The effective pedagogy is the need of present education scenario. As there is tremendous use of ICT in teaching learning. This has proposed a new challenge to develop new pedagogy for new domain of knowledge. How we should view the knowledge dissemination process with digital media. Then, there is a need to design the assessment process for this kind of activity. Therefore we present a new pedagogical approach in teaching learning with a new perspective.
Research Objectives
The following are the objectives of the study:
1. To find out the currently used assessment techniques for quality education in various colleges or Universities.
2. To find out the benefits of using effective pedagogy of ICT in Assessment.
3. To find out how using ICT, assessment can be done in some effective and enhanced way for quality education.
4. To compare the effects of use of ICT for Assessment.
5. To design and develop an ICT conceptual framework model which will be the best suitable for the assessment of quality education of colleges of any University.
Identification of Research gap
Research gap which has been identified in the study depicts that there is existing manual guidelines and procedures for the assessment and accreditation process at university and college level.
Our objective is to automize the assessment and accreditation process with the help of developing an ICT conceptual framework model as an effort to bridge the gap.
For faculty at higher education it is an essential to effectively integrate Information and Communication Technology (ICT) into learning and teaching. The assessment is becoming a bigger challenge day by day, how to atomize the process of Assessment and accreditation system for colleges is a major area of concern.
There are two aspects which are to be looked at (a) Effective Pedagogy of ICT Models for Assessment and Accreditation system and (b) Pedagogy in Teaching and Learning. Here we present the role of ICT in designing pedagogy in general and specifically in developing a web based tool for Assessment and Accreditation system. The development of a generic model with the help of Technology is carried out. While planning for integrating ICT, faculties however do not usually follow linear instructional design models. The development of generic model has carried out, and it consists of social interaction, technology and pedagogy as the 3 fundamental elements. For faculty to integrate ICT into their curricula in effective ways, a sound design of these components will be helpful. The theoretical foundation for the construction of this model is provided by the design of interactivity, constructivist learning theories and the notion of usefulness. Some examples of applying this model to facilitation of online discussions, comparison of ICT tools and the design of Web-based learning environments are presented.
Instructional design model
With the rapid development of emerging technologies in recent years, the attention of faculty has increasingly got attracted towards ICT integration. By simply combining software and hardware will not make integration naturally follow. Before starting integration of ICT into curriculum, the faculty needs to plan thoughtfully. For example, they have to decide scaffolding strategies for student-centered learning, develop new learning environments, or modify existing resources to engage specific groups of learners or choose the correct ICT tools for particular learning contexts or objectives.
To help Faculty for ICT integration into a curriculum, there are numerous instructional design models currently available. For example the ASSURE model which consists of elements like analyze learners; state objectives; select media and materials; utilize media and materials; require learner participation; evaluate and revise.
Then there is ICARE Model, which helps the planning in teaching, learning and evaluating.
• Introduce;
• Connect;
• Apply;
• Reflect;
• Extend
Useful guidelines for incorporating ICT into learning and teaching from different perspectives are provided by these models.
Effective ICT integration
Due to the impracticality of the models in a complex environment, the faculties are not interested to apply them in real instructional planning processes, which are trained in using linear instructional design models. Still, in most learning settings some elements are found fundamental. Effective integration of ICT should be ensured by sound design of these elements.
Figure 1.2 Generic models key components
The above figure shows a generic model, for guiding faculty in effective ICT integration into learning and teaching.
The existing ICT model which is generic, consists of 3 key components of 3 aspects
1. Pedagogy,
2. Social interaction and
3. Technology.
Unique combination of social, pedagogical and technological components makes an educational system. Pedagogy often refers to approaches or techniques that faculties use to facilitate learning or deliver instruction, the teaching strategies, in an educational context. For distinguishing a learning System from other communities the pedagogical component is critical, like an alumni community, which reflects the educational purposes of the learning system. Whereas other communities are built without any concrete learning purposes in mind.
Pedagogical design cannot be simply pre-determined before a lesson, as it is an ongoing process. Pedagogical design must deal with how to use these resources in an effective way, in addition to the selection of proper content or activities, in order to scaffold students during learning processes. A learning environment ought to learning intentions, support and satisfy the needs of students from different backgrounds, in terms of pedagogical design. It should allow faculty to facilitate learning and also involve using various learning resources and activities that support students learning.
In daily life social activities are crucial. People turn to others for help when they find problems; they live naturally and work in various communities. Students in many situations might use stand-alone computers. These computers only allow them to interact with embedded learning resources. Computers are now connected world-wide with the development of computer-mediated communication (CMC). Through the support of CMC, social activities become more flexible and convenient. Computers may still be used by the students individually. Students have the opportunity to work collaboratively, for example in problem solving. They may still individually use computers. Student’s performance in solving problem-based tasks has shown positive effects through computer-supported collaborative learning. A safe and comfortable space must be provided by the social design of a learning environment, in which learners can easily communicate with others and in which they are willing to share information.
