SMILE
- LEARNING FRAMEWORK FOR THE KNOWLEDGE AGE
R.K.Bagga
M.S.Bhat
A. Vidya Sagar
INTRODUCTION
Education is
the center of the knowledge-based economy, which is characterized by the need
for continuous learning and the competencies to apply knowledge to real world
tasks. The digital revolution
facilitates sharing of codified knowledge through universally accessible
digital libraries. It leverages advances in information and communication
technologies to create an environment for active, engaging, personalized,
collaborative learning that leads to effective knowledge creation and
dissemination. Schools need to develop strategies for effective dissemination
of knowledge with the vision of life long learning. The management of schools
needs to take a strategic approach in developing vision, systems, processes,
networks and e-learning materials to empower teachers as well as learners. The
strategy should be simple, flexible and responsive to learner’s needs and to
integrate the efforts of schools, Government and industry to create and share
an environment that helps every student to achieve his/her full potential and
prepare them for the knowledge age.
LEARNING IN
THE KNOWLEDGE AGE
Global
networks of the digital age create fluid multi-faceted spaces for learning,
which can re-enforce and enhance knowledge dissemination, through the creation
of an enriched platform for discourse – an important element of knowledge
dissemination. The knowledge-based economy is a hierarchy of networks driven by
constant change in technologies and skills that create value. The learning environment is engaging and effective and instruction design is appropriate to the
learner, the context and the content with right mix of instructional strategies
that optimize the learnability of the content. The content design is learner
centric and yet flexible to meet the requirements of a wider audience, which is
achieved through simple, shareable learning objects. The content so developed is
anchored to establish learning theories and instructional design methodology.
Innovation and creativity design and develop a learning environment that offers
highly satisfying learning experiences with concepts explained in graphics-rich
format with relevant applications and interactivity. The learning principles
underlying cognitive, constructive, experiential and motivational learning
theories are embedded in a technology enabled networked learning environment
through an appropriate content design and delivery. Cognitive learning theory
views knowledge acquisition as the outcome of an interaction between new
experiences and the structures for understanding that have already been
created. So building a framework for understanding becomes the learner’s key
cognitive challenge. Theories of neuroscience, brain based learning and
multiple intelligences suggest that learning environment should be learner
centric to accommodate different learning styles and preferences with emphasis
on learner’s social context. The emphasis should be on whole ideas, real life
experiences and solving real world problems. Constructivist learning environments are learner centric and facilitate
knowledge construction in individual contexts through social negotiation,
collaboration and experience with due consideration for previous knowledge
constructions, beliefs and attitudes of the learner. Teachers play the role of
guide, tutor, coach and facilitator by creating an environment with tools and
activities that encourage meta cognition, self analysis, regulation, reflection
and awareness. Self directed learning through inquiry, exploration and problem
solving promotes higher order thinking and deep understanding. Collaborative
learning with appreciation for multiple perspectives and alternate view points
promotes understanding of conceptual interrelatedness required in
multidisciplinary learning to work on projects related to real world context.
Experiential learning theory suggests that the learning environment should
promote active participation of student in the learning process and has control
over its nature and direction and should be based on practical, social, real
life situations. This theory also emphasizes the importance of learning to
learn and openness to change. Self-evaluation is recommended for assessing
progress or success and shall be integrated with the learning process.
Experiential learning is participative, interactive and applied. Interactive
multimedia supported by innovations in technology has given way to rich
interactive applications where the learner is relatively free to explore at her
own pace and pursue thought in a free and non-linear fashion. So experiential
learning theory and Kolb’s learning styles model suggest a learner centric and
interactive environment with lot of scope for learning by doing. Motivational learning theories suggest that the learning
environment should accommodate strategies to create and sustain attention,
relevance, confidence and satisfaction. The four motivational factors that
influence learning in technology enabled learning environments are: interest in
or attention to the media rich, interactive content; perceived relevance of the
content; self-confidence in the ability to access and use the content and
resulting satisfaction from successful access and usefulness. SMILE
integrates the learning principles to facilitate active learning, learning with
understanding and learning how to learn.
NEED FOR SMILE
SMILE is an
acronym for simple, motivating, interactive and learner centric environment.
It integrates the cognitive, constructive, experiential and motivational
learning theories to create a learning environment and transforms learning and
teaching by harnessing technology to implement established learning theories
with creativity and innovation.
Learning with understanding:
There exists a gap in the education
content provision market with respect to active learning concept. There is a
limited (if any) attempt at structuring and presentation of content in a manner
that addresses the retention of information for a real application. The idea of
presenting subject with multiple links (Examples and Demos) with the way
students think is virtually ignored. SMILE intends to build (substance) and
deliver (sophistication) content that encourages active learning.
