for

development of tools for developing and managing the computer based
educational contents in University of Lausanne, Switzerland.
 ADL is acronym of Advanced Distributed Learning Initiative. Office of

Science and Technology in White House and US Defense made a program
to develop guidelines which are required for efficient and effective
e-content learning.
 AASL is acronym of American Association of School Librarians has

prepared the Information Literacy Standards for learning and it
concentrates the student, teacher and institute administrators.
 LTSC is acronym of Learning Technologies Standard Committee has

prepared standards and guidelines for the use of e-content elements in
Education. Learning Technologies Standard Committee is an
internationally recognized Computer Society Standards Activity Board
founded by the Institute of Electrical and Electronics Engineers (IEEE)
8.6 Models of E-Contents Development

There are five models use to develop e-contents which are written herewith:
(i) Kemp developed this model in 1977. In this model he defined nine
different components and adopted a continuous update with evaluation.
(ii) Vernon & Donald developed this model in 1980. Different instructions are
compared in Teaching of media in a systematic approach model.
(iii) Dick & Carey developed this model in 1990. A Systematic Design of
Instruction described all the phases of process starts with instructional
goals and ends with collective evaluation.
(iv) Systems Reusable Information Object Strategy is developed by CISCO in
1999 consists of six content items viz., introduction; importance; objectives;
pre-requisites; scenario; and outline with Learning Management System
(LMS)
144
(v) Cernea developed this model in 2005. This is Content based model explained
the learning objectives of content and the content’s accessibility and
reusability between various Learning Content Management System (LCMS).
8.7 Phases of E-Contents Development

In e-content development feature consists of six phases. These phases are analysis
phases, design phases, development phases, testing phases, implementation,
maintenance and evaluation phases.
i. The Analysis Phase
It is the important phase which identifies areas in our current scenario. In
this phase analyze the problems, why e-contents need to develop, views of
subject specialist, audiences and readers, objects and goals, discussed skills
of audiences, budget needs to developed, e-contents delivery methods etc.
ii. The Design Phase

After analyzing all aspects next phase is design phase. It helps to plan
actual preparation of an e-content. In this phase, we must know the
planning, use of required software, required skills, creative and inventive
interactions of specific subject contents like texts, pictures, videos,
simulations and animations etc.
iii. The Development Phase

After making design next phase is design phase in which it concerns the
actual development of the e-contents. Mixing of texts, audio, video,
animations, references, blogs, links, and multiple choice questions with
some programming terms like home, exit and next buttons are added in the
e-contents.
iv. The Testing phase

In this phase testing team read the developed e-contents. They must check
the spelling mistakes, course content errors, pictures are clear, videos are
relevant, audios is appropriate, timing of animations and hyperlinks etc
are corrected or not.
v. The Implementation Phase

This phase developed e-contents implemented mean students registered in
this course and starts study. It checks the product accuracy and quality.
vi. The maintenance and Evaluation Phase.

This phase reflect on feedback from students and teachers. After the
feedback response, the e-content is re-designed and repair as post
production for effective use of this developed e-content.
145
8.8 Problem and Issues in Development of E-Content
Pedagogy is term illustrates the calm practices, processes, strategies, procedures
and methods of teaching and learning. It also includes information about the
means of instruction, evaluation and learning.
The challenges of educational concerns in e-content are herewith:
o To make the information able to be seen to learners.
o To make the teachers thinking able to be seen to learners
o To make learners thinking able to be seen to themselves, their peers, and
the teachers.
The pedagogy has developed mostly as the product of practical limits (e.g. time,
class size, text books). Planned e-contents have overcomes many of these
limitations.
E-content is a text and images are designed digitally in the computer especially
for display on web pages which is suitable for particular viewers. It means content
developed in a digital form are available for sharing on electronic and
communication media.
In e-Content development process needs several features. Content should be

follow suitable instructional design methodology in order to assure meeting of
learning objectives and expected outcomes. The effort spent in content
preparation should be reusable across various learning management systems. All
the e-content materials focused on the followings.
(a) Enlightening perception: It focuses on the enlightening processes
concerned in learning and thinking.
(b) Affecting perception: It focuses on the affecting features of learning,

motivations, engagements or fun etc.
(c) Behavioral perception: It focuses on the behavioral results of learning

process, role playing and settings up of job.
(d) Contextual perception: It focuses on the environmental and communal

phase which motivates learning.
8.9 Role of Instructor in the Development E-Contents

A competent teacher of e-content is efficiently and proficiently complete a task in
a specified digital perspective using appropriate knowledge, skills, approach, and
abilities that have adjusted with in a time and their compliances. Also
International Standards Board for Training, Performance and Instruction
146
Organization developed the standard competencies for e-content teacher
developer in the following areas:
(a) Professional fundamentals
(b) Arrangement and preparation
(c) Instructional technique and strategies
(d) Assessment and appraisal
(e) Administration.
Characteristics of E-contents development

There are few methods of educational e-contents conversions are:
(a) Learning by doing
(b) Learning by investigation
(c) Learning by using themes
(d) Learning by testing / evaluation
(e) Learning by simulation
(f) Learning by role playing.
8.10 Categories of E-Contents

As per guidelines of e-content development needs the following categories,
 Home,
 Objectives,
 Subject mapping,
 Summary,
 Text with pictures & animations,
 Video and audio,
 Assignments, quiz & tutorial,
 References, glossary & links,
 Case studies,
 FAQ’s,
 Download,
 Blog,
 Contact.
These categories are arranged sequentially by subject experts along with technical
supporters and to develop the E-content materials. E-contents are used in
E-learning process.
E-content is especially designed to guide students by information in a specific job.

