PROPOSAL FOR TRAINING THE UNIVERSITY/COLLEGE TEACHERS ON DIGITAL LITERACY SKILLS
S Arulselvan
Reader, Centre for Electronic Media
Pondicherry University, Puducherry
THE INVESTIGATORS Principal Investigator:
S Arulselvan, Reader, Centre for Electronic Media Served UNESCO Consultant and Training Coordinator
Conducted , on behalf of UNESCO, more than 30+ short term skill based workshops for Working Journalists.
Produced more than 70+ e-content for TNOU 18 years of experience in PG level teaching.
Co-PI: Prof A Balasubramanian, Coordinator,
Centre for Electronic Media. Pioneer in e-content production
Organised many training programmes for teachers on behalf of CEC 3 decades of teaching experience
Collaborator: The Director, Academic Staff College, Pondicherry University, Puducherry
Rich experience in organising Refresher / Orientation courses
JUSTIFICATION / NEED FOR THE PROJECT Acquisition of technical competence for using
informational and communication technologies, is a starting point for an understanding of digital literacy.
E-Learning mentors argue that one of the significant competencies required in almost all subject domains is embedded digital literacy, which means, the ability to use ICTs in ways that are specific to a particular knowledge or occupational domain.
It has been felt that there is an ominous need to build the capacity of College/ University teachers in digital literacy skills and competencies.
Digital Literacy Skills (DLS) are essential to access, create and disseminate digitized information, using ICT.
BASIC ELEMENTS OF ICT DIGITAL LITERACY 1. Access (search, find and retrieve information in
digital environments) 2. Manage (conduct rudimentary and preliminary
orgnaisation of accessed information for retrieval and future applicaitons.
3. Integrate (Integrate and represent information by using ICT tools to synthesize, summarize, compare and contrast information form multiple sources)
4. Evaluate (Judge the currency, appropriateness, and adequacy of information sources for a specific purpose- including determining authority, bias, and timeliness of materials)
5. Create (adapt, apply, design or invent information in ICT environments – to describe an event, express an opinion or support a basic argument, viewpoint or position)
6. Communicate (Communicate, adapt, and present information properly in its context – audience, media – in ICT environments and for a peer audience.
OBJECTIVES OF THE TRAINING PROGRAMME
The project aims to impart skills that comprises the competencies to recognize information needs and to locate, evaluate, apply and create information within cultural and social contexts
To develop the digital literacy skills and competencies of the University / College Teachers, needed in the Information Age
To enhance ICT Digital Literacy opportunities in teaching /learning innovations
To train the University/ College teachers on Rapid E-content Development skills.
MODE OF TEACHING / LEARNING
Will be combination of distance, online and face-to-face mode
Will start with online registration Followed by learning through distance mode Will continue with face –to-face production Deployment of content through LMS Continuing phase 2 of the training Identification of Trainers Rope in more Academic Staff Colleges Networking of Trainers
METHOD OF TRAINING – LEVEL 1 (ORDINARY LEVEL) 1. Online Registration 2. Selection, Admission 3. Despatch of Course Materials/E-content CDs 4. Learning the Course Content and E-content
(time given – 4 weeks) 5. Identifying a theme for developing an E-content
and make a story board, from the given raw text materials (time given – 4 weeks)
6.Face-to-Face training for 5 days 7. Developing, Improving and submitting the
e-content to the University (One week) 8. Testing (User Acceptance Test) (Within One
Week) 9. Declaration of results and uploading the content
METHOD OF TRAINING – LEVEL 2 (ADVANCE LEVEL) (THOSE WHO SCORE MORE THAN 80% OF MARKS IN PART 1 EXAMS WOULD BE ENROLLED FOR THIS PART)
1. Online Registration 2. Selection, Admission 3. Despatch of Course Materials/E-content CDs 4. Learning the Course Content and E-content
(time given – 4 weeks) 5. Identifying a theme for developing an E-content
and make a story board, from the given raw text materials (time given – 4 weeks)
6.Face-to-Face training for 5 days 7. Developing, Improving and submitting the
e-content to the University (One week) 8. Testing (User Acceptance Test) (Within One
Week) 9. Declaration of results and uploading the content
CURRICULUM FOR THE TRAINING PROGRAMME (LELVEL1)
At LEVEL 1
1. Instructional Design1.1 Bloom’s Taxonomy1.2 Learning theories1.3 Assesment 1.4 I D Straegies 1.5 Analysis of raw content1.6 Story Boarding
CURRICULUM FOR THE TRAINING PROGRAMME (LELVEL1)
At LEVEL 1
2. Rapid E-content Development
2.1 Introduction to available software for rapid e-content development
2.2 SCORM Compliance2.3 Job (Learning) aids2.4 Feedback2.5 Assessment
CURRICULUM FOR THE TRAINING PROGRAMME (LELVEL2)
At LEVEL 2
3. LMS3.1 Introduction to LMS3.2 Open Source LMS3.3 Deployment of Content through LMS3.4 Managing LMS
CURRICULUM FOR THE TRAINING PROGRAMME (LELVEL2)
At LEVEL 2
4. Web 2.0 4.1 Introduction to Web 2.0 4.2 Collaborative learning tools 4.3 Wikis, blogs and podcasting 4.4 Web 2.0 for teaching – learning
PROVISIONAL BUDGET ESTIMATE
1. Rs 10,00,000 (Ten lakhs) – one time grant to establish a new media lab to train the students enrolled for DLS programmes.
2. Rs 8,00,000 (Eight lakhs only) to train 100 College/University Teachers on DLS
3. Rs 2,00,000 (Two lakhs only) to train 25 teachers who have successfully completed part 1 of the DLS course.
4. Rs 5,00,000 (Five lakhs only) to create e-content for the training programme
5. Rs 2,00,000 (Two lakhs only) to create course content in print
Total = 27 lakhs
SUSTAINABILITY OF THE PROJECT
The 25 University/College teachers would emerge as Trainers for imparting DLS courses.
After completion of more and more training programmes of DLS part 1 and part 2, more number of Trainers would be emerging
Network of Trainers would be involved in training the future training programmes.
Other Academic Staff Colleges in South India would be roped in to continue the training
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