Course: ICT in Education (627) Semester: Autumn, 2022

Level: MA/Med

ASSIGNMENT No. 2

Q. 1 What is blended learning? Discuss in detail elements of blended learning with current
trends and issues of blended learning.

Answer: Blended Learning Blended learning (also hybrid learning, technology-mediated and
mixed-mode learning) brings together the best of classroom and online learning
opportunities with information technologies in order to promote active, independent
learning. According to Wikipedia: "..Blended learning is a formal education program in
which a student learns at least in part through delivery of content and instruction via digital
and online media with some element of student control over time, place, path, or pace."
Blended learning is not "learning on your own" or at a distance; rather, it combines flexible
learning on one's own and in groups, at a distance and in proximity to others. Blended
learning is not a simple one-size-fitsall approach for there are as many ways to approach
blended learning as there are learning styles. Some studies suggest that undergraduate
students prefer blended and hybrid learning models because they provide flexibility and
students can assume control over what happens while they learn. There is a correlation
between blended learning models and early tertiary "undergrad" education, and in graduate
programs blended learning seems to be used less frequently
Hybrid learning models take advantage of familiar learning environments (such as classrooms)
but schedule less in-classroom seat time. In terms of technologies, computer-mediated
activities are typically integrated into blended models. Digital materials serve as
supplements in blended learning and in support of instruction that occurs in bricks-and-
mortar classrooms. Blended approaches in traditional face-to-face courses may mean that
classes meet once a week and, at other times, interaction moves online to Blackboard
Connect or Moodle. One kind of blended learning, called flipped learning, is where
students obtain exposure to the content of a class via instructional videos and readings;
thus, students arrive to class to deepen their understanding of content through active
learning, activities, labs and social interaction. 'Flipped teaching', the 'inverted classroom'
and 'reverse instruction', help students experience at home what would have taken place in
a traditional class (for example, a content-based lecture) through the use of computers and
self-paced learning modules. Blended learning mixes e-learning, a range of information
technologies, and faceto-face contact between academics and students. Much of the
research says that students like to use their preferred technologies such as email, Face
book, Twitter and blogs in order to work together.

Elements of Blended Learning

 Blended learning combines traditional learning components with newer emodalities to create a
meaningful blend of synchronous and asynchronous elements (F2F & online) not simply
technology grafted onto F2F classes  Blended learning has a synchronous element but
does not necessarily mean F2F in classrooms  Blended learning can combine traditional
timetabled classes with other modalities such as intensive weekend, external, monthly
classes  Blended learning course design seeks to use what is done best in-person (debates;
group presentations; reflexive responses) in combination with what is done best online
(provision of content; deeper, reflective discourse; document management & organization)
Conveying course content via well-established forms of information technology such as Google
Docs, power points, webinars, social media and other emerging technologies; lectures can
be video-conferenced or televised
 Blended learning provides learners and teachers with all kinds of potential environments to
learn and teach

Unique sequencing but integrated; may involve mobile devices in ambient spaces (virtual-
enhanced reality)
 BL integrates online with face-to-face instruction in a planned, pedagogically viable way and
does not simply combine online interactions with face-to-face time or vice versa
 Combined online and classroom learning activities and resources with reduced in-class seat
time for students in a face-to-face environment.
 Use of interactive and collaborative tools that help create teamwork and communication with
faculty and students
 Mixture of different learning environments; provide various environments to learn
 Using instructional strategies that match with students (and course topic) is a challenge. To
achieve the right blend, institutions should evaluate learning and cost-effectiveness.
 Blended models can take advantage of shorter, low-stakes assessment; replacements should be
found for final exams and lengthy term papers.

Current Trends and Issues In blended learning

Let us have a look at current trends and issues that are relevant to blended learning systems. To
begin with a brief review of what the research says about why people choose blended
learning. Next, I share some of what we have learned about current models of blended
learning including similarities and differences between higher education and corporate
models. Finally, this section will end with a peek into several important issues and
challenges that are being faced in the design and implementation of blended learning
systems. used by IBM (Lewis & Orton, this volume) where learners go through three
 phases (Phase 1) online self-paced learning to acquire background information, (Phase 2)
F2F learning lab focused on active learning and application experiences instead of lecture,
and (Phase 3) online learning and support for transferring the learning to the workplace
environment. Using a similar strategy, a BYU accounting professor uses online modules to
help students acquire the tool skills and technical information and then uses precious F2F
class time to focus on application, case studies, and develop decision making skills
(Cottrell & Robison, 2003). It is interesting to note such overlaps in blended learning
models between the corporate training world and higher education. A few other ideas for
using BL to improve pedagogy included in this handbook are: Oliver, Herrington, and
Reeves (this volume) who provide insights into how computer-mediated environments can
bring a level of authenticity to the traditional classroom experience. Collis (this volume)
shares a model for how BL can be used to integrate formal classroom learning and informal
workplace learning. Wisher (this volume) and Kirkley and Kirkley (this volume) who share
ideas for collaborative learning and problem solving in environments that mix live F2F
elements with virtual reality.

