My work scope covers advisory and consulting in organisational capacity development, design innovation, and new, appropriate technology, in human learning processes. This predicates growing the learning organisation. I have worked for over 28 years in strategy, research and design for education, training and capacity development across media, subjects and sectors. Address: Pune, India
The Aplusix system has been designed for helping students to learn algebra. Its capacity to tell ... more The Aplusix system has been designed for helping students to learn algebra. Its capacity to tell the students whether their calculations are correct or not, to provide families of exercises of a chosen level, and to give scores after tests allows this system to be used in the regular functioning of the class. Its capacity to record the students' actions and to replay the students' work is a valuable feature for the researcher in mathematics education. In this paper, we describe four experiments conducted in four different countries with different goals: remediation piloted by researchers in Italy; remediation integrated in the regular functioning of classes in Brazil, collaborative learning in India, and learning and use during the entire school year in France.
This contribution describes the design of an innovation in pedagogical approach, enabled by techn... more This contribution describes the design of an innovation in pedagogical approach, enabled by technology, for a course targeted to elected representatives of rural government in India. The course titled 'Decentralization to Local Governments' was conducted in the rural Kutch District of Gujarat State in India through multiple modules. The content of the course focused on concepts and practices of decentralized governance. Learners in these areas face socioeconomic and formal education deprivation but are rich in their experiential knowledge and indigenous cultures. An innovative multi-modal program design called 'TELPE' was deployed to enable local governance learning to extend beyond the classroom and capture experience, through technology. The use of technology with its associated pedagogical practices created networks of remote rural learner-practitioners. It built communities and enhanced collaboration, sharing and publishing of experiential knowledge, thereby creating a larger learning experience beyond the classroom.
The Aplusix system has been designed for helping students to learn algebra. Its capacity to tell ... more The Aplusix system has been designed for helping students to learn algebra. Its capacity to tell the students whether their calculations are correct or not, to provide families of exercises of a chosen level, and to give scores after tests allows this system to be used in the regular functioning of the class. Its capacity to record the students' actions and to replay the students' work is a valuable feature for the researcher in mathematics education. In this paper, we describe four experiments conducted in four different countries with different goals: remediation piloted by researchers in Italy; remediation integrated in the regular functioning of classes in Brazil, collaborative learning in India, and learning and use during the entire school year in France.
This contribution describes the design of an innovation in pedagogical approach, enabled by techn... more This contribution describes the design of an innovation in pedagogical approach, enabled by technology, for a course targeted to elected representatives of rural government in India. The course titled 'Decentralization to Local Governments' was conducted in the rural Kutch District of Gujarat State in India through multiple modules. The content of the course focused on concepts and practices of decentralized governance. Learners in these areas face socioeconomic and formal education deprivation but are rich in their experiential knowledge and indigenous cultures. An innovative multi-modal program design called 'TELPE' was deployed to enable local governance learning to extend beyond the classroom and capture experience, through technology. The use of technology with its associated pedagogical practices created networks of remote rural learner-practitioners. It built communities and enhanced collaboration, sharing and publishing of experiential knowledge, thereby creating a larger learning experience beyond the classroom.
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Papers by Parimala Inamdar