Learn
with SMILE
Creating a
highly motivating learning environment calls for re-purposing content to make
it interesting and engaging. The content design shall be learner centric and
yet flexible to meet the requirements of a wider audience, which may be
achieved through simple, shareable learning objects. The content developed
shall be anchored to the established learning theories and instructional design
methodology to explain learning points in interesting, absorbing and
imaginative ways, with emphasis on conceptual understanding, retention and
application of knowledge in real life situations. E-learning is most effective
when it is combined with more traditional forms of instruction, often called a
“blended approach”, providing students with as many learning opportunities as
possible. E-learning offers the teacher a whole new set of teaching tools that
include digital libraries, multimedia simulations and assessment tools.
Innovation and creativity are required to design and develop a learning
environment that offers highly satisfying on-line learning experiences.
Concepts presented in graphics-rich format with relevant applications and
interactivity creates an engaging learning environment. Self–paced learning,
anywhere, anytime learning, extends the classroom boundaries and the learning
experience.
“Wonder Whiz Kids”
creates an innovative, inquiry based, interactive learning environment to
acquire knowledge, gain insights and think intuitively. WWK creates SMILE by
integrating cognitive, constructive, experiential and motivational learning
theories. WWK is for students of age 12 years and above, parents, teachers and
all those who are interested in promotion of science and scientific thinking.
The main features of this portal are visualization, concept related content
sequencing, interactive and collaborative learning, self-assessment, games and
simulations. The content would be informative, interesting and interactive to
sustain and enhance the span of attention while helping the student to
understand the fundamental concepts of science and apply them gainfully to real
world situations. This facilitates students to think
effectively - observing, classifying, applying, analyzing, and evaluating. Students
would be different in the following ways when they finish this courseware: *Firm
understanding of the basics of the subject, *Think critically, and &Ready
to apply the concepts to real world problems
SMILE is like a
wikipedia for schools with instruction design anchored in learning theories and
principles. Technology enables creation of SMILE in a blended learning
environment where in teacher will be at the heart of transformation to empower
and enrich students as well as teachers. A well-defined framework, which is
flexible and scalable, is required to accommodate and update the knowledge base
on a continuous basis. The environment needs to be dynamic and invite
contribution from everyone to enrich the knowledge base. Hence a web2.0
framework is required to create SMILE for schools and sharing the SMILE. The
framework shall facilitate sharing of knowledge and best practices while
defining and directing the teacher’s contribution to the content, lesson plan,
feedback in creative and innovative ways while navigating through templates and
content repositories. Students can be guided through the learning process and
content with appropriate, self-directed navigation and interactive
participation for a satisfying and engaging learning experience. Web server in
a school with SMILE, presents the course content effectively to enable active
learning.
E-Learning initiative
requires know-how, access to state-of-the-art technologies, design of content,
preparation of appropriate teaching materials and the support of a set of
educators and trainers. We should create networked partnerships among schools
to share e-learning resources, and to develop and adopt good practice with the
new possibilities presented by greater school-community links. We have to
identify projects to develop productive collaboration and identify the optimal
conditions for partnerships including partnership with government and industry.
Benefits of Sharing the SMILE
The future of education is promising as
school learning in the coming years stands to be fruitful, innovative and above
all rewarding for teachers and learners. The future needs to be created with
vision and conviction that these new goals are worth achieving, along with
support and commitment from all.
Teachers
Innovation in Teaching: Teachers will find their profession joyful and enriching in an
environment that stimulates innovation and creativity in designing and creating
engaging learning experiences. The teacher can design and develop a lecture
presentation based on the lesson plan by aligning the structure and sequence of
concepts to be learnt with the learning objectives. Teacher selects relevant
media objects to be used in the presentation such as graphics, images,
pictures, applets, animations, audio or video files from the media objects
repository and interesting videos from the lecture repository to create a
motivating and engaging learning experience. Teachers can introduce interactive
simulations at an appropriate time during the lecture to encourage the active
involvement of students and help them learn by experiencing the outcome of
experiments in varying conditions to create interesting and satisfying learning
experiences which improve the confidence of the students to apply what they
have learnt for solving real life problems in entirely new situations. For
example: The teacher can explain the core concepts of light using the ‘Applets’
given in WWK and its applications which are discussed in the ‘Explore’ and
‘Frontiers’ feature.