An E-content alternately act as a teacher in the virtual classroom environment.
The quality of learning depends on the form of process is used as well as the
content is taught and content is presented. This method has become an answer to
147
the complex problems and unidentified areas. In the class room latest technologies
motivates the students and students concerned in the learning.
E-content is valuable to the student and teachers for all single instruction systems.
E-content is the latest method of education that creates attraction due to different
concepts. The mean of the e-content is eliminating the inequality among the
learners through efficient education. E-content is facilitates the teacher to efficient
way. It is increasing the student’s intelligence level which enhances the creative
thinking.
E-learning consists of electronically supported education. Whether group learning

or individual learning, the Information and communication system provides
specific medium to implement the education process. It may be classify as Online
and Offline.
o The online learning methods are in form of e-forum, SMS, MMS, Search
engines, electronic dictionaries, electronic books and electronic journals
that are published in internet.
o The off-line learning methods are in form of MSOffice applications,
power-point presentations, downloaded documents and CD ROMs
presented local computer, tablet or mobile devices.
8.11 Self–Assessment Questions

1. What is E-content? Why e-contents needs in education?
2. What are E-contents authoring tools? Explain some of them.
3. Explain development phases of E-contents with suitable example.
4. Are E-contents development is easy job or have problems? Justify.
5. Describe briefly categories of E-contents.
8.12 Bibliography
1. Guidelines for E-Content Development by University Grants Commission
behadursha zafar marg new delhi – 110 002
2. eContent Development: prospects and Challenges by K S. Vijaya Sekhar,
G Muralidhar
3. Digital Libraries in Education by H. Witten (University of Waikato, new
Zealand) – Coordinating editor
David Bainbridge (University of Waikato, New Zealand)
David M. Nichols (University of Waikato, New Zealand)
148
UNIT–9
ETHICAL ISSUES
Written by: Ziad Tufail Khan

149
9.1 Introduction
Information and Communication Technology (ICT) has improved the daily of
people through various developments in the technology on daily basis. However,
the developments in the field of technology has given rise to a number of issues. It
is important to be aware of those issue in order to use the ICT resources while
conforming to the code of ethics and cyber laws. It also helps to know about
various cybercrimes such as phishing, blackmail, electronic harassment,
electronic fraud, identity crime etc. While following the code of ethics and cyber
laws, we can better be able to take benefit from the resources of ICT. In spite of
certain ethical issues, ICT has a great impact on the daily life of people such as
fast speed communication, effective sharing of information, and paperless and
borderless environment for communication.
In this unit, we would discuss in detail about code of ethics, cyber laws,
cybercrimes and impact of ICT on daily life.
9.2 Objectives
1. Describe code of ethics
2. Understand copy right issue
3. Explain misuse of personal information
4. Discuss cyber laws
5. To appraise the impact of ICT
9.3 Code of Ethics

Codes of Ethics are written set of guidelines issued by an organization to its
employees and management to help them conduct their actions in accordance with
its primary values and ethical standards. Every organization has its own code of
ethics depending upon the nature and domain of the organization.
The Code of Ethics maintains that you must:
 Place the integrity of the profession and the interests of clients above your
own interests
 Act with integrity, competence, and respect
 Maintain and develop your professional competence
150
Association for Computing Machinery (ACM) defines some general code of
ethics which can be applied to any organization. Following are the code of ethics.
 Contribute to society and human well-being
 Avoid harm to others
 Be honest and trustworthy
 Be fair and take actions not to discriminate
 Honor property rights including copyrights and patent
 Give proper credit for intellectual property
 Respect the privacy of others
 Honor Confidentiality
9.3.1 Contribute to Society and Human Well Being

This principle affirms an obligation to protect fundamental human rights and to
respect the diversity of all cultures. An essential aim of ICT professionals is to
minimize negative consequences of computing systems, including threats to health
and safety. ICT professional must ensure that no harm is done to anybody in any
case. Always contribute to a safe social environment. You must be alert to, and make
others aware of, any potential damage to the local and global environment.
9.3.2 Avoid Harm to Others

"Harm" means injury or negative consequences, such as undesirable loss of
information, loss of property, property damage, or unwanted environmental
impacts. This principle prohibits use of computing technology in ways that result
in harm to any of the following: users, the general public, employees and
employers. Harmful actions include intentional destruction or modification of
files and programs leading to serious loss of resources or unnecessary expenditure
of human resources such as the time and effort required to purge systems of
"computer viruses."
9.3.3 Be Honest and Trustworthy