The technological component becomes more prominent in a technology-enhanced learning environment, for many learning activities are conducted through the support of a computer. An online learning environment must be available all the time and access must be convenient and fast. Availability and easy access are initial requirements for an effective online learning environment. In addition, human–computer interface design is crucial – as it determines the usability of a technology-based learning environment. The interface design of a computer program ought to focus on ease of learning, ease of use and aesthetics. Ease of learning is critical for beginners while ease of use becomes more important while users gain experience over time. Certainly, the interface must be attractive so that it can motivate and engage learners.
For enhanced learning environment the three key components of a technology are technology, social interaction and pedagogy. Technology is more likely to be a basic condition for effective integration of ICT. Sound design of pedagogy or social interaction very much depends on the availability of technological support. Without sufficient support of technology, undoubtedly many pedagogical and social design activities, such as 3D simulations or asynchronous online discussions, would be hard to implement. The availability of technology is not the primary factor that influences the effectiveness of learning, but the social design and pedagogical design.
Theoretical Pedagogical ICT foundation
To elaborate why these three components are involved in this model the theoretical foundations that support this model are described in this section.
Constructivist learning theories
Knowledge is actively constructed by learners rather than transmitted by the faculty is the basic belief of constructivism; rather than passive information receivers, learners are active knowledge constructors. Two representative types of constructivism are cognitive constructivism and social constructivism which has minor distinctions between them.
1. Based on their prior experience and new information, cognitive constructivists believe learners construct knowledge individually. Reconstruction of external reality and accurate internalization makes knowledge.
2. However, social constructivists say that learning is fostered through interactive processes of discussion, negotiation and sharing information; knowledge is the outcome of collaborative construction in a socio-cultural context mediated by discourse.
The design of pedagogical and social activities is strongly supported by the Cognitive and social learning constructivist theories respectively. Cognitive constructivists believe individual learners can construct different knowledge even given the same condition and acknowledge individual differences. Pedagogical design must satisfy and support the learning intentions and needs of individual learners, based on cognitive constructivism, which requires various learning activities and resources. The pedagogical design must enable faculty to scaffold students during a learning process, as faculties are facilitators in a constructivist learning environment. Collaborative learning on the other hand is suggested by social constructivists, with which students can construct meaningful and correct knowledge and can learn from each other. Social design of an online learning environment must provide a safe and comfortable space, based on social constructivist learning theories, in which learners are willing to share information.
For students to collaborate and communicate easily with others, certain tools must be offered by the learning environment. For the social and pedagogical design of an effective learning environment, theoretical support is provided by the cognitive and social constructivist learning theories.
Interactivity design
Striking characteristic and major construct of a learning environment is interactivity. Interactivity refers to two-way, sustained communication between students and an instructor or between students, in the instructional context. Building social relationships or completing a learning task may be the purpose of interactivity. Four types of interaction are involved in a technology-based interactive learning environment.
a. learner–instructor,
b. learner–content,
c. learner–interface, and
d. learner–learner,
Social interaction or interaction of learner-people can be a combination of the interaction of learner-instructor and interaction of learner-learner. Learner-content, learner-interface and learner-people interaction can be the components of interactivity in a learning environment as shown in the figure 1.3.
Figure 1.3 Relationship between the interaction and model components
Components of the generic model are closely related by these three types of interaction. The design of the three components of the model can focus on learner-interface, learner-people and learner-content interaction, as a practical guideline. The pedagogical designs of an interactive learning environment can make content relevant to learners, authentic, and meaningful and allow learners to add further resources to share in addition to those suggested by a faculty.
The social design of a learning environment should (1) involve project-based learning, group work or more authentic tasks to promote interaction with faculties, peers and other experts, and (2) social design also involve both asynchronous and synchronous communication, which can be implemented in forms of visual exchange, verbal chat, or text. As both interaction with people and interaction with content are implemented through the interaction with the interface, Interface design cannot be ignored by the technological design of a learning environment.
Usefulness of System
Two primary conditions that should be fulfilled by a useful system:
1. Necessary utility and
2. High usability, as shown in Figure 1.4.
Figure 1.4 System usefulness Illustration
The kind of functionality that a system provides is termed as Utility. A mobile phone for example, the basic utility and also the value of a mobile phone is that it must allow users to talk to other users at a distance. ‘Whether a set of tasks are accomplished by the system in an effective and efficient way by which users are satisfied’ is usability. For example, the operation of a mobile phone must be easy. Nobody would like to buy a mobile phone which is hard to use, even if it has sufficient functionalities. Similarly, usability and utility are necessary for educational systems also. The usability in educational systems is related to technological affordances which includes design of human-computer interface design, while the utility refers to the required social and educational affordances or functionalities. An educational artifact can be produced with necessary functionalities, when usability is neglected, which cannot be handled by learners.