Increased Access/Flexibility
Access to learning is one of the key factors influencing the growth of distributed learning
environments (Bonk, Olson, Wisher, & Orvis, 2002). Many chapters in this volume
emphasize programs that would not be possible if students were not able to have a majority
of their learning experiences at a distance from instructors and/or other students (for
examples, see Kaur & Ahmed; Lee & Im; Reynolds & Greiner, and this volume). Learner
flexibility and convenience is also of growing importance as more mature learners with
outside commitments (such as work and family) seek additional education. Many learners
want the convenience offered by a distributed environment, and, at the same time, do not
want to sacrifice the social interaction and human touch they are used to in a F2F
classroom. There are numerous examples in this handbook of how blending is used to
provide a balance between flexible learning options and the high touch human interactive
experience. WebCT executives, Barbara Ross and Karen Gage (this volume), for example,
have seen an expansion of reduced seat time courses that allow for increased flexibility but
 retain some traditional F2F contact. University of Central Florida’s M courses (Dziuban,
Hartmann, Juge, Moskal, & Sorg, this volume) are also good examples of this. As a third
example, the University of Phoenix model allows for F2F socializing in orientations as well
as presentation experiences at the beginning and ending of a course with online learning
experiences in between.

Increased Cost Effectiveness Cost effectiveness is a third major goal for BL systems in both
higher education and corporate institutions. Blended learning systems provide an
opportunity for reaching a large, globally dispersed audience in a short period of time with
consistent, semi-personal content delivery. Bersin and Associates (2003) have done an
exemplary job of documenting corporate cases that have effectively used blended learning
to provide a large return on investment (ROI).

Q. 2 What is the concept of online communities? What challenges can be faced, while
creating distance learning communities? Explain.

Online Learning Community

Learning community is considered a group of students who linked together for a course. During
the last few years some higher education institutions have started learning communities
specially to deliver curricula to students. The movement of learning community has
developed largely because of the direction and support of the Washington Center for
Undergraduate Education at Evergreen State College. This movement was started in 1985.
The Washington Center extended its support for learning communities countrywide after
1996 with support from the Fund for the Improvement of Postsecondary Education (FIPSE)
and the Pew Charitable Trusts. According to report in 31st August, 2005, more than 245
learning communities were included in the online directory of the National Learning
 Commission. The learning communities varied in capacity and direction, all types have few
characteristics which are given herewith:
• It organizing of students and teachers into smaller groups,
• It integrates the curriculum,
• Help the students to set up educational and social support networks,
• Taking group of faculty in more significant ways,
• Teaching staff and students are focusing on learning outcomes,
• Setting up for community based education programs,
• Setting up a critically discussion forum for examining the first year experience.

Misconception in minds of some people, they suppose Online Learning Community and Online
Community is same thing but actually Online Learning Community (OLC) and Online
Community (OC) are different from each other. Learning can be an unambiguous activity
depends on each single student or collection of students. The main reason to learn
something is creating good impression in members of Online Learning Community. How
to correspond in a text based settings is also learning activity in Online Community.
Learning is an activity may be based on some other activities whether it exists in Online
Learning Community or Online Community. Swedish online community is a best example
of an Online Community which is planned for those people who just wants to make new
friends as well as wants to contact with each other. These Online Communities shares a
common curiosity in social networks with others. Some communities in the internet are
depends on social networks. Online and Virtual are different in meaning by each other that
 must be in consideration in the research areas concerning Online Learning Community.
Some researchers’ imaginary used virtual for online learning communities. The uses of
online resources are reachable of every member for communication. Few latest
technologies that are used in Online Learning Community are not supported to virtual
environment.