Honesty is an essential component of trust. Without trust an organization cannot
function effectively. The honest ICT professional will not make deliberately false
or deceptive claims about a system or system design, but will instead provide full
disclosure of all pertinent system limitations and problems.
An ICT professional has a duty to be honest about his or her own qualifications,
and about any circumstances that might lead to conflicts of interest.
9.3.4 Be Fair and Take Actions not to Discriminate

The values of equality, tolerance, respect for others, and the principles of equal
justice govern this imperative. Discrimination on the basis of race, sex, religion,
151
age, disability, national origin, or other such factors is an explicit violation and
cannot be tolerated within an organization.
Inequities between different groups of people may result from the use or misuse of
information and technology. In a fair society, all individuals would have equal
opportunity to participate in, or benefit from, the use of computer resources
regardless of race, sex, religion, age, disability, national origin or other such similar
factors.
9.3.5 Honor Property Rights Including Copyrights and Patent

Violation of copyrights, patents, trade secrets and the terms of license agreements is
prohibited by law in most circumstances. Even when software is not so protected,
such violations are contrary to professional behavior. Copies of software should be
made only with proper authorization. Unauthorized duplication of materials must
not be condoned.
9.3.6 Give Proper Credit to Intellectual Property

Computing professionals are obligated to protect the integrity of intellectual
property. Specifically, one must not take credit for other's ideas or work, even in
cases where the work has not been explicitly protected by copyright, patent, etc.
9.3.7 Respect the Privacy of Others

Computing and communication technology enables the collection and exchange of
personal information on a scale unprecedented in the history of civilization. Thus
there is increased potential for violating the privacy of individuals and groups. It is
the responsibility of professionals to maintain the privacy and integrity of data
describing individuals. This includes taking precautions to ensure the accuracy of
data, as well as protecting it from unauthorized access or accidental disclosure to
inappropriate individuals. Furthermore, procedures must be established to allow
individuals to review their records and correct inaccuracies.
 Necessary amount of personal information be collected in a system
 Retention and disposal periods for that information be clearly defined and
enforced
 Personal information gathered for a specific purpose not be used for other
purposes without consent of the individual(s).
 These principles apply to electronic communications, including electronic
mail, and prohibit procedures that capture or monitor electronic user data,
including messages, without the permission of users or bona fide
authorization related to system operation and maintenance.
152
9.3.8 Honor Confidentiality
The principle of honesty extends to issues of confidentiality of information whenever
one has made an explicit promise to honor confidentiality or, implicitly, when private
information not directly related to the performance of one's duties becomes available.
The ethical concern is to respect all obligations of confidentiality to employers,
clients, and users unless discharged from such obligations by requirements of the law
or other principles of this Code.
9.4 Copyright Issue

A bundle of intangible rights granted by statute to the author or originator of
certain literary or artistic productions, whereby, for a limited period, the exclusive
privilege is given to that person (or to any party to whom he or she transfers
ownership) to make copies of the same for publication and sale.
The legal protection of intellectual property of rights of authors and publishers is

called copyright. This protection covers computer software as well as written
materials. But in case of software, it is easy to make a duplicate copy of software.
Unlike other media, a copy of software is as good as the original.
A copyright is a legal device that gives the creator of a literary, artistic, musical or
other creative work the sole right to publish and sell that work. Copyright owners
have the right to control the reproduction of their work, including the right to
receive payment for that reproduction. An author may grant or sell those rights to
others, including publishers or recording companies. Violation of a copyright is
called infringement.
Schools and other educational institutions are not exempted from obeying the laws
related to copyrights. Because of the influence schools have, teachers should be
educating their legal and ethical responsibilities to respect copyrighted material.
9.4.1 Privacy Rights

Privacy the right to be free from secret surveillance and to determine whether,
when, how, and to whom, one's personal or organizational information is to be
revealed. Privacy can be categorized into following points:
1. The right to be let alone
2. Limited Access
3. Secrecy
4. Control over Information
5. States of privacy
6. Personhood and autonomy
7. Self-identity and personal growth
8. Protection of intimate relationships
153
9.4.2 The Right to be Let Alone
This principle forms the basis of privacy. To be let alone means the right of
person to choose seclusion from attention of others if they wish to do so. This
right also refers to be immune from scrutiny or being observed in private settings,
such as one’s own home. This principle strengthened the notion of privacy rights
for individuals and began a legacy of discussion on those rights.
Seclusion is the act of secluding i.e. shutting out or keeping apart from society or
state of being secluded or a place that facilitates it. A person, couple or group of
people can go to a secluded place for sake of privacy or because the place is quiet.
Seclusion may be used as a control tactic in psychological treatment settings.
Seclusion of an agitated person in a quiet room free of stimulation may help de-
escalate a situation which may be dangerous to the agitated person or those
around him.
9.4.3 Limited Access

