North Maharashtra University is one of the upcoming universities in India; the university was established on 15 th August, 1990 under the Maharashtra University Act No. XXIX of 1989 as a teaching and affiliating University.This university has been taking initiative to start dual mode education facility for students who are not able to attend school & colleges regularly. Fulfiling this purpose North Maharashtra University with its deep commitment to the upliftment of the educationally disadvantaged groups has established Institute of Distance Education And Learning (IDEAL) and this may itself be considered as an important expression of this commitment. This Institute was recently honored with the Recognition from Distance Education Council, New Delhi. An important objective of IDEAL is to create, preserve and disseminate knowledge to all through the Distance Learning System. The IDEAL proposes to offer range of programmes (General, Professional and Liberal) keeping in mind worldwide and local inclination. IDEAL will always try to provide need-based programmes and services to its learners. It becomes a Mass University to facilitate „education for all‟. To attain this IDEAL intends to use open and flexi-learning approaches, local language. & information & communication technology. Alternative learning systems are essential. The Open and Distance learning approach have come a long way from the old model of correspondence courses and distance learning. We now will talk about open learning; flexi learning and now the ICT based learning (virtual learning).
According to McNiff and Whitehead (2010), action research can be described as a process of finding different methods and approaches to enhance a practice; thus, action research is about creating awareness and understanding, in order to improve a certain practice, and often exhibits an educational objective. Consequently, researchers who carry out action research do so in pursuit of a creating new knowledge that did not exist before. McNiff and Whitehead (2010) add that action research is not only about professional practice, but its’ main purpose is to improve a certain existing practice while creating new knowledge. Since action research is deliberately political, its’ goal is to generate a set of new knowledge that will contribute to the society. Furthermore, action research concentrates on enhancing learning and not enhancing behavior of the subject. It is often carried out through collaborative work and contains questioning, examination and deconstruction of existing knowledge. Young et al. (2010) defined action research as an applied academic theory resulting in action for a particular setting; hence, offering educators innovative approaches for improving their teaching and student learning. The feature that sets action research apart from other research methods is that in action research, the researcher approaches the question analytically. Thus, action research does not test a hypothesis in search of a generalized answer, but it seeks a methodical consideration with a focus on teaching and learning (Choudry, 2010; Ozanne & Saatcioglu, 2008; Young et al., 2010). Zuber-Skerritt and Fletcher (2007) created the CRASP model, which is a theoretical structure that was influenced by the Frankfurt School of Critical Theory for action research. The CRASP model represents the five elements of theoretical structure and includes Critical, Reflective, Accountable, Self-evaluating and Participative. Through critical inquiry and collaborative work, educators reflect on their practices and issues on hand and are accountable for the results of their inquiry; hence, through the process of self-evaluation and their practices, they begin a participative problem-solving phase in order to improve their practices.
Others focus instead on issues about the nature of appropriate VET. There are debates about the essence of a ‘good apprenticeship’; standards and quality in VET; the introduction of new technology and increased skill demands of work; responses to changes in the labour market, especially the shift from manufacturing to services; demographic change, linked to labour market supply and demand (are there too few or too many young people to meet demand, and are they adequately skilled); the need for liberal studies, general education or citizenship classes to ensure the maintenance of democracy and prevent social anomie. Unwin (undated inaugural lecture) is very critical of both the conditions of the teachers of apprentices, and of the conditions of the workplace for the apprentices. She argues that if the purpose of VET is to train apprentices, then the conditions of both sets of workers will need to be improved in order to achieve the learning. NATFHE (the main teacher union in FE) (1983) attacks the MSC for their lack of clarity about the purpose of FE. By pursing contradictory aims, the MSC will never deliver on its learning agenda.