Course Management: The teacher accesses the course information and course documents
in the course content pertaining to a class and customizes the lesson plan
available in the repository to suit the profile of students in the class.
Lesson plan contains the method of delivery, and the specific goals and
timelines associated to the delivery of lesson content. A lesson plan is a
teacher's detailed description of the course of instruction for an individual
lesson and will be a useful guide for the teachers, in that it tells what to
do, in what order to do it, and what procedure to use in teaching the material
of a lesson. Lesson plan is built on the lesson outline available in the
database and includes all the details required for the presentation. The
framework and templates help the teacher to maintain quality, consistency and
usability in presentation with user-friendly navigation.
Student-centered
Guidance: Teacher
refers to the learner profile available in the database and addresses the
learner specific issues like learning prerequisites, learning style,
preferences, attitude and interests to help the child improve his/her level of
understanding. Once the topic is completed, the teacher prepares an assessment
and advises the students to take the test by accessing the ‘Quiz’ link in WWK,
the results of which are stored in the ‘Assessment’ table. The teacher sees the
performance of the students and estimates the level of understanding. If the
teacher feels that some concepts are not clear to the students, she clarifies
doubts of the students and improves the lecture with more examples and better
explanation if the students still have difficulty in understanding. Teachers
upload the homework and assignments in homework shelf of ‘To do list’. The
students can access the ‘To do list’ to download the homework sheets and
complete them and resubmit them in the ‘Homework shelf’. The teacher discusses
and reviews the homework sheets and clarifies the doubts in the class. The
teacher can assign projects to group of students who need to explore, inquire,
reflect, analyze the information related to the project from various sources.
The members of the group need to work as a team, under the guidance of the
teacher who defines the problem/project and directs them throughout the whole
process. The teacher acts as a guide and encourages the students to learn from
one another and from sources beyond the classroom by interacting with experts
and participating in discussion forums. This facilitates the students to gain
the skills to synthesize and integrate multiple perspectives and views into a
whole idea to solve real life problems and teachers would find this a highly
challenging and enriching experience.
Professional Development: Teachers will get the opportunity to
contribute and share the share the knowledge in a networked environment and
develop professionally. Teachers can access the lecture repository and best
practices for the desired topic to identify appropriate examples, analogies and
applications that capture the imagination of students with relevance in their
daily life. He can refer to course information and documents in the course
content repository, lecture repository, reference books and hyperlinks to
educational portals mentioned in the course content to prepare the lecture
material which is simple and relevant to facilitate learning with
understanding. Teacher can discuss with the other teachers and subject matter
experts about the topic through chat, blogs or discussion forums through
‘Community’ link in WWK. The experts can share their ideas and contribute by
uploading the text files, audio, video files related to the topic via
‘Contribute’ link in WWK. The teacher can then finalizes his/her lecture
material and uploads the prepared lecture into the lecture repository, which
can be shared by other teachers also.
Students
Enjoy learning: Students can access the course content well before they
attend the class and prepare themselves for a highly interactive session. They
can access the content repository in the school server as well educational
portals suggested in the course content to enrich their knowledge. They will
find media rich content much easier to understand, interesting and interactive
so that they enjoy the learning process and would be ready to participate in
the class with enthusiasm and confidence. Projects, quizzes and games help
students to test their own understanding of the concepts and their ability to
apply multiple concepts in problem solving.
Active Learning: Students will be actively involved in the
learning process by participating in discussion and interaction in the
classroom as well as working on projects. They would have an opportunity to
work on interactive simulations available in the content and media objects to
gain more insights and perform experiments, which are otherwise not possible in
a typical laboratory. They can understand the relationships between different
parameters in varying conditions and learn to apply the concepts learnt to real
world problems. They can actively find answers to many doubts that arise during
learning by searching the educational portals with features like Know Why, Key
word search, Explore and Ask the Expert.
Learning how to Learn: Students can have learning flexibility to learn at their own pace
and their convenience besides learning according to their preferred learning
style. They can access the content in a non linear way so that they can explore
the subject matter based on their level of understanding and aptitude with the
help of keyword links, explore, hyperlinks and search. Self-assessment with
quizzes along with worked out examples and solutions helps students to learn
and develop awareness of their own competence, shortcomings and their preferred
learning style. Project based learning also helps students to develop meta
cognition, that is ability to think about one’s own thinking.
Collaborative Learning: Students who work on projects discuss the
project among them and gather the information by referring to the related sites
and study material already mentioned by the teacher. The group works from home
after school hours through application sharing and conferencing. They discuss
and share the ideas through e-mail, chat and discussion forums. They even can
get the ideas and suggestions from the experts or peers through blogs and
discussion forums. The completed project is uploaded in the ‘Projects’ table.
