Two Days Workshop for CPPDPT

VISUAL AIDS for TEACHING

 INTRODUCTION…What are Audio- Visual Aids         

1) Audio visual aids or materials help the process of learning. They encourage clarification and stimulation.

2) They are the multisensory material that motivates and stimulates the individual.

3) It makes dynamic learning experience more concrete and realistic.

4) These planned educational materials appeal to the senses of the people and quicken learning facilities for clear understanding.

CHARACTERSTICS OF AUDIO-VISUAL AIDS…

The characteristics of audio visual aids are as follows.

1) Teaching aids should be meaningful and purposeful.

2) It must motivate the learner.

3) Teaching aids must be accurate in every aspect.

4) They must be up to date.

 5) Teaching aids must be easily portable.

VISUAL AIDS…

Visual aids are those aids which we can see via our eyes.
These are helpful to visualize the things. For e.g., 3 D aids, display board, print materials etc.

TYPES OF VISUAL AIDS…..

Visual aids are broadly classified into two main categories….

1)      Projected visual aids.

2)      Non – Projectedvisual aids 

NON-PROJECTED VISUAL AIDS…..

There are various non-projected visual aids some ofthese commonly used aids are…..

1) Charts.

2) Flash cards.

3) Posters.

4) Cartoons.

5) Models.

1)  CHARTS.

Chart is defined as a visual aid which depicts pictorial and written key information in systematic way to summarize, compare, etc.

 PURPOSE:

a)To visualize an item, it is otherwise difficult to explain in words.

b)To highlight important points.

c)For creating problem and stimulating thinking.

 2)FLASH CARDS.

Flash cards are a set of pictured paper cards of varying sizes that are flashed one by one in a logical sequence. They can be self-made or commercially prepared on a chart or drawing paper.

 PURPOSE:

1)  Useful to teach smaller groups.

2  Extensively used in group discussion.

3)Flash cards are used to review topics.

DISADVANTAGES OF FLASH CARDS.

1)   Cannot be used for larger groups.

2)   Prone to spoil soon.

3)   Time consuming

 3)POSTERS.

Posters are graphic aids with short quick and typical message with attention capturing paintings.

FEATURES OF A GOOD POSTER.

1) Brevity- message should be concise.

2) simplicity- it should be easy.

3) Idea should be clear.

4) Colour- suitable colour combination.

4)CARTOONS

A cartoon is humorous caricature which gives a subtle message. It can be used to initiate lessons in class.

They make class interesting. They attract children and adults also for learning .

5) MODELS

If the items we want to discuss is too large, too small or unavailable, we need to work with models.

PURPOSE:

1) To give a clear view or concept of the topic.

2) To make class interesting.

DISADVANTAGE:

1) Time consuming.

2) Difficult o carry.

PROJECTED AIDS.

There are mainly two types of visual projector aids----

1) OVERHEAD PROJECTOR.

2)  POWERPOINTPRESENTATION.

1)     Overhead Projector.

A) It projects transparencies with brilliant screen images suitable for use in a lighted room.

B)  Teacher can draw transparency these are projected simultaneously on the screen by the projector.

ADVANTAGES…

1) Gains attention of the students.

2) Teacher can face the class, while using the projector, thus enabling her to point out important features appearing on the screen by pointing to the material at the projector.

POWERPOINT PRESENTATION.

1) They are still pictures which we can process and mount individually.

2) Addition of animations, music, sounds, videos etc. have made it more effective.

DO’S & DON’T’S---

    Use big enough font.

          Keep background simple.

    Use animation only when appropriate.

    Use bullets to make it simple and easy.

    Font colour must be simple.

PRESENT ACADEMIC STATUS OF THE WORLD

The present academic status of the world examines the main engines of change and their impact on higher education. Primarily, academic status deals with the changes, the impact of various engines of society, education, technology and government policies cast on higher education. Therefore, the academic trends of the world are concerned with the ways in which higher education has responded to the challenges of massification, globalisation, internationalism and privatisation. Moreover, the academic changes of 20^th and 21^st century are more extensive due to their global nature and the number of institutions and people they affect.