Interactive methods mentioned above were used as teaching methods in physics teach- ing at high schools in Olomouc and Skuteč (Czech Republic). Methodology materials for teach- ers and worksheets for students were prepared by the pre-service teacher and our research team. Recommended methods were attached to the materials. Methods that were recommended for use: heuristic method, brainstorming, mind map, Phillips 66, project-based learning and prob- lem-based learning, black box, consensus. The topics according the kinematics and dynamics of the mass point and an object were tested. The methodology materials for teachers contain the list of equipment, the method, excercises and tasks, information how to organize the lesson, the needed time for the activity. List of tested physics lessons:
We know that it is the commitment and skill of individual teachers which makes the biggest difference to children’s progress and achievement. All teachers, therefore, have a responsibility to continue with professional learning throughout their career and further develop their knowledge and practice in order to meet the expectations placed upon them by Scottish society. This in turn places responsibilities upon all leaders to ensure that all teachers are able to continue their professional development in ways which have real impact on children’s learning, and contribute their skills and expertise both individually and collectively. It also has implications for all of those who provide education for teachers, to ensure that they have access to relevant, high quality support for their professional development at all stages of their careers. Finally, it has
There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well in theory. Students need to opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily. Teaching Tips – Seven Principles for Good Practice in Undergraduate Education (Chikering, A.W., and Gamson, Z.F, 1991)
Abstract. Are textbooks in a new learning environment still predominant authority and do English language instructors have to allow ICT through the front door or through the kitchen door? How to achieve an acceptable compromise between the necessity of using modern technologies in teaching/learning and the need for teacher education and learner training in the area of computer assisted language learning? Does the revolution in technology automatically and unavoidably trigger the revolution in pedagogy as well? We prepared a questionnaire for the students of the Faculty of Science in Kragujevac to gather information as to how modern technologies and electronic devices affect the students’ (English language) learning and to what extent such novelties change their method of learning. Also, we tried to learn how much progress the students have experienced while using communication devices and particular software programs. We were also interested in students’ opinion on further progress in gaining knowledge that resulted from greater availability of modern electronic technologies, as well as their motives and attitudes toward mastering English language. Increased engagement of both learners and instructors necessarily results in better-quality educational experiences, and it seems that blended learning when technology is not used haphazardly but is integrated into a course is the most effective one .
The unity of teaching and research implies research accompanied with teaching process. Thus number of research papers, articles, chapters, books etc. published with teaching constitutes integration of teaching and research. Though a teacher always does research to improve his/her classroom teaching, but here we are only considering those researches which are being published in an approved platform. So, here integrating research with teaching implies the research work being accomplished by a faculty to either improve classroom-teaching or contributing something to the ocean of knowledge with evidence of doing it. The American scholar, Burton Clark (1997, 242), has argued that "research activity can and does serve as an important mode of teaching and a valuable means of learning." Thus, the current research focuses on the problems faced by teachers in integrating research with teaching.
Further, Naidoo (2017) exhibited that the use of visuals as tools within the different activity systems made the abstract nature of certain mathematics concepts more concrete. And that, the high level of student engagement and interaction in the differ- ent activity systems seemed to indicate that through the use of activity theory the teaching and learning of mathematics was more effective. However, Naidoo (2017) summarized all these activity systems into one general activity system, without even any examples in text, making it too hard to conceptualize what rules worked in which activity system and how the division of labor was handled in each. Trust (2017) found that the object-oriented action of finding new knowledge was influenced by a network of elements in the Math Subject Community activity system that interacted with and mutually constituted one another. In the meantime, Zevenbergen and Lerman (2007) found a very low rating on aspects of pedagogy related to intellectual quality. Outstand- ingly, they noted that the use of IWBs actually reduced the quality of mathematical learning opportunities, provided fewer opportunities for connecting to the world beyond schools, and offered little independent learning opportunities for students.
In addition, Zulkardi (2001) suggested other factors which are behind low levels of student achievent: 1) a dense curriculum; 2) teaching materials that are overly difficult for the level they are being taught to; 3) unimpressive and outdated teaching and learning models; 4) non-interactive teaching media and; 5) a poor assessment system. In order to combat these inadequacies and iunefficiencies, a model is required that can improve the overall quality of the mathematical learning process, such as that provided by contextual teaching and learning (CTL). In fact, the CTL method has become critical to improving students’ ability to solve mathematics problems. Sadia (2008) determined that the model of learning considered to contribute most significantly to developing students’ critical thinking skills is CTL. In accordance with Sadia’s study, Chaqiqi & Syaichudin (2014) demonstrated that teaching and learning math using the CTL approach can raise learning outcomes higher to higher levels than conventional methods (CM). So as to improve stusents’ achievement, teachers should be able to design and create CTL modules. The modules are expected to promote students’ understanding of mathematical principles. This study aims to investigate students’ achievement through the development and guidance of CTL modules, in which the modules will support the teacher in promoting math learning that also stimulates and develops studentss critical and creative thinking.