Limited access refers to a person’s ability to participate in society without having
other individuals and organizations collect information about them. The right of
every man to keep his affairs to himself, and to decide for himself to what extent
they shall be the subject of public observation and discussion. Privacy is "the
condition of being protected from unwanted access by others — either physical
access, personal information, or attention.
9.4.4 Control Over Information

Control over one's personal information is the concept that "privacy is the claim
of individuals, groups, or institutions to determine for themselves when, how, and
to what extent information about them is communicated to others. Privacy is not
simply an absence of information about us in the minds of others; rather it is the
control we have over information about ourselves. Control over personal
information is one of the more popular theories of the meaning of privacy.
9.4.5 States of Privacy

Alan Westin defined four states or experiences of privacy: solitude, intimacy,
anonymity, and reserve. Solitude is a physical separation from others. Intimacy is
a "close, relaxed, and frank relationship between two or more individuals" that
results from the seclusion of a pair or small group of individuals. Anonymity is
the "desire of individuals for times of 'public privacy. Reserve is the "creation of a
psychological barrier against unwanted intrusion. This creation of a psychological
barrier requires others to respect an individual's need or desire to restrict
communication of information concerning himself or herself.
154
There are three more kinds of privacy barriers: physical, behavioral, and
normative. Physical barriers, such as walls and doors, prevent others from
accessing and experiencing the individual. (In this sense, "accessing" an
individual includes accessing personal information about him or her. Behavioral
barriers communicate to others—verbally, through language, or non-verbally,
through personal space, body language, or clothing—that an individual does not
want them to access or experience him or her. Normative barriers, such as laws
and social norms, restrain others from attempting to access or experience an
individual.
9.4.6 Secrecy
Privacy is sometimes defined as an option to have secrecy. Privacy is the right of
people to conceal information about themselves that others might use to their
disadvantage. Privacy is described as secrecy, a conclusion if privacy is secrecy
then rights to privacy do not apply for any information which is already publicly
disclosed. When privacy-as-secrecy is discussed, it is usually imagined to be a
selective kind of secrecy in which individuals keep some information secret and
private while they choose to make other information public and not private.
9.4.7 Personhood and Autonomy

Privacy may be understood as a necessary precondition for the development and
preservation of personhood. Privacy can be defined in terms of recognition of
one's ownership of his or her physical and mental reality and a moral right to his
or her self-determination. Through the "social ritual" of privacy, or the social
practice of respecting an individual's privacy barriers, the social group
communicates to the developing child that he or she has exclusive moral rights to
his or her body—in other words; he or she has moral ownership of his or her
body. This entails control over both active (physical) and cognitive appropriation,
the former being control over one's movements and actions and the latter being
control over who can experience one's physical existence and when.
Privacy may be viewed as a state that enables autonomy, a concept closely

connected to that of personhood. An autonomous self-concept entails a
conception of oneself as a "purposeful, self-determining, responsible agent" and
an awareness of one's capacity to control the boundary between self and other—
that is, to control who can access and experience him or her and to what extent.
Other persons must acknowledge and respect the self's boundaries—in other
words, they must respect the individual’s privacy.
155
9.4.8 Self-Identity and Personal Growth
Privacy may be understood as a prerequisite for the development of a sense of
self-identity. Privacy barriers, in particular, are instrumental in this process.
Privacy constitutes the self-identity and helps in personal growth.
Privacy may be seen as a state that fosters personal growth, a process integral to
the development of self-identity. Without privacy — solitude, anonymity, and
temporary releases from social roles, individuals would be unable to freely
express themselves and to engage in self-discovery and self-criticism. Such self-
discovery and self-criticism contributes to one's understanding of oneself and
shapes one's sense of identity.
9.4.9 Intimacy
The intimacy theory imagines privacy to be an essential part of the way that
humans have strengthened or intimate relationships with other humans. Because
part of human relationships includes individuals volunteering to self-disclose
some information, but withholding other information, there is a concept of
privacy as a part of the process by means of which humans establish relationships
with each other.
There is a close connection between our ability to control who has access to us
and to information about us, and our ability to create and maintain different sorts
of social relationships with different people.
9.4.10 Plagiarism
Plagiarism is the act of taking another person\s song, writing, conversation or
even idea and pass it off as your own. This includes information from webpages,
books, songs, television shows, email messages, interviews, articles, artworks or
any other medium.
Whenever you paraphrase, summarize, or take words, phrases or sentences from

another person’s work, it is necessary to indicate the source of information within
your page or document using an internal citation. It is not enough to just list the
source in a bibliography at the end of your document. Failing to properly quote, cite
or acknowledge someone else’s work or ideas within an internal citation is
plagiarism.
Plagiarism means:
 To steal and pass off (the idea’s and words of another person) as your own
 To use (another person’s production) without crediting the source
 To commit literacy theft
 To present as new and original an idea or product derived from an existing
source
156
In other words, Plagiarism is an act of fraud. It involves both stealing someone
else work and then lying about it afterward.
The following actions are considered as plagiarism:
 turning in someone else's work as your own
 copying words or ideas from someone else without giving credit
 failing to put a quotation in quotation marks
 giving incorrect information about the source of a quotation
 changing words but copying the sentence structure of a source without
giving credit
 copying so many words or ideas from a source that it makes up the
majority of your work, whether you give credit or not
Some common types of plagiarism are

