Thursday 30 July 2020

NEP 2020: Multilingualism and the power of language

New Education Policy 2020

Multilingualism and the power of language

4.9. It is well-understood that young children learn and grasp non-trivial concepts more
quickly in their home language/mother tongue. Wherever possible, the medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home language/mother-tongue/local language. Thereafter, the home/local language shall continue to be taught as a language wherever possible. This will be followed by both public and private schools. High-quality textbooks, including in science, will be made available in home languages. In cases where home-language textbook material is not available, the language of 
the transaction between teachers and students will still remain the home language wherever possible. Teachers will be encouraged to use a bilingual approach, including bilingual teaching-learning materials, with those students whose home language may be different from the medium of instruction. All languages will be taught with high quality; a language does not need to be the medium of instruction for it to be learned well.
4.10. As research clearly shows that children pick up languages extremely quickly between the ages of 2 and 8 and that multilingualism has great cognitive benefits to young students, children will be exposed to languages early on (but with a particular emphasis on the mother tongue), starting from the Foundational Stage onwards. All languages will be taught in an enjoyable and interactive style, with plenty of interactive conversation, and with plenty of early reading and subsequently writing in the mother tongue in the early years – with skills developed for reading and writing in the other two languages in Grade 3 and beyond. All 
language learning will aim to be experiential and enhanced through art, such as music, poetry, and theatre. There will be a major effort from both the Central and State governments to invest in large numbers of language teachers in all regional languages around the country, and in particular all Schedule 8 languages. States, especially states from different regions of India, 
may enter bilateral agreements to hire teachers in large numbers from each other, to satisfy the three-language formula in their respective states, and also to encourage the study of Indian languages across the country.
4.11. The three-language formula will continue to be implemented while keeping in mind the Constitutional provisions, the need to promote multilingualism and national unity while providing for greater flexibility.
4.12. Students whose medium of instruction is the local/home language will begin to learn
science and mathematics, bilingually in Grade 6 so that by the end of Grade 9 they can speak about science and other subjects both in their home language and English. In this regard, all efforts will be made in preparing high-quality bilingual textbooks and teaching-learning materials. 
4.13. The home/local language and/or the second Indian language will be enhanced with the reading of and analysis of uplifting literature from the Indian subcontinent, ancient to modern, and by authors from all walks of life, as well as through other arts, such as by playing and discussing music or film excerpts, or engaging in theatre in these languages.
4.14. As so many developed countries around the world have amply demonstrated, being well educated in one’s language, culture, and traditions is indeed a huge benefit to educational, social, and technological advancement. India’s languages are among the richest, most 
scientific, most beautiful, and most expressive in the world, with a huge body of ancient as well as modern literature (both prose and poetry), film, and music written in these languages that help form India’s national identity and wealth. For purposes of cultural enrichment as well as national integration, all young Indians should be aware of the rich and vast array of languages of their country, and the treasures that they and their literature contain.
4.15. Thus, every student in the country will participate in a fun project/activity on ‘The
Languages of India’ sometime in Grades 6-8. In this project/activity, students will learn about the remarkable unity of most of the major Indian languages, starting with their common phonetic and scientifically-arranged alphabets and scripts, their common grammatical structures, their origins and sources of vocabularies from Sanskrit and other classical languages, as well as their rich inter-influences and differences. They will also learn what geographical areas speak which languages, get a sense of the nature and structure of tribal languages, and they would learn to say a few lines in every major language of India and a bit about the rich and uplifting literature of each. Such an activity would give them both a sense of the unity and the beautiful cultural heritage and diversity of India and would be a wonderful icebreaker their whole lives as they meet people from other parts of India. This project/activity would be a joyful activity and would not involve any form of assessment.
4.16. The importance, relevance, and beauty of the classical languages and literature of India also cannot be overlooked. Sanskrit, while also an important modern (Schedule 8) language, possesses a classical literature that is greater in volume than that of Latin and Greek put together, containing vast treasures of mathematics, philosophy, grammar, music, politics, medicine, architecture, metallurgy, drama, poetry, storytelling, and more, written by people of 
various religions as well as non-religious people, and by people from all walks of life and a wide range of socio-economic backgrounds over thousands of years. Sanskrit will thus be offered at all levels of school and higher education as an important, enriching option for students. It will be taught in ways that are interesting and experiential as well as contemporarily relevant. Sanskrit textbooks at the foundational and middle school level may be rewritten in Simple Standard Sanskrit (SSS) to teach Sanskrit through Sanskrit (STS) and make its study truly enjoyable.
4.17. India also has an extremely rich literature in other classical languages, includingclassical Tamil, as well as classical Telugu, Kannada, Malayalam, and Odia, in addition to Pali, Persian, and Prakrit; these classical languages and their works of literature too must be preserved for their richness and for the pleasure and enrichment of posterity. When India becomes a fully developed country, the next generation will want to be able to partake in and be enriched as humans by India’s extensive and beautiful classical literature which containsgreat intellectual and cultural treasures.
4.18. In addition to Sanskrit, the teaching of all other classical languages and literature of
India, including Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian, and Prakrit, will also be widely available in schools as options (possibly as online modules), through experiential and innovative approaches, including by integration of technology, to ensure that these languages and literature stay alive and vibrant, especially in those states where they may 
be best taught and nurtured.
4.19. For the enrichment of our children, and for the preservation of these rich languages and their artistic treasures, all students in all schools, public or private, may have the option of learning at least two years of a classical language of India and its associated literature, through experiential and innovative approaches including by integration of technology, in Grades 6-12, with the option to continue from middle level through secondary education and university.

