Communications Technology trends in 2017-

1 5G side‘s safety off the Hype curve and makes a nice boring landing. 2 Meanwhile spectrum allocations become not boring.

3 Internet of things takes off and we all becomes part of the boring collective. 4 Driverless everything, take me I am yours.

5 Security, privacy and hiding bodies in the cloud.

6 Distributed ledgers, the end of banks and the beginning of a new way to run network. 7Artificial intelligence, deep learning to boldly to where no machine has played go before. 8 Put it all together and let it live in a smart city.

9 New ways to communicate I: Molecular communication smells good. 10 New ways to communicate II: Lifi lights the way.

We cannot guess the future as there's no guarantee for what the future holds. However, by taking a closer look at current technology trends we can get a glimpse at what is to come in the eLearning Industry. Gamification, automation, and responsiveness are just some of the hot topics that we‘ll all be talking about over the course of the next year, and beyond. Staying up to date can keep your eLearning course relevant and relatable for modern learners and improve your corporate online training strategy. Now days the Learning and Development world is waking up to this idea that we need to move beyond just resource-based approaches for eLearning. We need to think about multi-pronged approaches that fit in different consumption windows and patterns, as well as delivering against needs.

Mobile Learning- The number of Smartphone users worldwide has crossed 2 billion in 2016. Your employees spend significant time on their Smartphone‘s. They use mobile devices to do a majority of the daily tasks including learning new concepts. Use the idea of micro-learning to tap the audience who love mobile. Through micro-learning, you can deliver bit size content to the learners when they need it. Use Live Stream micro-videos to catch users‘ attention. Rise in Mobile devices is a global phenomenon. Thus, you can use this strategy to engage more employees from developed as well as emerging economies. Google‘s Primer is the best example of training through micro-learning that is being used efficiently on a large scale. Cloud computing- Social learning is not new. It has been there for quite some time. However, the changes in the structure of workforce have necessitated the need for social learning as an integral part of learning and development strategies. Two factors are driving the need to adopt the social learning in organizations. Firstly, today increasing number of companies are using distributed workforce. In the absence of physical proximity between the employees, internal social media networks for learning and development are playing a critical role in the seamless exchange of ideas. Secondly, the proportion of millennial in the workforce is increasing continuously. The millennial have grown up with social media and find the email a highly unproductive medium to communicate. Thus, they use social media frequently to share files, videos and communicate efficiently. Face book has recently launched ―Workplace‖ that allows organizations of any size to adopt social media for learning and developmental purposes.

National Level Seminar on Advanced Trends of ICT in Education

M. V. P. S. Adv. Vitthalrao Hande, College of Education, Nashik Page 50 One-to-one computing- One to one computing is as very essential. In it, the instructions are delivered based on individuals‘ preferences and inputs. The training methods can be optimized by teaching only those concepts which are not known to a user. Also, the users can learn at their own pace. No two learners are same and therefore, adaptive learning accelerates the learning of individuals while lowering the cost of content delivery. Vendors are using adaptive learning to optimize the resources while delivering the maximum value to their clients.

Smart portfolio assessment- Smart portfolio assessment is done with the help of virtual reality, as it is about to change the training and development landscape across organizations. With VR, the learners can have an immersive experience. The concepts of augmented reality can be used to create a real environment for teaching complex concepts. For example, a real life case study based on leadership can be created in augmented reality and learners can play the roles of various characters in these cases to learn leadership lessons. To conduct such kind of lessons, the pupils need not be physically present. They can be located anywhere across the globe. They simply need to have a fast internet connection, a computer or mobile, and a 3D headset suitable for VR.

Teacher as manager / mentor- Teacher as manager of the classroom and in training and development, nothing is more important than measuring the outcome and taking the corrective measures to improve the effectiveness of the training process. Fortunately, the technology is proving to be very useful in measuring the effectiveness of training methods accurately. Companies are using innovative techniques and going an extra mile to gauge the success of their training and development programs. And, it is not just left to the HR. CEOs are increasingly showing their interest in improving the overall training and development strategies.

Conclusion- Trends don‘t pop-up out of nowhere. It is the continuous innovation that brings about new methods that work better than the others. Thus, effective methods go viral and become trends. As an astute professional, you need to keep a close eye on every development in the training and development space and other areas. Connect the dots and use newer techniques even from outside the learning and development domain to make your strategies unique and innovative. Use these five trends as a starting point to develop a learning & development plan that is modern and best suited for your organization.