a. Direct Plagiarism
b. Self-Plagiarism
c. Mosaic Plagiarism
d. Accidental Plagiarism
a. Direct Plagiarism: Direct plagiarism is the word-for-word transcription

of a section of someone else’s work, without attribution and without
quotation marks. The deliberate plagiarism of someone else's work is
unethical, academically dishonest, and grounds for disciplinary actions,
including expulsion.
b. Self-Plagiarism: Self-plagiarism occurs when a student submits his or her

own previous work, or mixes parts of previous works, without permission
from all professors involved. For example, it would be unacceptable to
incorporate part of a term paper you wrote in high school into a paper
assigned in a college course. Self-plagiarism also applies to submitting the
same piece of work for assignments in different classes without previous
permission from both professors.
c. Mosaic Plagiarism: Mosaic Plagiarism occurs when a student borrows

phrases from a source without using quotation marks, or finds synonyms
for the author’s language while keeping to the same general structure and
meaning of the original. Sometimes called “patch writing,” this kind of
paraphrasing, whether intentional or not, is academically dishonest and
punishable – even if you footnote your source!
d. Accidental Plagiarism: Accidental plagiarism occurs when a person

neglects to cite their sources, or misquotes their sources, or unintentionally
157
paraphrases a source by using similar words, groups of words, and/or
sentence structure without attribution. Students must learn how to cite
their sources and to take careful and accurate notes when doing research.
Lack of intent does not absolve the student of responsibility for
plagiarism. Cases of accidental plagiarism are taken as seriously as any
other plagiarism and are subject to the same range of consequences as
other types of plagiarism.
9.5 Misuse of Personal Information

Personal information means information or an opinion about an identified individual,
or an individual who is reasonably identifiable: whether the information or opinion is
true or not; and. whether the information or opinion is recorded in a material form or
not. Personal Information is any factual or subjective information, whether recorded
or not, about an identifiable individual.
Your preferences, likes and dislikes, and facts about you, when bundled up with
thousands of other people all help marketers and businesses refine their products
and services. Oftentimes this information is helpful as it ultimately helps you, the
consumer, to unknowingly shape a product, service, or website experience, but
sometimes it can be used illegitimately or in a harmful way.
Placing personal information on the Internet increases the likelihood that you may
have your privacy invaded. Problems may range from receiving unsolicited mail
and phone calls, through to being a victim of identity theft and financial fraud.
From time-to-time there are unfortunate cases where organizations holding
personal information loose or have data stolen. There is also potential for
individuals using the Internet to simply give away too much personal information,
which may directly or indirectly fall into the wrong hands. Following are means
through which personal information can be leaked.
 Web Connections
 Online Purchases
 Providing personal Information
 Social Networking sites
9.5.1 Web Connections

In most cases, you cannot be sure who may have access to the information you
transmit or store on the Internet. The information being placed on a Web page,
sent in an email, entered when chatting online or provided in order to obtain a
service all has the potential to be misused. Unless you are using a secure and
trusted interface to provide sensitive information it is safest to assume that you
158
could be publishing that information. Following precautions must be taken while
using web connections
 While accessing a website to undertake a financial transaction or view a
bank account, ensure that a secure HTTPs connection is being used.
 Always check that the Web site address begins with "https://" rather than
"http://".
 Some browsers also display a padlock icon to indicate that a secure HTTP
connection is in use.
 When using a secure HTTP connection your network traffic will be
encrypted and your browser should automatically check with a certificate
authority that it has received a genuine digital certificate identifying the
remote site.
 Never provide unnecessary information to different sites working on internet.
 There is always a possibility of information misuse by the website.
 There is also possibility of security breach ad information can be stolen by
hackers for that websites and can be misused.
9.5.2 Online Purchases

Before making online purchases using a credit card, take time to understand the
liability policy relating to the card being used; i.e., who will be liable, and to what
extent, if there are fraudulent charges against your card or if the goods are not
delivered etc.
There is a high risk of credit card information leakage. Different Online shopping
web sites make sure that your credit card information may not fall into the hands
of authorized users. But there is possibility of security breach. So in order to
overcome this, bank and credit card statements should be promptly checked for
suspicious transactions.
9.5.3 Providing Personal Information