Home automation Home automation refers to the technologies used to fa- cilitate human-computer interactions in ambient intelligence scenarios, with a specific focus on home environments. In these scenarios, a growing area of re- search considers the application of biometric technologies to facilitate a trans- parent human-computer interaction and support individuals in their everyday life tasks and activities. The biometric technologies required for ambient intelli- gence should be less constrained than those in traditional biometric systems. In addition, given the limited computational resources available for ambient intel- ligence devices, ambient intelligence and home automation applications should use low-complexity and optimized algorithms. In particular, fingerprint recogni- tion systems are being increasingly studied in home automation scenarios, for example, by using mobile applications on smartphones to restrict access to ap- pliances after the user performs a user-friendly authentication via the integrated fingerprint reader . Similarly, voice recognition systems are being studied to identify users independently of their position in home environments, with the purpose of personalizing the user experience in home control applications .
Although the majority of staff were assessed on three occasions, some were only available twice and others only once. It appears that statistically significant differences arose due to changes in personnel, but there was also, limited, improved behaviour within the staff. The “transient” staff consisted of two full-time clinical academic staff who retired after the 2004 assessment, and five who took up clinical teaching duties between 2005 and 2006. The other three of this cohort were general dental practitioners who taught part-time.
Although the majority of staff were assessed on three occasions, some were only available twice and others only once. It appears that statistically significant differences arose due to changes in personnel, but there was also, limited, improved behaviour within the staff. The ―transient‖ staff consisted of two full-time clinical academic staff who retired after the 2004 assessment, and five who took up clinical teaching duties between 2005 and 2006. The other three of this cohort were general dental practitioners who taught part-time.
In addition, it became clear during the test workshop that an extensive explanation of the 3Di system is necessary. The article of Leskens et al. (2013) supports this, it states that model output should also be understandable for non-water specialists. A detailed introduction of the 3Di system is therefore included in the workshops, before handing out the case. For additional understanding, some examples of the implementation of alternatives in 3Di are shown. Participants of the test workshop had many questions about the assumptions of the model and thereby the reliability. Examples of questions were which data were used for the model and what the input values were. This is possibly caused by the high interest of the participants in the 3Di system and will not certainly be similar in the real workshops. However, additional information supply for the participants will reduce the number, and thereby, time of questions. The participants are thus provided with maps (as for elevation and land use) and a list of assumptions. Previous interviews within another study revealed that technical reliability is very important for a model (Leskens et al., 2013, p. 5). Technical reliability is included thus by using a detailed 3Di model in the workshops, although this cost much time to make (see the previous section for more details about the 3Di model).
Since the existing traditional OHS management is no longer adequate for growing and complexing construction industry, certain researchers approach managing OHS in a new perspective. It agrees with the father of TQM, W. Edwards Deming‟s famous point – Adopt a new philosophy. In 2017, Sooyoung Choea and Fernanda Leiteb  propose a formalized framework by incorporating 3D and time for construction safety plan. By using their findings, OHS personnel will be able to analyze safety risks more specifically. They stated that OHS is no longer to be regarded as only the duty of OHS personnel appointed in a construction site. It becomes accepted as the duty of all and especially for construction site managers to show their leadership in managing OHS as a top management commitment. It also agrees with a Deming‟s point – Adopt and institute leadership. In 2019 research, the dark side of OHS leadership of construction site managers affects the OHS performance of employees . However, the research is only based on the subjective answers from respondents. In this research, the training and coaching construction managers have a great impact on OHS performance. However, also in 2019 research, M. Loosemore and N. Malouf stated that mandatory OHS training is largely ineffective for improving OHS performance . Although trainees will have more knowledge in OHS than others, they do not tend to give care to safety. For successful OHS leadership, main themes and sub-themes outlining factors for the successful application of safety leadership interventions are present by Shelley Stiles et al., . Context, preparation, communication, leadership style and behavior and actions are key five themes for implementing OHS leadership. From these researches, it can be learnt that leadership as top management commitment and training as employee involvement plays important roles in managing OHS successfully.