Generic models Applications
For faculties to learn how this model can be applied in other aspects of ICT integration, this section presents some examples of using this generic model.
a. Web-based learning environment design
For a class of trainee faculties, a web-based learning environment was designed, who were seeking additional educational diplomas at the National Institute of Education in Singapore. Based on technological, social, and pedagogical components, a learning environment was designed.
As a result of negotiation with the trainee faculties the instructor chooses learning tasks/activities, in terms of pedagogical design. Each group of four members was allowed to choose one topic plus an extra final project or to select two different topics to study, in order to meet their individual needs. Additionally, the instructor for each topic suggested two to five reading materials. To add extra resources to share with their group members, trainee faculties were also encouraged.
The focus of social design of the learning environment is on student’s interaction with the whole class, the instructor and their group members. Group sharing space was provided to each group, in which group members could discuss questions, work on the topic and share information. The learning environment had a Question and Answer forum, in which anyone could post comments, questions or answers regarding the course assessment or design. It also had a real-time chatting facility and in addition, it supported asynchronous online discussions.
To host this learning environment an easy-to-use system was chosen as a platform with regard to technological design. To make students communicate easily with the instructor at any time, the instructor’s contact information was made available at the top of the home page and the lab computers had fast Internet access. As a result of the study, the pedagogical design of the learning environment was found correct and the flexibility offered in this environment was liked by the participants.
The learning environment promoted the following, with regard to social design.
1. Trainee faculties
2. Learning collaboratively
3. Construction of knowledge
4. Building social relationship
It is agreed that the learning environment was easy to navigate and access, with respect to the technological aspect and also upload and download resources conveniently. But at some occasions, they have some technical problems.
b. Online discussion Facilitation
An important instructional strategy is learning through online discussions. There are numerous advantages of online discussions such as
• knowledge construction and promoting students critical thinking and
• students relationship improvement.
The value to online discussion as an effective means of knowledge construction was not often given by the participants. Therefore more facilities are required in online discussion to make it more effective and to do this; online moderators and tutors need to have required skills. A moderator, as reported by the literature, should possess a number of specific facilitation skills such as inviting missing students, providing information, acknowledging contributions, or monitoring regularly. Facilitation skills can be categorized into four broad types as shown in Figure 1.5.
Figure 1.5 Skills facilitations for online discussions
To help group members achieve predetermined learning objectives, such as building subject knowledge or understanding critical concepts is the pedagogical role of facilitators. To maintain and create an interactive, friendly environment in which participants feel comfortable and safe to interact with one another is the social role. To make online discussion go smoothly, the managerial role is setting the agenda such as norms, rules and timeline. To help group members become comfortable and get familiar with the discussion programs is the technical role, so that they are able to participate without technical difficulties. Important facilitation skills include social interaction, technology and pedagogy, which are the three components of the generic model.
c. Comparison between discussion forums and weblogs
Faculty at Higher Education often faces difficulties in deciding for specific learning contexts, which or what ICT tools are more suitable. Weblogs and Discussion forums, for instance have certain differences and similarities. Which is better for a given learning activity is decided by the faculties. Based on the affordances of the three components of the generic model, the Table 1.1 shows the differences between discussion forums and weblogs. Affordances here, refer to the actual and perceived fundamental properties of an ICT tool which determine the ways in which it could possibly be used and the usefulness. This model certainly, can be used to compare or identify the affordances of other ICT tools as well.
Table 1.1 Comparison between discussion forums and weblogs
On the bases of the comparisons listed in the above table 1.1, we can say that weblog gives the student blogger full ownership and control over the content published, so it is more personalized tool and is more useful for individual reflections. Discussion forum, in which participants can exchange ideas, is a shared space. Students are not the owners of the space rather they are participants. For collaborative knowledge construction, discussion forum is more likely to be useful. It is up to the faculty to decide which one is to be adopted for a specific learning setting, whether a discussion forum or a weblog.
Conclusion
For enhanced learning environment the three key components of a technology are technology, social interaction and pedagogy. To integrate ICT in an effective way into learning and teaching, the faculty should have a sound design of these components. The technology provides essential support, but naturally the central focus of a learning environment is social interaction and pedagogy.
The generic model is suitable for interactivity design, the definition of the usefulness of a system and constructivist learning theories. To include basic educational functionalities by focusing on interaction with content, the cognitive constructivist learning theory can be consequently followed by the pedagogical design of a learning environment. To provide a comfortable learning space in which students can interact with the faculty or peers, the social constructivist learning theory can be followed by the social design. By focusing on interaction with the interface, the usability of the learning environment must be ensured by the technological design.
In many phases of an instructional planning process, the generic model can be applied. To guide the evaluation and design of Web-based learning environments, to facilitate online discussions, or to help faculties to choose and compare appropriate tools for specific educational contexts, the generic model can be used.