There are various ways in which you may inadvertently place important items of
personal information into the wrong hands when using the Internet. For example
 You may be tricked by official sounding email messages that request
information (Phishing)
 You can be directed to fake Websites that appear genuine and invite you
to provide information.
It is also easy to volunteer too much information when sending email, chatting
online, posting your CV, using Blogs, collaboration platforms etc.
159
9.5.4 Social Networking Sites
Social networking websites, such as My space and Face book, are now very
popular and tend to encourage people to post information for many others to see.
It is very easy to forget how many other people, who may not all be
trustworthy, could see the information you have provided. It is also possible that
personal repercussions (reflection) could result from influential people seeing and
disapproving of embarrassing content you have posted.
The information present on these sites can be misused. Social networking sites
typically offer various privacy settings making good use of the settings to help
limit who can see your information is recommended. It is safest to only publish
information that you would be happy for everyone to see.
9.6 Cyber-Crime
Cyber-crime means any criminal or other offence that is facilitated by or involves
the use of electronic communications or information systems, including any
device or the Internet or any one or more of them. Cyber-crimes are becoming
popular as more and more people are using information communication
technology nowadays. Some well-known types of Cyber-crimes are as follows:
 Phishing
 Blackmail/ Extortion
 Accessing Stored Communication
 Sports Betting
 Electronic Harassment
 Drug Trafficking
 Cyber Terrorism
 Electronic Forgery
 Electronic Fraud
 Identity Crime
9.6.1 Phishing
Phishing is the fraudulent practice of sending emails pretending to be from
reputable companies in order to induce individuals to reveal personal information,
such as passwords and credit card numbers. Attackers use to send a fake email
address in email and ask you to link on that. Often they use the names of your
friends or some well-known organization so a person can easily fall prey to them.
An example of phishing is as follows.
160
Example of Phishing http://news.softpedia.com/news/Amazon-Customers-
Tricked-with-Ticket-Verification-Number-Phishing-Email-473445.shtml
Typically a victim receives a message that appears to have been sent by a known
contact or organization. An attachment or links in the message may install
malware on the user’s device or direct them to a malicious website set up to trick
them into disclose their personal and financial information, such as passwords,
account IDs or credit card details.
Phishing is popular with cybercriminals, as it is far easier to trick someone into

clicking a malicious link in a seemingly legitimate email than trying to break
through a computer’s defenses. Although some phishing emails are poorly written
and clearly fake, sophisticated cybercriminals employ the techniques of
professional marketers to identify the most effective types of messages the
phishing "hooks" that get the highest "open" or click through rate and the Face
book posts that generate the most likes. Phishing campaigns are often built around
the year's major events, holidays and anniversaries, or take advantage of breaking
news stories, both true and fictitious.
To make phishing messages look like they are genuinely from a well-known
company, they include logos and other identifying information taken directly
from that company’s website. The malicious links within the body of the message
161
are designed to make it appear that they go to the spoofed organization. Here are
some safety tips to avoid phishing:
1. Always remember that banks will never contact customer by email to ask
for passwords or any other sensitive information by clicking on a link and
visiting a website.
2. The email address that appears in the ‘from’ field of an email is not a
guarantee that the email came from the person or organization that it
claims to have originated from.
3. Fraudsters are unlikely to know your real name, so the email may address
you in vague terms, for example ‘Dear Valued Customer'.
4. Phishing emails will probably contain odd ‘spe11ings’ or ‘cApitALs in the
‘subject’ box and contain spelling or grammatical errors in the email – this
is an attempt to get around spam filters and into your inbox.
9.6.2 Blackmail/Extortion
Using the Internet to threaten or to cause damage with the intent to extort from
any person any money or other thing of some value is known as blackmailing.
Hackers threatening to expose damaging or embarrassing information in exchange
for money. Be sure to keep your antivirus updated and don’t click any weird links
sent to you in your email.
(Retrieved from http://www.complex.com/pop-culture/2012/11/the-10-most-

common-internet-crimes/)
162
9.6.3 Accessing Stored Communication
Intentionally accessing, without authorization, a facility through which an electric
communication service is provided.
Hacking someone else email account for the purpose of commercial advantage,
malicious destruction or in furtherance of any crime. Hacking into an email
account in all other cases comes with a maximum sentence. Change your
passwords frequently.
9.6.4 Sports Betting

Sports betting are engaging in the business of betting or wagering on any sports
event or contest over internet. Using the internet for betting on sports is a federal
crime in different countries.
9.6.5 Electronic Harassment

Anonymously using the Internet to annoy, abuse, threaten or harass the person
who receives the communication is called Electronic Harassment. There are very
strict rules and regulations for the prevention of electronic harassments. There is a
hefty punishment for the person who is found guilty of electronic harassment in
many countries.
(Retrieved form http://www.complex.com/pop-culture/2012/11/the-10-most-

163
9.6.6 Drug Trafficking
Delivering, distributing or dispensing a controlled substance by means of internet
is known as Drug Trafficking. Using the internet to violate the federal drug
trafficking law carries a hefty sentence in many countries depending on the drug
and the amount.
9.6.7 Cyber Terrorism

Cyber Terrorism is committing or threatening to coerce (to do something by force
or threats), intimidate or create a sense of fear, panic or insecurity in Government
or the public or a section of public or community or sect in society. Cyber
Terrorism is used for the purpose or motive of advancing a cause whether
political, religious, sectarian, or ethnic. Whoever commits this crime may be
punished up to 14 years and 50 million fine or with both.
(Retrieved from http://www.complex.com/pop-culture/2012/11/the-10-most-