2 The achievement of quality education for all depends on the actions of members of Parliament, the Basic Education Ministry, provincial members of executive councils, departmental officials, school principals, teachers, learners, parents, school governors and members of the community.
To achieve the objective of the study, an interview were conducted before imple- menting the practice with three teachers through a semi- structured interview format. The list of topics discussed with the teachers include: the difficulties in teaching lab sessions, objectives of classroom management, and reasons for using CMS. Another interview with two of IT staff were conducted regarding the implementation of this system with the college server and how this system could help them in managing the lab through the CMS feature. Two workshops were conducted to explain to the teach- ers the use of the CMS in computer labs. The Classroom Management software was installed by IT Staff in the CAD Lab and implemented in three Lab sessions of two modules; Design and Visualization and Project Management. The decision to use NetSupport School software in the study was made by the IT department staff in the college. A total of 109 students who registered in the two modules in the spring 2017 semester were involved in this study. In these modules, students are familiarized with programs such as AutoCAD, Revit Structure, and MS Project. The study approach implemented comprises both qualitative, and quantitative approaches . the quanti- tative method implies the use of two questionnaire surveys one was for the student sand the teachers. Second, comparative analysis of student performance in CW and final exam. The qualitative method include interview and feedback from teachers, students, and IT Staff.
Related research in the field has so far focused mostly on the use of Web 2.0 tools in HE. The most common Web 2.0 tools that have been studied in the literature on instructional processes are SNSs such as Facebook, the video sharing platform YouTube, and the microblogging platform Twitter. The results of studies on blogs, wikis, and podcasts as well as a small number of studies on social bookmarking, social photo-/slide-sharing, professional networking sites and other Web 2.0 tools have been reported. One reason for the extensive use of Facebook, Twitter and YouTube in HE could be their popularity (in terms of the number of active users per platform). The wide use of such software might make them a “natural” choice for many educators or institutions due to their familiarity, ease of use and broad reach with minimal effort. This is in line with the findings of a study suggesting that attitude and perceived behavioral control have a vast influence on the behavioral intention to use Web 2.0 technology, with ease of use, usefulness, and compatibility with Web 2.0 comprising the key elements of attitude (Ajjan & Hartshorne, 2008). Similarly, influence groups are the main social features defining the use of Web 2.0 technologies (Ajjan & Hartshorne, 2008; Kale, 2014).
and general reputational-connected arguments closely related to research activities play a key role in globally determining, at least indirectly, the effectiveness of teachers. Hence, it is not surprising that the academic literature identifying characteristics of teacher effectiveness has been developed for primary and secondary schools. This extensive literature analyzes the relative performance of schools and teachers comparing their value added to student learning. Value-added models measure the importance of teacher quality to educational production generally represented by test scores. In these models, outcomes-scores are the sum of a teacher effect, individual heterogeneity, and a transitory orthogonal error. Two important papers of this literature are Goldhaber and Hansen (2010) who discuss the value-added methodology, showing a statistically significant relationship between teachers’ value-added effectiveness measures and the subsequent achievement of students in their class, and Rothstein (2010) who discusses the causality interpretation of the results. He argues that the estimates from value-added models can be interpreted causally only under unverifiable assumptions about the correlation between the assignment of students to teachers and other determinants of test scores. In practice this implies that classroom assignments may not be exogenous conditional on typical controls. Even if the best students do not self-select themselves in the classes of the potentially best teachers, Rothstein (2010) shows that estimators of teacher effectiveness may be substantially biased when selection is mostly driven by unobservable variables. Therefore, even if value-added estimates appear to be correlated with actual teacher effectiveness, it may not be clear that these estimated are unbiased. 1