The teacher calls for an open discussion of the projects done by each group and
evaluates the projects and assigns grades to them. This helps students to
develop communication skills, team spirit and the ability to appreciate diverse
view points and perspectives while working towards a solution.
Parents
The parents know about the courses offered
through Curricula. They know about their child’s performance through accessing
the assessments and projects done by the child and the grades assigned to the
child. Parents can participate in the child’s learning process by expressing
their opinions and ideas for improvement of their child’s performance or the
overall development of the school through blogs, discussion forums. Parents can
be aware of the scheduled dates of important events by accessing the ‘To do
list’. They can assist their children in doing projects, assignments and
homework. They even can chat with the teachers regarding their child. Parents
can even contribute to the knowledge repository by uploading the content. They
can actively participate in their child’s development and find it highly
rewarding, exciting, enriching and satisfying experience.
Proposed strategy: Share the SMILE
The proposed strategy is derived from the strategic vision and purpose that every student should have the opportunity to learn with smile and achieve his/her full potential. ICT in digital age can be leveraged for mobilization of intelligence in a networked world. We can create great value to the learning community of students and teachers by adopting strategies that profit from intelligence migration. Key elements of such a strategy are collaboration, content, access and technology and they need to be integrated in a coherent manner to create and share the SMILE. Collaboration is the common thread connecting all the key elements to enhance the effectiveness of each of those elements. Networked collaborative environment facilitates rewiring information chains and communities to connect experts and institutions with diverse skills and knowledge, to share best practices, communicate and collaborate. So the learning strategies in new economy should aim at creating value by sharing a common infrastructure and resources. We should create networked partnerships among schools to share e-learning resources, and to develop and adopt good practice with the new possibilities presented by greater school-community links. We have to identify projects to develop productive collaboration and identify the optimal conditions for partnerships including partnership with government and industry. Schools will find it more economical to combine and share resources including teacher skills and technology and systems to combine resources. We can look forward to a national school system with shared resources. Share the SMILE strategy empowers teachers to be creative and innovative in teaching by orchestration of varied combinations of learning objects to suit different learning styles and create a unique offering appropriate to the context, the learner and the content. This strategy enables creation of an ideal learning environment, which has the qualities of being high in acceptable challenge; having active participation of learners and being a place where learners can experience a relaxed alertness.
MAIN
STUDY AND SURVEY
Data collection procedure
As the selected educational institutes offer secondary education,
random sampling method is adopted to collect data from the students to avoid
sampling bias. A letter, which explains the purpose of the research study and a
confirmation to keep the names of the participants confidential, was enclosed
along with each questionnaire. The student questionnaires were handed over to
the respective class teachers of all the six educational institutes
participated in the study. They in turn distributed the questionnaires to the
students with an advice to self-administer the questionnaires. It was requested
that questionnaires be filled at a stretch. They were also asked to return the
filled in questionnaires to the class teacher. The researcher offered support /
clarifications if needed by them. It was assessed that the students took 20 –
25 minutes to fill in the questionnaire. The researcher collected the filled in
questionnaires from the class teachers. There were totally 1500 questionnaires
distributed and 1470 filled in questionnaires were received back. Out of 1470
filled in questionnaires, one questionnaire was found blank and the other two
were not having proper data. Hence 1467 filled in valid questionnaires were
used in the study, thus getting a 97.8% rate of return. 107 teachers from the same schools gave their
opinion on various aspects of learning in schools by answering the
questionnaire provided to them. It
took one month to complete the final study in six educational institutes.
Data
analysis Procedure
The data collected using the structured questionnaires
for students and teachers were checked for inconsistencies and computerized by
creating structure in standard database package (MS-Access). Quantitative
analysis of data has been carried out using the statistical software,
Statistical Package for Social Scientists (SPSS Version 10.0) and basic
frequency tables and bi-variant cross-tabulations for selected variables have
been generated. For example, cross-tabulations were run to study the
association between variables related to learning environment (SMILE),
benefits, strategic objectives and key elements of the strategy.
Analysis of data collected from students
Data collected from all the 1467 students from
various Government as well as private schools by using questionnaire were
analysed for appropriate grouping of similar factors. Data has been grouped as
key elements of strategy, benefits of the strategy /strategic objectives,
strategic actions, and the proposed strategy (share the SMILE) and the results
are presented in the form of bar charts. Binary logistic regression models were
run on the data collected from students using SPSS in order to study the
relationship/influence of (i) key
elements of strategy and strategic actions on learning environment (SMILE),
(ii) learning environment (SMILE) on benefits of strategy, strategic
objectives, and (iii) key elements of strategy and strategic actions on
benefits of strategy/ strategic objectives.