Challenges of Creating Distance Learning Community

The first challenge is to create distance learning community, all contributors agreed with a
common definition for a distance education course is that “why should learning community
build”. The second challenge is for contributors to consider that development of online
learning community is possible and to see them the advantages of build this community.
Some students may not agree to join in this discussion if the purpose of community is only
building of relationship instead of academic and education. That is, student will not take
part in this discussion if this discussion does not openly contribute to their grades. Some
other students are not agreeing to take part in this discussion that is very necessary to get
the grades because they do not identify the benefit of appointments in this course. The third
challenge is the prejudice in online learning environment in which it is possible to build
kind relationships between students and teacher, when students and teacher does not have
the opportunity of face to face meetings and the communication facility. So they destitute
by benefits of such face to face communication meeting which are voice articulation, facial
expressions, gestures and body language. In a virtual classroom, students heard the voice
through the written word and reflections mostly recorded in a discussion thread. Course
mate students and teacher identify each other by name, may be by their writing style and
continuity of judgments.
The conventional characteristics that endear students to those who are in physically close are
lacking. Moreover those students who have poor writing skills may be overcome in a
threaded discussion environment where all confabulates are in written form. This is an
alarming confront in online learning but may one can be overcome. At the end those
 students who have not computer skills, distance learning environment challenging for
them. To conquer this situation online learning programs to those students the special
course and training programs must provide them. So these students will aware to properly
use all of the features of the course rooms and resources. In addition, distance learning
teacher’s needs special training in technology as well as in confronts of online teaching.
Studies that conducted for online learning show that online education is more time
consuming than regular institutional learning programs.

Q. 3 What is the role of instructor in development of E-content? Explain the categories of

E-contents in detail.

Role of Instructor in the Development E-Contents

A competent teacher of e-content is efficiently and proficiently complete a task in a specified
digital perspective using appropriate knowledge, skills, approach, and abilities that have adjusted
with in a time and their compliances. Also International Standards Board for Training,
Performance and Instruction
Organization developed the standard competencies for e-content teacher developer in the
following areas:
(a) Professional fundamentals
(b) Arrangement and preparation
(c) Instructional technique and strategies
(d) Assessment and appraisal
(e) Administration.

Characteristics of E-contents development There are few methods of educational e-contents

conversions are: (a) Learning by doing
(b) Learning by investigation
(c) Learning by using themes
(d) Learning by testing / evaluation
(e) Learning by simulation
(f) Learning by role playing.

Categories of E-Contents As per guidelines of e-content development needs the following

categories,
 Home,
 Objectives,
 Subject mapping,
 Summary,
 Text with pictures & animations,
 Video and audio,
 Assignments, quiz & tutorial,
 References, glossary & links,
 Case studies,
 FAQ’s,
 Download,
 Blog,
 Contact.

These categories are arranged sequentially by subject experts along with technical supporters and
to develop the E-content materials. E-contents are used in E-learning process. E-content is
especially designed to guide students by information in a specific job. An E-content
alternately act as a teacher in the virtual classroom environment. The quality of learning
depends on the form of process is used as well as the content is taught and content is
presented. This method has become an answer to the complex problems and unidentified
 areas. In the class room latest technologies motivates the students and students concerned
in the learning. E-content is valuable to the student and teachers for all single instruction
systems. E-content is the latest method of education that creates attraction due to different
concepts. The mean of the e-content is eliminating the inequality among the learners
through efficient education. E-content is facilitates the teacher to efficient way. It is
increasing the student’s intelligence level which enhances the creative thinking. E-learning
consists of electronically supported education. Whether group learning or individual
learning, the Information and communication system provides specific medium to
implement the education process. It may be classify as Online and Offline. o The online
learning methods are in form of e-forum, SMS, MMS, Search engines, electronic
dictionaries, electronic books and electronic journals that are published in internet. o The
off-line learning methods are in form of MSOffice applications, power-point presentations,
downloaded documents and CD ROMs presented local computer, tablet or mobile devices.

Q. 4 What is the impact of ICT on our daily lives? Explain in detail.

Information and Communication Technology (ICT) has improved the daily of people through
various developments in the technology on daily basis. However, the developments in the
field of technology has given rise to a number of issues. It is important to be aware of those
issue in order to use the ICT resources while conforming to the code of ethics and cyber
laws. It also helps to know about various cybercrimes such as phishing, blackmail,
electronic harassment, electronic fraud, identity crime etc. While following the code of
ethics and cyber laws, we can better be able to take benefit from the resources of ICT. In
spite of certain ethical issues, ICT has a great impact on the daily life of people such as fast
speed communication, effective sharing of information, and paperless and borderless
environment for communication
Contribute to Society and Human Well Being This principle affirms an obligation to protect
fundamental human rights and to respect the diversity of all cultures. An essential aim of
ICT professionals is to minimize negative consequences of computing systems, including
threats to health and safety. ICT professional must ensure that no harm is done to anybody
in any case. Always contribute to a safe social environment. You must be alert to, and
make others aware of, any potential damage to the local and global environment.