4.20. In addition to high quality offerings in Indian languages and English, foreign languages,such as Korean, Chinese, Japanese, Thai, French, German, Spanish, or Russian will also be widely offered at the secondary level, for students to learn about the cultures of the world and to increase their global knowledge and mobility according to their own interests and aspirations.
4.21. The teaching of all languages will be enhanced through innovative and experiential methods, such as gamification and apps, and by weaving in the cultural aspects of the 
languages, with the teaching-learning of various subjects and with real-life experiences through films, theatre and storytelling, art and music, local literature, etc. Thus, the teaching of languages will also be based on experiential learning pedagogy.
4.22. Indian Sign Language (ISL) will be standardised across the country and National and State curriculum materials developed, for use by students with hearing impairment. Local sign languages will be respected and taught as well, where possible and relevant.

Wednesday 15 July 2020

Timify

What is Timify.me?

Time limited tests for education

Combine the power of Google Forms and time tracking to keep your students in shape

Timify.me is a web-service (and also a Google Add-on) that allows you to embed a timer into your Google Forms and collect form submission time.
Timify.me seamlessly embeds a neat and simple countdown timer to your Google Forms and tracks the activity of your students.
It's elegant, easy to use and it does its job.

Time limited tests for skills assessment

Combine the power of Google Forms and time tracking
to make the skills assessment process more efficient

Pricing: Basic features with limit to 100 users is free. For more Pro features - Click here to learn about pricing.

Test 1: Click here

Test 2: Click here


Curious to know more?


Saturday 11 July 2020

Making Sense of Pandemics: Reading Literature



Video Recording:




The Presentation:



Roles and Practices of Educators in Technology-Supported Learning


This blog will be updated with video recording . . .

Roles and Practices of Educators in Technology-Supported Learning

Video Recording of the Webinar Presentation:


The Presentation:




In this live webinar session, these websites and videos will be referred.

Video on Lightboard: https://youtu.be/ByPWQSEc-RI

Video on Flipped Learning: https://youtu.be/hWDCS38kxFc







Other resources:

Monday 6 July 2020

Making Sense of Online Teaching: Engaging Students Online and Offline

One Week Faculty Development Programme: 6 to 11 July 2020

Organised by Sathyabhama Institute of Science and Technology, Chennai, Tamilnadu, India and SKITI Malang, Indonesia


In one week Faculty Development Programme, delivered talk on 'Making Sense of Online Teaching - Engaging Students Online and Offline'. The FDP is jointly organised by Sathyabama Institute of Science and Technology, Chennai, Tamil-Nadu and and Sekolah Tinggi Informatika dan Komputer Indonesia (SKITI) - Indonesian College of Informatics and Computers. 6th July 2020.


The Presentation




Monday 29 June 2020

eContent: Designing the Deliverables

eContent: Designing the Deliverables

The Video recording of this webinar talk will be available here . . .

The Video Recording of the Live Session




The Presentation




Monday 22 June 2020

Use of Digital Tools in Teaching, Learning, Evaluation and Research: Webinar Talk

Use of Digital Tools in Teaching, Learning, Evaluation and Research: Webinar Talk





Post-Covid: Upgrading Teaching & Learning through Technology

Post-Covid: Upgrading Teaching & Learning through Technology

The Government Arts College, Bayad, Gujarat organized this webinar.

Here is the recording of this webinar. It is embedded from Facebook page of the college.



Human Resilience: A Webinar Talk


Human Resilience: A Webinar Talk


Webinar Talk: Post Covid-19: Reconfiguring Teaching-Learning Dynamics

Post Covid-19: Reconfiguring Teaching-Learning Dynamics





Is there a Technology in the English Literature Classroom?

Is there a Technology in the English Literature Classroom?

A Webinar talk:


Part 1: Presentation by Dilip Barad



Part 2: Question and Answer Session

Friday 22 May 2020

On Conducting Remote Online Hands-on Workshop

On Conducting Remote Online Hands-on Workshop: Experience Sharing

On Wednesday, May 20, at 1400 UTC – TALIN hostsed Dr. Dilip Barad who had agreed to talk with us on how he had conducted one of his recent remote hands-on workshop.
More about Dr. Dilip Barad
Here is how Dilip Barad characterised his experience of remotely conducting the online hands-on workshop that he would be talking about:
It was quite a unique experiment with a few interesting learning experiences. The workshop was hosted from Bhavnagar, Gujarat (Western India) for the participants 2000 km down south in Chennai, Tamil Nadu. We worked on Google Meet platform. All participants were women teachers of Under Grades and above.
(This part of write-up is copy-pasted from Vance Stevens's post on Learning2gether)

 The Video Recording on Zoom Meeting


  

The Presentation:



Facebook posts about this event:


Monday 11 May 2020

Understanding Online Teaching

Live Interaction on 'Understanding Online Teaching'

Questions by Interviewers:

1.    How do you see online teaching in the time of covid19 / corona virus pandemic?
a.    Poll (for audience): Will covid19 make online education an integral part of traditional education system? (White Baord)
                                          i.    Yes, it will.
                                         ii.    No, it is just a phase. We will come back to our traditional as soon as it is over.
b.    Poll: Will covid19 prove to be the last nail in the coffin in which teacher will be buried forever and technology will take over / replace teacher? (the only source of information; the fountain head, sage on the stage – crowd sourcing, rivulets flowing, guide by the side/in the pocket/
                                          i.    No, it is just a phase. We will come back to our traditional as soon as it is over.
                                         ii.    Yes, those who are adamant to adopt to technology will be buried and replaced by technology
                                        iii.    Yes and No. Teacher as a human intervention will remain but the role of the teacher will no longer remain as it was. Sage on the stage vs Guide by the Side (virtually)
2.    As you said that the critics of online education have also emerged. On what grounds are they making critique of online education?
a.    Do you agree with the critics of the online teaching in this epidemic?
                                          i.    Yes. I like the idea of ‘Maslow before Bloom’.
                                         ii.    No. It is good opportunity and it shall be grabbed.
3.    What according to you shall be the ‘model’ for ‘Online Teaching’? And what is the importance of ‘digital platform’ in this model?
a.    Do you agree that most of the teachers do not have a ‘model’ in the mind for online teaching?
                                          i.    No. They have a model.
                                         ii.    Yes. They do not have model of online teaching and they are just replicating traditional f2f on zoom platform
4.    In a recent TV debate, Anant Agarwal, CEO, edX, Jeff Maggioncalda, CEO, Coursera and Prin. Rekha Krishna, Vasant Valley School – there were some hope as well as apprehensions. What’s your opinion about this debate? (kids – let them play – grown-up, study – in blended mode – core knowledge vs skills) (Show in whiteboard)
a.    Do you agree that we should have separate ‘online education policies’ for schools and colleges?
                                          i.    Yes
                                         ii.    No
5.    You talked about ‘Model’ and ‘Platform’. How about the role of ‘teacher’ in ‘Online Teaching’? Isn’t teacher becoming more of a ‘material developer’? If so, how are teachers going to groom themselves into this new role and new demands?
a.    Do you agree that the teachers shall be more of ‘constructivist’ rather than ‘behaviouristic’ in online education system?
                                          i.    No. I think it is okay to be behaviouristic even in online teaching
                                         ii.    Yes. I think this is very important. Maybe we are failing because this difference in not understood properly.
6.    You mentioned ‘instructional design’. May you please throw more light on it?
a.    Is it necessary to understand ‘instructional design models’ to prepare better modules for online teaching?
                                          i.    No.
                                         ii.    Yes. This will improve the quality and effectiveness of online teaching.
7.    I have read some articles on ERT. what is ERT?
a.    Do you think that most of us are doing online is ERT rather than well-planned online teaching?
                                          i.    No.         ii. Yes.

Watch live interaction




The Presentation


Understanding Online Teaching from Dilip Barad

Some parts of this discussion was shared on Facebook:


#OnlineTeaching #बहस #ચર્ચા #debate #Corona #Covid19
कोरोना महामारी के मंथन नें एक ओर बहस को छिड़ दिया है।
Technology for teaching.
जो लोग अब तक शैक्षणिक कार्य मे खास करके पढ़ाने (teaching) के कार्य मे technology को दूर से ही सलाम कर देते थे और इंगिनत बहाने बनाते थे उनमे से बहुत सारे अब डिजिटल प्लेटफार्म पर परफॉर्म करने लगे है।
बहुत सारे शिक्षक और विद्यार्थी खुश नही है। दिक्कते बहुत आती है। अभी ठीक से एडजस्ट नही हो पा रहे। टेक्नोलॉजी को अडॉप्ट करने में वक्त लगता है।
इस महामारी में शैक्षणिक संस्थाओं और शिक्षकों एवं विद्यार्थियों ने आपातकालीन रूप में अभी पढ़ना-पढ़ाना शूरु कर दिया है।
बहुत सारो के लिए यह पहला कदम है।
जो लोग टेक्नोलॉजी को पढ़ाई का अभिन्न अंग बनाना चाहते थे उनलोगों के लिए तो जैसे स्वर्णयुग के प्रवेशद्वार पे खड़े होने की ख़ुशी हो रही होंगी।
खैर, हम वापिस उस डिबेट पे आते है। क्या टेक्नोलॉजी टीचर को रिप्लेस कर पाएगी? एक महत्व का मुद्दा शिक्षकों की फ़ेवर में यह था कि 'पर्सनल टच' से, रूबरू हाज़िर होने से, शिक्षक एक अतिमहत्व का रोल अदा कर शकते है। पर अब जब सब शिक्षकों 'देह से दूरी' - physical distancing - social distancing को फॉलो करते हुए डिजिटल प्लेटफॉर्म से पढ़ाते है तब वो टूटने लगता है।
फिर भी हम सोच सकते है कि पोस्ट-कोरोना काल मे टेक्नोलॉजी किस तरह से एजुकेशन सिस्टम में बदलाव ला सकती है।
कमेंट में जो लिंक दी गयी है उसकी कमैंट्स पढ़ने जैसी है।

2. #OnlineTeaching #बहस #ચર્ચા #Debate #Corona #Covid19
यह अच्छी बात है कि बहोत सारे स्कूल और कॉलेज / यूनिवर्सिटी के शिक्षकों ने ऑनलाइन टीचिंग शुरू कर दिया है।
इसके साथ ही इस प्रवृत्ति के आलोचक भी उभर के आये है।
सबसे बड़ी आलोचना यह है कि बहुत कम शिक्षक पढ़ाने ने सही मायने और उद्देश्य के अनुसार पढ़ाते है। ज़्यादातर social media के लिए पढ़ाते है ऐसा महसूस होता है।
यह आलोचना हमे सोचने पर मजबूर करती है। हम ऐसा कर सकते है कि कुछ चेक लिस्ट तैयार करके रखे। देखें कि इस चेकलिस्ट में हमे कितने पॉइन्ट मिलते है।
1.
क्या सिलेबस पढ़ाना बाकी रह गया है? गुजरात के बहुत सारी कॉलेजेस और स्कूल्स में अभ्यासक्रम पढ़ाना पूरा हो गया था। और इम्तेहान का वक़्त था या रीडिंग टाइम था। इस पॉइंट पे ऑनलाइन टीचिंग की आवश्यकता बहुत कम है। हा, अगर स्टूडेंट्स को 'प्रोब्लेम्स' है तो प्रॉब्लम सॉल्विंग के classes ऑनलाइन लिए जा सकते है।
2.
स्कूल्स में , वर्ग 1 से 8 तक ,जब सब को बिना परीक्षा mass प्रोमोशन से पास कर दिया गया है, तब उनके classes को कोई आवश्यकता नही है। इनके classes को तो सरकार ने बंद ही करवा देने चाहिए। हा, अगर इन बच्चों को , आर्ट, क्राफ्ट, योग, खेलकूद जैसी प्रवृति के ऑनलाइन वर्ग चल रहे है तो ठीक है।
3.
वर्ग 10 या 12 या कंपीटिटिव परीक्षा के वर्ग बेहद जरूर है। यह होने चाहिए।
जो कोई ऑनलाइन पढ़ाता है उनको अपना अनुभव सोशल मीडिया पर शेयर करना चाहिए। स्टूडेंट्स को भी कहना चाहिये कि अनुभव शेयर करे। मैंने बहुत सारे विद्यार्थी ओ को ऑनलाइन टीचिंग से दुखी देखे है। पूरे विश्व मे ऐसा ही है।
सिर्फ सोशल मीडिया के लिए ऑनलाइन पढ़ाना नही है पर जो पढ़ाया है, जो सीखा है वो सोशल मीडिया पर शेयर जरूर करना है।