9.6.8 Electronic Forgery

Electronic forgery is creating a false document, altering a document or writing a
false signature for the illegal benefits of the person making forgery.
Under Pakistan’s cyber law, person whoever commits this will be imprisoned for
upto 2 years and fined up to 5000000 PKR or with both.
9.6.9 Electronic Fraud

Whoever with fraudulent or dishonest intent causes loss of any data or program,
property, valuable security or any information system by illegal access or by
illegal means comes under Electronic fraud. Electronic fraud is used to alter,
delete, suppress, transfer or modification of data.
164
The person who commits Electronic fraud can be imprisoned up to 5 years or with
fine of up to 50 million or with both.
9.6.10 Identity Crime

Identity crime is the act of knowingly obtaining or possessing of another person’s
identity, information without lawful justification. The information can be used to
commit an offense that includes fraud, deceit or falsehood. The information can
also be shared with other persons.
The person who commits this crime is liable to imprisonment of up to 6 months

and fine of 100 thousand or with both.
9.6.11 Categories of Cyber Crime

Cyber-crimes are broadly categorized into three categories, namely crime against
1. Individual
2. Property
3. Government
Each category can use a variety of methods and the methods used vary from one
criminal to another.
a. Individual: This type of cyber-crime can be in the form of cyber stalking,
distributing pornography, trafficking and “grooming”. Today, law
enforcement agencies are taking this category of cyber-crime very
seriously and are joining forces internationally to reach and arrest the
perpetrators.
b. Property: Just like in the real world where a criminal can steal and rob,
even in the cyber world criminals resort to stealing and robbing. In this
case, they can steal a person’s bank details and siphon off money; misuse
the credit card to make numerous purchases online; run a scam to get
naïve people to part with their hard earned money; use malicious software
to gain access to an organization’s website or disrupt the systems of the
organization. The malicious software can also damage software and
hardware, just like vandals damage property in the offline world.
c. Government: Although not as common as the other two categories,

crimes against a government are referred to as cyber terrorism. If
successful, this category can wreak havoc and cause panic amongst the
civilian population. In this category, criminals hack government websites,
military websites or circulate propaganda. The perpetrators can be terrorist
outfits or unfriendly governments of other nations.
165
9.7 Impact of ICT
ICT has great impact on our everyday life. More and more processes are being
automated day by day. The use of ICT is rapidly increasing. There are various
reasons behind this. Following are some main reasons that why we are becoming
ICT dependent day by day
 Fast Communication Speed
 Lower Communication Cost
 Reliable Mode of Communication
 Effective sharing of Information
 Paperless Environment
 Borderless Communication
9.7.1 Fast Communication Speed

In the past, it took so long to send any message or to communicate to someone by
any means. Now with Internet, news and messages are sent via email to friends,
business partners or to anyone effectively and efficiently. With the capability of
bandwidth, broadband and connection speed of internet, any information can
travel fast and at an instant. It saves time and it is also inexpensive.
9.7.2 Lower Communication Cost

Using the internet is cost effective then older modes of communication such as
telephone, mailing or courier service. It allows people to have access to large
amount of data at a very low cost. With the internet, we do have to pay for basic
services provided by the internet like email service etc. Furthermore the cost of
connection to internet is very cheap.
9.7.3 Reliable Mode of Communication

Computers are reliable. With the internet, information can be accessed and
retrieved from anywhere and at any time. This makes it a reliable mode of
communication. However, the input to the computer is contributed by humans. If
the data passed to the computer is faulty then the result produced will be faulty as
well. This is related to the term GIGO.
GIGO is a short form of Garbage In and Garbage Out. It refers to the quality of
output produced according to input. Normally bad input produces bad output.
9.7.4 Effective Sharing of Information

With the advancement of ICT, information can be shared by people all around the
world. People can share and exchange opinions, news and information through
discussion groups, mailing lists and forums on internet. This enables knowledge
sharing which will contribute to the development of knowledge based society.
166
9.7.5 Paperless Environment
ICT technology has created the term paperless environment. This term means that
information can be stored and retrieved through the digital media instead of paper.
Online communication via emails, online chat and instant messaging also helps in
creating the paperless environment.
9.7.6 Borderless Communication

Internet offers fast information retrieval, interactivity, accessibility and versatility.
It has become a borderless source for services and information. Through the
internet, Information and communication can be borderless.