Avoid Harm to Others "Harm" means injury or negative consequences, such as undesirable loss
of information, loss of property, property damage, or unwanted environmental impacts.
This principle prohibits use of computing technology in ways that result in harm to any of
the following: users, the general public, employees and employers. Harmful actions include
intentional destruction or modification of files and programs leading to serious loss of
resources or unnecessary expenditure of human resources such as the time and effort
required to purge systems of "computer viruses."
Be Honest and Trustworthy Honesty is an essential component of trust. Without trust an
organization cannot function effectively. The honest ICT professional will not make
deliberately false or deceptive claims about a system or system design, but will instead
provide full disclosure of all pertinent system limitations and problems. An ICT
professional has a duty to be honest about his or her own qualifications, and about any
circumstances that might lead to conflicts of interest.
Be Fair and Take Actions not to Discriminate The values of equality, tolerance, respect for
others, and the principles of equal justice govern this imperative. Discrimination on the
basis of race, sex, religion, age, disability, national origin, or other such factors is an
explicit violation and cannot be tolerated within an organization. Inequities between
different groups of people may result from the use or misuse of information and
technology. In a fair society, all individuals would have equal opportunity to participate in,
or benefit from, the use of computer resources regardless of race, sex, religion, age,
disability, national origin or other such similar factors.
Honor Property Rights Including Copyrights and Patent Violation of copyrights, patents, trade
secrets and the terms of license agreements is prohibited by law in most circumstances.
 Even when software is not so protected, such violations are contrary to professional
behavior. Copies of software should be made only with proper authorization. Unauthorized
duplication of materials must not be condoned.

Q. 5 What is E-content? Discuss in detail the phases of E-content development.

E-Contents
In the last few years, latest information and communication technologies have provided chance
to take advantage from proficient methods of learning for assessment of E-Content of online
Virtual Courses. Also dissimilar use of the Internet, web services and latest multimedia
technologies have changed conventional learning into electronic learning and have made it an
significant educational tool. Functional term of e-learning has been introduced in the field of
education along with information technology and different kind of institutions in many countries.
E-learning is an element of continuing plans and has put considerable investment into developing
e-learning contents.

.
Phases of E-Contents Development In e-content development
This phase consists of six phases. These phases are analysis phases, design phases, development
phases, testing phases, implementation, maintenance and evaluation phases. i. The Analysis
Phase It is the important phase which identifies areas in our current scenario. In this phase
analyze the problems, why e-contents need to develop, views of subject specialist, audiences and
readers, objects and goals, discussed skills of audiences, budget needs to developed, e-contents
delivery methods etc. ii. The Design Phase After analyzing all aspects next phase is design
phase. It helps to plan actual preparation of an e-content. In this phase, we must know the
planning, use of required software, required skills, creative and inventive interactions of specific
subject contents like texts, pictures, videos, simulations and animations etc. iii. The Development
Phase After making design next phase is design phase in which it concerns the actual
development of the e-contents. Mixing of texts, audio, video, animations, references, blogs,
links, and multiple choice questions with some programming terms like home, exit and next
buttons are added in the e-contents. iv. The Testing phase In this phase testing team read the
developed e-contents. They must check the spelling mistakes, course content errors, pictures are
clear, videos are relevant, audios is appropriate, timing of animations and hyperlinks etc are
corrected or not. v. The Implementation Phase This phase developed e-contents implemented
mean students registered in this course and starts study. It checks the product accuracy and
quality. vi. The maintenance and Evaluation Phase. This phase reflect on feedback from students
and teachers. After the feedback response, the e-content is re-designed and repair as post
production for effective use of this developed e-content.

Problem and Issues in Development of E-Content Pedagogy is term illustrates the calm practices,
processes, strategies, procedures and methods of teaching and learning. It also includes
information about the means of instruction, evaluation and learning. The challenges of
educational concerns in e-content are herewith: o To make the information able to be seen to
learners. o To make the teachers thinking able to be seen to learners o To make learners thinking
able to be seen to themselves, their peers, and the teachers. The pedagogy has developed mostly
as the product of practical limits (e.g. time, class size, text books). Planned e-contents have
overcomes many of these limitations. E-content is a text and images are designed digitally in the
computer especially for display on web pages which is suitable for particular viewers. It means
content developed in a digital form are available for sharing on electronic and communication
media. In e-Content development process needs several features. Content should be follow
suitable instructional design methodology in order to assure meeting of learning objectives and
expected outcomes. The effort spent in content preparation should be reusable across various
learning management systems. All the e-content materials focused on the followings.
(a) Enlightening perception: It focuses on the enlightening processes concerned in learning and
thinking.
(b) Affecting perception: It focuses on the affecting features of learning, motivations,
engagements or fun etc.
(c) Behavioral perception: It focuses on the behavioral results of learning process, role playing
and settings up of job.
(d) Contextual perception: It focuses on the environmental and communal phase which
motivates learning.