References-

Googleweblight.com, 10 Global Trends in ICT and Education.

http://blogs.worldbank.org/education/10-global-trends-in-ict-and-education. Technology Trends-5

Kalantzis, Mary and Bill Cope. 2015. "Learning and New Media." Pp. 373-387 in The Sage Handbook of Learning, edited by D. Scott and E. Hargreaves. Thousand Oaks CA: Sage

www.alt.ac.uk/docs/jig_paper_from_ALT.doc

Cope, Bill and Mary Kalantzis. 2015. "Sources of Evidence-of-Learning: Learning And assessment in the era of the Big data Open review of educational research 2:194–217

National Level Seminar on Advanced Trends of ICT in Education

M. V. P. S. Adv. Vitthalrao Hande, College of Education, Nashik Page 51 BLENDED LEARNING IN EDUCATION –OPPORTUNITIES & CHALLENGES

Pravinkumar Dinkar Jadhav & Dr. Ajaykumar Ingle

Assistant Professor of Physics,Ashoka College of Education, Nashik Email:[email protected]

Principal,Ashoka College of Education,Nashik

Abstract

A present paper discuss about Blended Learning. A blended learning model should describe a planned and deliberate educational activity that integrates student-centred learning, classroom-based teaching and learning with mobile and web-based online approaches based on individual learners and their specific needs. Education provision initiative is all based on the need for online learning infrastructure, policy and practices to facilitate 21st century learning. We have to empowered students, so they will be act as leaders, coaches, mentors and technical experts. So Teachers were free from having to understand the technologies, so spent less time on technical instruction and more time supporting learning.

Keywords: Blended Learning

1. Introduction: The information society is challenges by recent trends in education system, the speedy, effective & global communication of knowledge has created new foundation for co-operation & teamwork, both nationally &Internationally, the increasing role played by information communication Technology in the development of society calls for an active reaction to challenge of the Information society.

2. Blended Learning Concepts and Need in Education: Blended learning is an education program (formal or non-formal) 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.[ While students still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery. Blended learning is also used in professional development and training settings. Blended learning (BL) or hybrid learning describes a learning environment that eithercombines teaching methods, delivery methods, media formats or a mixture of allthese. It also refers to the integrated learning activities such as a mixture of online andface-to-face learning. In other words, BL is a mixture of e-learning and traditionaltypes of learning. It is mentioned as the integrated combination of traditional learningwith web-based online approaches, the combination of media and tools deployed in ane-learning environment and the combination of a number of pedagogical approaches. Elaborated BL as a set of learning strategies or dimensions that mixes various eventbased activities, including traditional instructor-led training, synchronous online conferencingor training and asynchronous self-paced study. Students learn from the Teacher-centred approach. Usually in a traditional classroom setting, students have access to the experts, involved in questions and discussion, exposed to social interaction and have the opportunity to learn from others. Some students prefer an individualized or less structured environment.

3.Nature of Blended Learning: We have used a range of learning activities and resources to assist learners to achieve learning objectives. Using Face-to-face presentations, visual material, paper-based assessments, online research and group activities have been the mainstay of classroom teaching for many decades. More recently mobile technologies and collaborative Web 2.0 tools have expanded opportunities for learning. Blended learning is really no more than a combination of all of these approaches. For some teachers, blended learning is describing what they have been doing successfully for years: that is, using a range of resources and activities to provide individualised, student-centred learning experiences for their students. The real difference today is the unparalleled access to the internet with its rich sources of information and services and more importantly, the connectivity it

National Level Seminar on Advanced Trends of ICT in Education

M. V. P. S. Adv. Vitthalrao Hande, College of Education, Nashik Page 52 offers students and teachers, particularly the ability to create online communities and support networks. For other teachers, blended learning represents a challenge. They are not comfortable with nor do they fully understand the technologies and media that their students use every day, or the potential that these can offer their learners. To assist teachers in implementing blended learning activities, this paper reinforces the concept that blended learning comes in many guises and isn‘t a ―one-size-fits-all‖ educational solution. Definitions of blended learning range from the very broad where practically any learning experience that integrates some use of ICTs qualifies, to others that focus on specific percentages of online curriculum and face-to-face instruction..Most people agree that blended learning combines teaching and learning methods from face-to-face, mobile and online learning and that it includes elements of both synchronous and asynchronous online learning options. The integration of new mobile technologies and online media is proving highly effective in helping schools meet the expectations of 21st century learners while addressing the challenges of limited resources and the special needs of many students, as the practice of mixing traditional classroom methods with technology is widespread.

4. Is Blended Learning for Everybody?

Blended learning comes in many shapes and sizes – there is no right way or wrong way, no correct formula or single ―right‖ ratio of face-to-face, online time and self-paced activities in and beyond the classroom. Each approach is based on the needs of the students, the curriculum and the resources available. The increased integration of ICT, particularly Web 2.0 technology into classroom education provision has broadened the scope of delivery to include learners who choose not to attend classroom education as well as those who don‘t have the choice through their personal circumstances e.g. ill health.

 Inclusion of more differentiated/personalised instruction

 increased access to resources, experts and learning opportunities

 More authentic and student driven tasks being incorporated into the curriculum  higher student engagement

 Greater opportunities for collaboration (especially beyond the classroom and involving the wider school community)

 Exposure to a wide range of Web 2.0 technologies and acquisition of contemporary literacy skills  Better access to infrastructure and, anytime, anywhere learning.

5. Blended Learning vs other forms of Learning: We can see that blended learning has offers more to students in terms of communication between teacher and students, collaboration, and demonstration of learning. Please note that they refer to ―dropboxes‖ in the table but any file share system could be used.