3. #OnlineTeaching #Platform #How #बहस #ચર્ચા #Debate #Corona #Covid19
जब शैक्षणिक संस्था या शिक्षक ने यह तय कर लिया है कि ऑनलाइन पढ़ाना जरूरी है। इतना समय हम बर्बाद नही कर सकते। यह समय, अगर कोरोना lockdown ना होता तो, हमारे classes फुल टाइम चलते होते। इस समय अगर पढ़ाया नही तो बहुत देर हो जाएगी। स्टूडेंट्स को बहुत बड़ा खामियाजा भुगतना पड़ेगा।
तो . . .
अब प्रश्न आता है ~ कहाँ पर पढ़ाये? कैसे पढ़ाये?
'
कहाँ' का उत्तर है - डिजिटल प्लेटफार्म।
Zoom
बहुत लोकप्रिय प्लेटफार्म रहा। लेकिन कोई भी जो ऑनलाइन एजुकेशन से जुड़े है वो कहेंगे कि Zoom प्लेटफार्म काफी नही है।
हम पढ़ाते क्यू है?
हम पढ़ाते इसलिए है कि कुछ कॉन्सेप्ट्स स्टूडेंट्स की समझ मे आये। सिर्फ रूबरू होने से कॉन्सेप्ट्स की समझ नही होती। शिक्षक और विद्यार्थी के रूबरू होने से यह नही होता। क्या होना चाहिए . . . ? यहां हम 'कैसे' का उत्तर भी देखेंगे. . .
1.
पहले विद्यार्थियों को एडवांस में कुछ कॉन्टेंट पढ़ने या देखने या सुनने हेतु शेयर करना आवश्यक है। विद्यार्थी से अपेक्षित है कि ऑनलाइन रूबरू होने से पहले वो कॉन्टेंट पढ़ कर तैयार हो कर आये।
2.
ऑनलाइन सेशन में शिक्षक के साथ चर्चा हो। विद्यार्थी प्रश्नं पूछे, शिक्षक समजाते जाए। अगर कोई पूछता नही तो शिक्षक खुद प्रश्न खड़े करे, विद्यार्थी को मौका दे उत्तर देने का, और फिर समजाये।
3.
ऑनलाइन सेशन के बाद स्टूडेंट्स को ऑनलाइन टेस्ट में appear होना अति आवश्यक होना चाहिए। टेस्ट ऑब्जेक्टिव टाइप होनी चाहिए ताकि रिजल्ट तुरंत मिल जाये, सही उत्तर के साथ।
4.
दूसरे ऑनलाइन सेशन की शुरूआत में शिक्षक इस रिजल्ट की चर्चा करेंगे और फिर आगे बढ़ेंगे।
तो हम देख सकते है कि Zoom या गूगल मीट या और कपि भी वीडियो कॉन्फ्रेंसिंग प्लेटफार्म हमे यह सब कुछ नही देगा।
इसलिए हमें एक ऐसा ऑनलाइन प्लेटफार्म चाहिए जहां पर सब कॉन्टेंट पहले से अपलोड किया गया हो.
अब कॉन्टेंट मतलब क्या?
e
कॉन्टेंट या डिजिटल कॉन्टेंट केलिए 4 quadrant का स्ट्रक्चर ऐसा हो सकता है:
1. Textual Content (PDF
या PPT में हो सकता है)
2. Vidoe Resources
3. Online MCQ type test / questions for descriptive answers / Points to Ponder / Thinking Activities / Case Studies etc
4. Additional Resources
येह सब कुछ वेबसाइट पे या मोबाइल एप्प में या ब्लॉग पर पहले से उपलब्ध होना चाहिए।
पहले 2 मुद्दे, teacher से ऑनलाइन रूबरू होने से पहले स्टूडेंट्स ने देख लिए है, पढ़ लिए है। अपनी नोट्स और प्रश्न के साथ वो शिक्षक से रूबरू होने को तैयार है।
बाकी के 2 मुद्दे, रूबरू हो जाने के बाद के है।
तो जब हम ऑनलाइन टीचिंग के पूरे सर्कल को देखे तो हमे पता चले कि या तो Moodle जैसा पावरफुल 'लर्निंग मैनेजमेंट सिस्टम' चाहिए या फिर :
1.
वेबसाइट / ब्लॉग / अप्प
2. YouTube
3. Google Quiz Form
जैसे ऑनलाइन टेस्टिंग टूल
कमसे कम तीन प्लेटफार्म चाहिए।
हम देख सकते है कि ऑनलाइन टीचिंग में रूबरू होना 20% ही महत्व का है। 80% लर्निंग महत्व का है।
जब तक हम इस साईकल का नही समजेंगे और हमारे स्टूडेंट्स को नही समाज पाएंगे, तब तक ऑनलाइन एजुकेशन की सफलता अशक्य है।
कोरोना महामारी खत्म होते ही वापिस सब अपने पुराने घोंसले में सुकून फरमाते नज़र आएंगे।
Let us take this epidemic as an opportunity to reform education system. Let us not miss this opportunity. Let us learn a better way to utilize our time and available resources. Let us not mismanage it in such a way that people get an opportunity to say that 'it does not work'.


Rahul Kanwal invites Anant Agarwal, CEO, edX, Jeff Maggioncalda, CEO, Course ra and Prin. Rekha Krishna, Vasant Valley School to discuss online teaching in the time of corona epidemic lockdown.
In this video, as usual, we find school teachers insisting on the importance of face to face classroom over virtual platforms.
Whereas, both executive officers of Coursera and edX were of different opinion.
There is 800 to 1100% rise in course takers on these two popular MOOC platforms.
edX had 1000% rise in traffic from India.
Coursera had 800 rise in traffic from India.
Two important points we can take home from this discussion:
1. Primary schools shall have less of online integration and more of face-2-face classroom environment. For the best of what we expect our children to learn like being social being, learn skills, acquire life skills, learn that livelihood is imp but life is beautiful ~ for these we shall have more classes outside the classroom, because we can learn these wishing four walls of classroom. We need more classes on drawing, sports, dance, music etc.
2. Higher Education shall 
#Blend online along with f2f classes. More and more number of students of colleges and universities shall learn from online platforms.
3. For being lifelong learners, for acquiring skills, for professional development ~ we need to expose our students to the potential of learning from anywhere, anytime . . . the earlier, the better.

5. #OnlineTeaching #Teacher or #MaterialDeveloper #बहस #ચર્ચા #Debate #Corona #Covid19
#Constructivist #Behavioristic #General_Classroom #Technology_Enabled_Learning_Environment
In online teaching, #teacher is no longer a mere teacher. He is more of a material developer and instruction designer (may be without knowing what it is to be so and how is it different from being a teacher... And that's why when rhetorical question is asked about 'will technology replace teacher?' , 
the initial, extempore response is 'blunt denial')
There are fundamental differences in traditional classroom and technology integrated learning environment. One works on the model of #behaviorism as pioneered by Edward Thorndike, devised by John Watson and experimented by B.F. Skinner and Ivan Pavlov. The other on the model of #constructivism as pioneered by Jean Piaget and strengthened by perspectives of Lev Vygotsky, Mikhail Bakhtin, Jena Lave and Etienne Wenger.
The constructive design helps Lerner in developing multiple perspectives, engages in knowledge construction and reflective practices, offers open learning environments and supports collaboration.
In this learning environment, the role of 
#teacher, the way we know, gets transferred to one as #Material_Developer. The formative experience of teacher is replaced by collective experiences of material developers; teacher's training experience with that of ideas of models of instructions and teacher properties (personality, attitude etc) with that of technical affordance of the programme (user-friendliness).
(Source: Ken Beaty's Teaching and Researching Computer-Assisted Language Learning.)