The change in the academic setup of the world has resulted in competition between students and universities. In the early 21^st century, higher education has become a competitive enterprise. In many countries students must compete for scarce places in universities and in all countries admission to the top institutions has become more difficult. Universities compete for status and ranking, and generally for funding from governmental or private sources.

While competition has always been a force in academe and can help produce excellence, it can also contribute to a decline in a sense of academic community, mission and traditional values.

 Academic status of the world can be studied by considering the following :

·         Globalisation

·         Internationalism

·         Massification

·         privatization

Globalisation

Globalisation, a reality of the 21^st century has greatly influenced higher education. The world has become a global village and education has served as a major tool of integration of economy of one’s country with the economy of other countries of the world.

We define globalization as the reality shaped by an increasingly integrated world economy, new information and communications technology (ICT), the emergence of an international knowledge network, the role of the English language, and other forces beyond thecontrol of academic institutions.

Globalisation has expanded various horizons of education. It has brought to our doorstep new information and communication technology that has helped in scientific research and medical research projects. For instance, the use of smart boards in schools has not only facilitated learning but has developed concept of learning using audio- visual aids. The introduction of E-book and kindle has made reference work quite easier and effective.

The rise of English as the dominant language of scientific communication is unprecedented since Latin dominated the academy in medieval Europe. Information and communications technologies have created a universal means of instantaneous contact and simplified scientific communication. At the same time, these changes have helped to concentrate ownership of publishers, databases, and other key resources in the hands of the strongest universities and some multinational companies, located almost exclusively in the developed world. For some the impact of globalization on higher education offers exciting new opportunities for study and research no longer limited by national boundaries. For others the trend represents an assault on national culture and autonomy.

Internationalism

Internationalization is defined as the variety of policies and programs that universities and governments implement to respond to globalization. These typically include sending students to study abroad, setting up a branch campus overseas, or engaging in some type of inter-institutional partnership.

The last decade has also seen a veritable explosion in numbers of programs and institutions that are operating internationally. Qatar, Singapore and the United Arab Emirates stand out as examples of countries that have boldly promoted internationalization as a matter of national policies: they have recruited prestigious foreign universities to establish local campuses, with the goal of expanding access for the local student population and serving as higher education "hubs" for their regions.

Internationalism has widened the gap between the developed and underdeveloped countries of the world. For the world's poorest countries and most resource-deprived institutions, the opportunities to engage internationally can be extremely limited. Inequality among national higher education systems as well as within countries has increased in the past several decades. The academic world has always been characterized by centers and peripheries. The strongest universities, usually because of their research prowess and reputation for excellence, are seen as centres. African universities for example, have found it extremely challenging and complex to find their footing on the global higher education stage - they barely register on world institutional rankings and league tables and produce a tiny percentage of the world's research output.

There is growing tension around the center-periphery dynamic. Developing countries often desire world-class universities on par with the traditional universities at "the centre". The rankings of academic institutions and degree programs add to this tension. International rankings favour universities that use English as the main language of instruction and research, have a large array of disciplines and programs and substantial research funds from government or other sources. These rankings have methodological problems but they are widely used and influential, and show no signs of disappearing. The wealth of nations and universities plays a key role in determining the quality and centrality of a university or academic system. This places developing countries at a significant disadvantage, and puts special strains on most academic systems facing the dilemma of expanded enrolment and the need to support top-quality research universities.

Massification

 It refers to responding to mass demand has driven many of the key transformations of the past decades. This expansion has been driven by the shift to post-industrial economies, the rise of service industries and the knowledge economy.The United States was the first country to achieve mass higher education, with 40% of the age cohort attending post-secondary education in 1960.on the whole massification includes, greater social mobility for growing population, new pattern of funding for higher education and diversified educational system in countries.