Reliability
Cronbach’s coefficient “Alpha” of reliability has
been computed for the questionnaire collected from students and teachers. The
alpha co-efficiencies are computed for aggregate sample (n = 1467 in case of
students and n=107 in case of teachers). The alpha value 0.73 obtained for students and 0.732 obtained for teachers indicates the high internal
consistency of the questionnaire used in the study.
FindingsKey Findings from student’s data:
Findings from analysis of the students’
data suggest that technology assisted blended learning enabled by access to
accredited, enriching content in a networked environment supported by training
in educational technologies facilitates creation of a simple, motivating,
interactive and learner-centric environment. Teacher plays an important role in
making learning a joyful experience. The strategic
objectives are enjoy learning, active learning, learning how to learn and
collaborative learning. Binary logistic regression has been carried out on SPSS
to find out the influence of attributes of SMILE on strategic objectives. The
results demonstrate a significant influence of SMILE on the strategic
objectives. The binary logistic regression of the opinion of students was also
carried out by considering the attributes of the “SMILE” namely “simple”, “motivating”,”
interactive” and “learner centric” as dependent variables with key elements of
strategy and strategic actions as independent variables. It has been found that
the proposed strategic actions such as open access to educational portals with
accredited and appropriate content, networking of educational institutions,
blended learning and training on technologies have significant influence in
creating SMILE.
Key findings from teacher’s dataTeacher will be at the heart of transformation in learning to facilitate every student to enjoy learning and achieve his/her potential. Students enjoy learning and learn with understanding, while teachers would be more innovative in a simple, motivating, interactive and collaborative environment. SMILE facilitates teachers to achieve the objectives such as making learning a joyful experience, active involvement of students in the learning process, enabling students to learn how to learn, learn to share and share to learn by learning together. Technology assisted learning also helps teachers to find more time for interaction with students and find the whole experience satisfying and rewarding. Media rich accredited content with simulations and applets help them to be innovative and creative in teaching and there by enjoy teaching. Collaboration helps teachers in being creative and innovative in teaching and thereby find their profession exciting and enriching. Benefits of SMILE include active learning, learning flexibility, collaborative learning and innovation in teaching. Teachers agreed that the strategic actions proposed such as access to accredited educational portals, networking of schools, blended learning with flexibility in curriculum and assessment and training for familiarity and usage of educational technologies and tools helps them to cerate SMILE and achieve the strategic objectives. There is need for reforms in curriculum and examination system with emphasis on student’s learning with understanding. Common national curriculum with flexibility given to the teachers as well as students in the assessment of learning, selection of content, method of teaching and way of learning to suit the learner and the context. Infrastructure and access to ICT should be improved by providing broad band internet with the associated computer hardware and software to every class room. Educational satellite programs should be made available with video lectures from subject matter experts to facilitate professional development of teachers. Technical support for the network infrastructure and training in educational technologies are required in every school.
CONCLUSIONS
Teacher is
at the heart of the learning strategy and hence teachers’ commitment is
essential for the successful implementation of the strategy. Teachers need to
share the vision and drive the strategy to empower students and themselves.
Technology should be used only as a means of enabling effective learning along
with new paradigms of content design and delivery appropriate to the delivery
medium. Technology should be integrated into the learning environment with a
sound appreciation of how people learn and how technology can be leveraged to
enhance learning experiences. We need to understand learning processes and the
impact of ICT on those processes, to create an effective, supportive learning
environment that is Simple, Motivating, Interactive and Learner-centric. Majority
of the students and teachers agreed that SMILE helps them to enjoy learning and
learn with understanding. We need to create and share the SMILE to facilitate
every student to learn with smile and achieve his/her full potential by
learning how to learn to actively pursue life long learning. SMILE shall
provide access to accredited, appropriate and affordable content in a
collaborative networked learning environment. Sharing the SMILE facilitates
students communicate extensively with their peers and teachers and develop a
community of learners who share their knowledge, there by extending learning
opportunities to all. Open access to national archive of engaging and
accredited e-learning content through educational portals, connecting schools
into a collaborative networked environment to share best practices and
educational resources, reforms in curriculum and assessment aligned with
student centered learning, center for excellence in educational technologies
for professional development of teachers are strategic actions to be pursued to
create and share the SMILE.