This
report is about the integration of technology at Post Graduate Department of
English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat.
This is State University established in 1969.
The students of post graduate
programme of English literature are involved in this project.
·
To
fulfill the objectives mentioned in ‘Objectives’.
·
Using
technology like blog, Google group, slideshare.net, Google sites, digital
portfolio, flipped learning is part and parcel of learning
at Dept. of English, M K Bhavnagar University
·
All students have to publish their
assignments on blog and presentations on slideshare.net Why? So that peer
learning happens on its own. Slow learners learn from assignments and
presentations of fast learners.
·
Students prepare Digital Portfolio: Why?
The Students are strongly encouraged to build digital portfolio to document the
four habits of mind:
·
The
use of audio-visual materials in literature classroom is very helpful. An
appropriate use must be though-out, otherwise it would fail to fulfill desired
objectives. Pedagogically speaking, screening of the films should be followed
by student-activities on teacher-worksheet. We used blogs for this purpose.
Click here to view some of the teacher worksheet on film screening and read
students’ responses / engagement / reactions in the comment section below the
post:
·
To
engage learners with learning, the teacher used blog worksheet to teach
literary texts and critical theories. The students were asked to respond on the
blog rather than in pen-paper mode. This helps in building an environment of trust
among all learners. This also helps in peer learning as works produced by
classmates is visible to all. It also leads to conceptual clarity of literary
theories:
·
Here
are some of the sample blogs of students reflection on their learning
·
Here
are some of the sample blogs on students assignments on their learning
·
We have used Google Site to share additional
resources, question banks, core content with students
·
Quite often Hotpotatoes suit is used to develop
interactive quiz.
·
We experimented with this software and used it
effectively for Listening and Speaking skills.
·
We used to use wikieducator for collaboration
and content sharing
·
For unit end online quiz, we use Google Form. To
auto-generate result, we run Flubaroo script. It also helps in sending emails
to students with their grades and correct/incorrect itemized analyses.
·
Here
are some of the sample presentations by students:
·
All
these short videos are going to be on ed.ted.com
·
It
is usual practice that teaching is followed by Online Tests to check the
progress of the learners.
·
Google
Form, Hotpotatoes and Flubaroo script are used for the test and autograding.
·
Here
are some of the links of such online tests:
·
Online
Rubric for the evaluation of Oral Presentaiton:
·
Online
Rubric for the evaluation of Written Assignments:
·
Online
Rubric for the Review of Language Lab software (Language Lab is one module in
the course of ELT and Technology)
·
Online
Rubric for the evaluation of Digital Portfolio
·
The
real mark of integration of technology in education system is not measured on
the grounds of what and how of technology used by ‘teacher’. Rather, it is ‘what students do with technology’ that
matters more. The involvement of students in the use of technology in their
learning process is very vital. Here, we can see what and how students of last
five batches (from 2010 to 2016) have used technology: http://dilipbarad.blogspot.in/2012/04/project-blended-learning-2012.html
·
Many
of the above given links also stand in support of involvement of student in the
integration of technology. As it is well said that – Until and unless, students do not respond through technology, it is not
integration of technology in learning process. It may be ‘use’ of technology by
teacher, but cannot be considered as ‘integration’ of technology.’ All the
above given links stand in support of how technology is integral part of
learning process at Department of English, M.K. Bhavnagar University.
One of the best way
to evaluate reaction of students is to compare their performance in ‘real-life’
examinations conducted by University. I mean, rather than going for traditional
‘pre-test, post-test’ analyses of target groups, if we compare their performance
in real examinations conducted by University as independent body, we can get
real picture of students performance. Well, the students never or rarely used
technology at Under Graduate (B.A.) level. They extensively integrated
technology at Post Graduate (M.A.) level. These charts displays that almost all
students improved their performance in terms of percentage in University exam.
Figure 3: Batch 2010-12 Comparative Chart
Figure 4: Batch 2012-14: Comparative Chart
·
By
and large, students have responded positively.
References
Abeysekera, L., & Dawson,
P. (2015). Motivation and cognitive load in the flipped classroom:definition,
rationale and a call for research. Higher
Education Research & Development, 1-14.
Bharati, Prasanna. Retrieved
from http://edtechreview.in/trends-insights/insights/1537-how-do-digital-portfolios-help-students
Chikering, A. W., & Gamson,
Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, pp. 3-7.
Educause. (2012, Feb). 7 Things You Should Know About
Flipped Classrooms. Retrieved
Jan 23, 2016, from Educause.edu:
https://net.educause.edu/ir/library/pdf/ELI7081.pdf
Flipped Learning Network (FLN).
(n.d.). The Four Pillars of
F-L-I-P™. Retrieved January
23, 2016, from Flipped Learning Network: www.flippedlearning.org/definition.
Lane, C. (2007). "The Power of ‘e’: Using e-
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