1. Define harm.
2. What is copyright?
3. Explain Intimacy theory.
4. What are the four states of privacy?
5. Explain control over information.
6. How many types of privacy barriers are there?
7. Define plagiarism.
8. Enlist the names of types of plagiarism.
9. What is drug trafficking?
10. Explain cyber terrorism.
9.9 Exercise
1. What are codes of ethics and what is the purpose of them?
2. What are American Computing Association (ACM) general code of ethics
which can be applied to any organization?
3. What are copy right issues?
4. What is privacy? How privacy can be categorized into different categories?
5. What is plagiarism? Write a note on some common types of plagiarism?
6. How personal information can be misused? Describe the possible means
through which personal information is leaked?
167
7. What are cyber-crimes? What are different categories of cyber-crimes?
Gives example of each along with the punishment of crime?
8. What is the impact of ICT on our daily lives? Explain in detail.
9.10 Bibliography
ACM Code of Ethics and Professional Conduct. (n.d.). Retrieved from
https://www.acm.org/about-acm/acm-code-of-ethics-and-professional-
conduct
Brett, A., McCloskey, G. N., & Provenzo, E. F. (2005). Computers, Curriculum
and Cultural Change: An Introduction for Teachers (Second Edition)
Retrieved from http://en.bookfi.net/book/1054073
Code of Ethics. (n.d.). Retrieved from https://www.cfainstitute.org/ethics/codes/
ethics/Pages/index.aspx
Cross Domain Solutions: Ensuring Complete Data Security. (n.d.). Retrieved
from http://www.crossdomainsolutions.com/cyber-crime/
IT Professionals. (2015). The ITP Code of Ethics. Retrieved from
http://itp.nz/Members/Code-of-Ethics
Kumar, L. (2016). ICT Applications in Libraries. Retrieved from
Nale, S. (2012). The 10 Most Common Internet Crimes. Retrieved from
http://www.complex.com/pop-culture/2012/11/the-10-most-common-
internet-crimes/
Personal Information. (n.d.). Retrieved from http://www.privacysense.net/terms/
personal-information/
Privacy. (n.d.). Retrieved from http://www.securitycurrent.com/en/analysis/
ac_analysis/what-is-privacy
Positive and Negative Impact of ICT on Society. (n.d.). Retrieved from
https://fatin93.wordpress.com/positive-and-negative-impact-of-ict-on-
society/
Softpdia. (2015). Amazon Customers Tricked with Ticket Verification Number
Phishing Email. Retrieved from http://news.softpedia.com/news/Amazon-
Customers-Tricked-with-Ticket-Verification-Number-Phishing-
Email473445.shtml
Solove, D. J. (2017). Conceptualizing Privacy. Retrieved from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=313103
=======
168

0627

Uploaded by

Copyright:

Available Formats

0627

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

0627

Uploaded by

Copyright:

Available Formats

ICT IN EDUCATION

Course Code: 627 Units: 1–9

Early Childhood Education and Elementary

All rights reserved. No part of this publication may be reproduced, stored in

First Printing ...................................... 2017

Price ................................................... Rs.

Composed by ..................................... M. Hameed Zahid

Printing Coordinator: ......................... Printing Press Operations Committee

Publisher Islamabad ........................... Allama Iqbal Open University, Islamabad.

Chairman: Professor Dr Nasir Mahmood

Course Coordinator: Dr Muhammad Athar Hussain

Members: 1. Dr Fazal Ur Rahman

2. Dr Muhammad Athar Hussain

4. Ms. Mubeshera Tufail

Reviewers: 1. Dr Muhammad Athar Hussain

Editor: Fazal Karim

Composing/Layout by: M. Hameed Zahid

I am highly grateful to Prof Dr Shahid Siddiqui, Vice-Chancellor, Allama Iqbal

Special thanks go to Dr Muhammad Athar Hussain, course development

Prof. Dr. Nasir Mahmood

After successful completion of the course, you will be able to:

1. Understand the basic computer terminology.

2. Understand the meaning of ICT and its scope in education.

3. Comprehend the application of ICT with education and teaching.

4. Apply basic concepts of lesson planning in classroom settings.

5. Devise and select appropriate teaching materials by using ICT.

6. Comprehend ICT enabled learning environments.

7. Identify different e-evaluation techniques and e-assessment process.

8. Prepare lessons plans, classroom presentation and organize data using

9. Use internet and E-mail for educational purposes.

Education is a very socially oriented activity and quality education has

Information and Communication Technology is a key area of concern for the

Dr. Muhammad Athar Hussain

Unit–2 Information and Communication Technology (ICT) ................... 23

Unit–3 Use of ICT Education ..................................................................... 43

Unit–4 E-Learning ....................................................................................... 63

Unit–5 Online Teaching Methods .............................................................. 73

Unit–6 Online Learning Environment........................................................ 93

Unit–7 Online Resources .............................................................................. 127

Unit–8 E-Contents Development ................................................................. 141

Unit–9 Ethical Issues....................................................................................... 149

Written by: Dr. Muhammad Safdar

Undoubtedly, computers have attained paramount importance in every walk of

1.4 Characteristics of Computers

1.5 Types of Computers

1.6 Computer Hardware

4. Memory Unit: Computer is used to store data and instructions.

Central Processing Unit (CPU)

The Four Primary Functions of the CPU

Arithmetic Logic Unit

Memory Unit / Registers

Monitor (Visual Display Unit)

1.9 Role of Computers in Education

1. Computers are a brilliant aid in teaching

2. Computers have given impetus to distance education

3. Computer software helps better presentation of information

5. Computer, hard drives and storage devices are an excellent way to

7. Improving Student Performance

8. Learning Job Skills

10. Improves Research