 Student mobility

More than 2.5 million students are studying outside their home countries. Estimates predict the rise to 7 million international students by 2020. One of the most visible aspects of globalization is student mobility. The flow of international students has been a reflection of national and institutional strategies but also the decisions of individual students worldwide.Countries like the United Kingdom, Australia and Canada have adjusted visa and immigration requirements to attract foreign students, motivated to a significant degree by the desire to maintain economic competitiveness and realized financial gains by enrolling large numbers of full fee-paying internationals.

Universities and academic systems themselves have developed many strategies tobenefit from the new global environment and attract nonresident students. Some universities in non-English-speaking countries have established degree programs in English to attract students from other countries. Universities have established partnerships with academic institutions in other countries in order to offer degree and different academic programs, develop research projects, and collaborate in a variety of ways.

Student mobility includes

·         Flow of students from home country to abroad- flow of students from Asia to North America, western Europe

·         Flexible immigration norms for international students

·         Collaboration with different universities to develop research projects and programs

·         More opportunities for exchange programs

Curriculum

Student diversity has also contributed to an increase in the popularity of many professionally oriented programs and institutions, notably in the business and ICT fields. The prominent universities have modified their program and degree courses and are offering more professional programs and less of courses in basic discipline.  For example: Mexico has created new inter cultural universities , grounded in indigenous philosophy, culture, languages and history.

Questions about curriculum and higher education's purpose are particularly salient in developing regions where emerging economies require both specialists trained for science and technical professions as well as strong leaders with generalist knowledge who are creative, adaptable, and able to give broad ethical consideration to social advances.

Privatisation

Traditionally, postsecondary education has been seen as a public good, contributing to society through educating citizens, improving human capital, encouraging civil involvement and boosting economic development. In the past several decades, higher education has increasingly been seen as private good, largely benefiting individuals, with the implication that academic institutions, and their students, should pay a significant part of the cost of postsecondary education.

To develop education into a private asset the private higher education has come into picture. Today some 30% of global higher education enrolment is private. While private higher education has existed in many countries - and has traditionally been the dominant force in such East Asia countries as Japan, the Republic of Korea, and the Philippines .

In general, the private sector is "demand absorbing", offering access to students who might not be qualified for the public institutions or who cannot be accommodated in other universities because of overcrowding. While some selective private universities exist, in general the private sector serves a mass clientele and is not seen as prestigious.Legally for-profit institutions constitute a small higher education sub-sector but there is notable growth in all developing regions. The sector is run mostly on a business model, with power and authority concentrated in boards and chief executives, faculty hold little authority or influence and students are seen as consumers.A related trend is the privatization of public universities.

Countries such as Australia and China have been explicit in asking universities to earn more of their operatingexpenses by generating their own revenue. Besides tuition fees, public universities seeincome from research funds, income from the sale of university-related products,consulting and research services and university-industry linkages. In some cases, such financial sources contribute to the commercialization of the institution and conflictswith the traditional roles of the university.

Web Resources in Creating Awareness on Violence against Women

Web Resources in Creating Awareness on Violence against Women

India has a big economic image, it is considered as one of the most powerful emerging nation to play a big role in the world economy, India is one of the most potential nations of BRICS along with the countries like Brazil, Russia, China and South Africa.

During a visit in November 2010, U.S. President Barack Obama described the country as ‘not just a rising power’ but one that has ‘already risen.’ This optimism was clouded by the findings of a poll conducted by Thomson Reuters in 2011, according to which India is the fourth most dangerous country in the world for women.

Statistics shows that within the span of three generations India has systematically targeted and annihilated more than 50 million women from its population. One illustration of this is the skewed sex ratio: the 2011 census found that there are 940 women for every 1000 men, which is sufficient to highlight the atrocities and discrimination that is rooted in our culture. Women are threatened by multiple forms of violence in one or the other five stages of the life cycle: “1) pre-birth, 2) infancy, 3) girlhood, 4) adolescence and adulthood and 5) elderly”, as categorized by WHO.

The most common forms of violence women across the globe has to suffer with are: domestic violence,  sexual harassment, coercive use of contraceptives, female infanticide, prenatal sex selection, obstetric violence and mob violence. They are also forced to experience harmful customary or traditional practices such as honor killings, dowry violence, female genital mutilation, marriage by abduction and forced marriage. Some forms of violence are perpetrated or condoned by the state such as war rape, sexual violence and sexual slavery during conflict,  forced sterilization, forced abortion, violence by the police and authoritative personnel, stoning and flogging, adding to this big list is women trafficking and forced prostitution which is often perpetrated by organized criminal networks. 

Although the violence against women is an age old crime then too it has been seen that no big hue and cry has been made to abolish this disease from our social and cultural roots, women still remains a mute sufferer and an ignorant being about the legislative provisions and procedures she can trust upon and relay for help.

 Revolution in the field of technology both in hard and software has now made it possible to sensitize people against this crime and make women aware of their women-hood and dignity.

As a result of this revolution we now have access to internet and internet based web 2.0 tools, millions of facebook and twitter accounts, increasing use of blogs to publish own stories, countless photos and viral videos, number of conferencing tools are the proof.

There is a rapid change in technology and usage of web resources, until recently there is a prime use of e-mail for communication and collaboration but now we find face book one of the very powerful tool where updating ones status is far more quicker than the any other resources any sensational post takes up a viral shape via sharing we have already seen the power of social media in case of violence against women too.

Web and specifically web 2.0 resources can play a vital role in creating awareness against the violence against women and also can sensitize people regarding the issue, web can also be used to inculcate more human values in the netigens and can also educate our ladies about their rights and can encourage them to say no to the violence against them.

Web 2.0 tools represent a collection of internet based tools that enhance communication through openness and interactive capabilities, web 2.0 technologies continue to evolve at a breath taking pace making connectivity and collaboration easier and faster.

Creating proper awareness regarding violence against women and sensitizing people for the same through web resources basically depend on some of the following points.

 1. Creating an effective dissemination strategy for the cause of women well being.

2. Building awareness for the campaign.

3. Selection of web resources for the proper campaign.

1.      Creating an effective dissemination strategy

Dissemination can be understood in following three ways:

       a. Dissemination for Awareness

According to an online free dictionary awareness means knowledge gained through one's own perceptions or by means of information. This can be assumed that, at the very least, we wish people to be aware of the subject we are interested in to create and propagate information about.

        b. Dissemination for Understanding

There will be a number of groups/audiences that will need to target directly with the dissemination. These groups/audiences have a deeper understanding of the campaign and intention.

c. Dissemination for Action

Action is a change of practice resulting from the adoption of subject, materials or approaches offered for dissemination. These groups/audiences will be those people that are in a position to influence and bring about change within their organizations. These are the groups/audiences that will need to be equipped with the right skills, knowledge and understanding about the subject and work to achieve real change.

2. Building awareness for the campaign

Building or creating awareness about the subject is the second important thing.

Creating awareness means the process and tactics we use to (efficiently and intelligently) achieving awareness.

If we want to achieve success in creating awareness especially through web resources we need to know some of the important issues which should be kept in mind while using web as a source to create awareness.

a.       Identify targets and supporters

Targets are the people who have the direct power to give what we want. They are often officials who have the authority to make policy changes. The target could be a government minister, government organizations, when the target takes action, goal is achieved.

Supporters are people who help achieve the goal by putting pressure on the target. These could be sympathetic politicians, NGO’s or civic organizations that care about our cause

b.      Segment audience

Breaking down audience into smaller groups that share common characteristics is called segmenting, more the segments, more the tailoring of the message to the specific priorities of a group.

c.       Establish a message arc

The message arc is a multi message narrative that takes audience from where they are (not knowing or caring about your cause) to where they ought to be (taking action on behalf of your cause). If the support of the audience is strong, the message arc will be small.  For example, if an MP already supports women’s rights you can ask them directly to support your campaign.

d.      Understand supporters network

 Use of web resources has made it very easy digital to send a message to different audiences, these platforms also make it very easy for audience to send messages to their networks of friends, family, and colleagues. These supporter networks are essential for building more and more audience e.g., if out of 100 followers on Twitter or face book, half of these followers share the messages with their followers, the number of audience could quickly reach thousands of people.

e.               Fine-tune messaging & provide a call to action

Messaging will look different on different web platforms , but some of the important things which should be kept in mind while writing a message campaign are the use of emotion , outrage, shock, or humor  to grab the  audience’s attention . Use of facts and statistics will make the problem specific and will establish authority in defining the problem, next step is to define a solution. People will take action only if they believe your solution will fix the problem and that their action will help to achieve that solution.

Provide a call to action, and make clear what action should the audience take.

f.                Gather Data

One of the nice things about digital media is that it’s easy to track information about the campaign. Tracking data like site hits, feedback,  comments and retweets can help know which messages are most popular and which are not. Here are some tools you can use to gather data.

g.              Choose suitable technology

 To fulfill the purpose of creating awareness about the subject of the campaign it is very essential to know about the web resources available to fulfill the purpose.

3.      Selection of web resources for the proper campaign

Let us now discuss number of synchronous and asynchronous web resources which can help in creating awareness and causing a viral spread of the campaign.

For relevant search on subject google scholar, wikis, authentic websites provide the content ant statistics about the subject, blogger and word press can be used to publish views and discussions

Bookmarks such as diigo, delicious, google bookmarks are very effective resources for saving important sites, annotating and sharing the content, e-mails site such as g mail, yahoo, hotmail, rediff etc. still remains the biggest sources to add contacts and share the matter with them, instant messaging could be effectively done digsby, twitter as micro blogging tool can create viral impact about the campaign.

Facebook is the most popular media to share and sensitize people regarding the issue.

Some tools which can be used to measure the influence of your campaign on the subject are Twtpoll, askitonline, buzzvote which can be used for receiving polls

Photo editors like picasa, fotor, be funcy and photo manager like flickr presentation and word processors as slideshare, empress, sliderocket, zohoshow, google docs, video editor like kaltura, motionbox, moviemasher can be used to prepare effective content including multimedia features and making the subject more heart touching and catering to the cognative as well as the effective domain of the target group.

Web Conferencing tools like Wiziq, blackboard collaborates, zohomeetings, skype can be used to make the subject international and can collaborate and share with the people, government officials, victims and others in the real time.

      This is how all the above mentioned resources can be used to disseminate the awareness among the masses inspiring them to awake, rise and act for the cause of the campaign.

One of the examples of using various web resources with the help of an interactive collage can be seen at thinglink which was shared in various groups and resources on web to create the awareness regarding this social issue.

CONCLUSION

Violence against women is a serious violation of women’s human rights and of direct concern to the public and government. Thus, government and public should play a central part in raising awareness among the masses to prevent this violence. To openly debate this subject is a way to reduce society’s tolerance towards violence against women.

There is still limited knowledge about what web resources are available to spread awareness for violence against women and how to do it, hence the use of proper and powerful web strategy in spreading awareness still remains the key elements for further study.

SUGGESTIONS

1.      Knowledge about web resources and its usage is essential to use web technology for creating awareness.

2.      Proper strategy should be evolved in order to disseminate information to the masses so that required action could be taken.

3.      Text matter and statistics should be gathered from the reliable resources.

4.       Net working should be very strong and wide for proper spread of the campaign.

REFERENCES

1.      Harmsworth, S.  (July 2001). Creating an Effective Dissemination Strateg. Retrieved October 10, 2014 from http://www.innovations.ac.uk/btg/resources/publications/dissemination.pd.

2.      Temple, J.  ( March 9, 2014).  Violence Against Women Hurts Us All.  Retrived October 19, 2014 from http://www.chron.com/opinion/outlook/article/Violence-against-women-hurts-us-all-5301980.php

3.      Violence against women in India: Culture, Institutions and Eqauality.  (September 29, 2013).  Retrived October 20, 2014 from http://www.newsrecord.co/violence-against-women-in-india-culture-institutions-and-inequality/