internet security

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.