Goal Classroom Learning Blended Learning E-Learning

Communication between teacher and students  Full group lessons  Small group lessons or tutorials  Individual conferences  Marked assignments and rubrics  Full group lessons  Small group lessons or tutorials  Individual  assignments  Digital course materials  Online discussions  E-mail  Instant messages  News  Digital course materials  Online discussions  E-mail  Instant messages  News announcements  Online calendar  Online grade tool  Rubrics

National Level Seminar on Advanced Trends of ICT in Education

M. V. P. S. Adv. Vitthalrao Hande, College of Education, Nashik Page 53 announcements  Online calendar  Dropboxes  Online grade tool  Rubrics Collaboration among students  Learning centres or other room arrangements  Class discussions  Face-to-face group work  Learning centres or other room arrangements  Class discussions  Face-to-face group work  Online group work  Online discussions  E-mail  Instant messages  Blogs  Electronic portfolios  Online group work  Online discussions  Chat sessions  E-mail  Instant messages  Blogs  Electronic portfolios  Web conferences Demonstration of learning  Paper-and- pencil tests and assignments submitted in person  Live presentations, labs, performances, or exhibits of skill  Models, works of art, posters, and other physical submitted in person  Paper-and-pencil tests and assignments submitted in person  Live presentations, labs, performances, or exhibits of skill  Models, works of art, posters, submitted in person  Blogs  Electronic portfolios  Online discussions  Assignments  Blogs  Electronic portfolios  Online discussions  Online surveys and quizzes  Assignments, such as essays, worksheets, slide shows, photographs, and videos submitted to electronic dropboxes  Web conferences

6. Significance of Blended Learning on Students

Blended Learning requires greater student engagement and motivation for completing tasks. This has been attributed to familiarity with technologies already used by students outside the classroom and the novelty of some of the ICTs used in blended learning. Collaborative tools (virtual conferencing), social networking and gaming were especially popular. Students changed their behaviours to become more reflective, collegial and collaborative (engaging in peer coaching and team activities) and far more accepting of peer review and external feedback. Engaging in more reflective and self-monitoring tasks also enhanced their understanding. Alsostudents, who were reluctant to communicate openly with others, were able to speak freely and contribute to class conversations after Skyping neighbouring r schools. Students will enjoy seeing the different work produced by other students and often included some of the ideas in their own work.

National Level Seminar on Advanced Trends of ICT in Education

M. V. P. S. Adv. Vitthalrao Hande, College of Education, Nashik Page 54 7. Models of Blended Learning

1) Face-to-Face Driver Model: This is a 'softer' approach to blended learning. The lecture will always be in-person. An individual teacher will add content online to support the curriculum. For example, in-class lectures are supported by supplementary lectures and virtual world activities found online. 2) Rotation Model: The rotation model is a fixed schedule of in-classroom and online instruction. It alternates between an in-classroom lecture supported by online study and an online lecture with supporting classroom activities. For example, in week 1, students will have face-to-face lectures and activities will be online. In week 2, students will watch online lectures and the classroom will be used for activities.

3 Flex Model: Students learn primarily online, while the classroom is used for tech support.

4) Online Lab Model: Courses are taught fully online but supervised by an adult in the physical classroom.

5) Self-Blend Model: Students take extra courses online. This is common for students wanting to take advanced courses for college or at-risk students who need extra coursework to graduate.

6) Online Driver Model: This is also taught fully online. It is self-paced with teachers checking in on a student and providing support as needed.

8. Developing Blended Learning Pedagogy

―For our teachers, the initial challenge is more a matter of mindset than an academic change‖. 1) Teaching using a blended approach can be challenging for some as it may require the acquisition of different teaching skills.

2) Re-designing the curriculum and the inclusion of new teaching and learning opportunities, managing the learning content both online, in-class and beyond the classroom walls, and preparing students to work in blended modes.

3) Adopting a blended learning approach must start with a re-examination of the intended learnoutcomes? The teacher needs to design learning activities that support these intended learning outcomes, personalise or differentiate learning and then integrate these activities effectively with the required assessment tools.

4) Teachers should prepare their students for the blended learning style and discuss the new roles and responsibilities. Some students won‘t be used to working independently or may be unfamiliar with some of the technologies, so support mechanisms will need to be put in place for these students. 5) The capacity for teachers to incorporate new technologies into teaching and learning programs may be limited without an expanded time commitment, and better support from Other staff and additional professional development.

6) Professional development of Teacher options to be considered include adding new competencies to the curricula, assessment schemes more suited to blended delivery, and graduate training to encourage blended teaching and learning approaches across all curriculum areas.

7) It includes motivating and/or rewarding teachers for the innovative use of blended learning approaches to improve student outcomes plus support from peers and other experts.

8) Teacher training needs to include and refine competencies of teachers in taking on a more facilitative skills such as questioning, creativity, observation, differentiation and facilitating collaboration and networking opportunities for understanding of Blended Learning ,Also imparting of knowledge of online protocols (such as cyber ethics and intellectual property).

9. Challenges in Implementing in Blended Learning

Challenges in Implementing Blended Learning Strategies The trial projects have identified a number of challenges for teachers and students to implementing blended learning strategies: