Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
This document provides an overview and comparison of the percentile system and grade point average (GPA) system for assessing student performance. It then describes the key aspects of the Choice Based Credit System (CBCS) implemented in many Indian universities, including defining academic terms, how credits are assigned and counted, advantages like flexibility and disadvantages like workload. It also shows examples of computing semester GPA (SGPA) and cumulative GPA (CGPA) based on credits and letter grades earned in courses. The conclusion states that while it is still early, the CBCS aims to improve higher education quality through standardized grading across universities.
This document discusses rubrics, which are scoring guides that evaluate student work based on important criteria. Rubrics clarify expectations, support student learning, and provide feedback to help students improve. They should clearly describe observable features of student work focused on demonstration rather than omission. Rubrics benefit teachers by helping align objectives and evaluation, promote consistency, and reduce assessment time. They benefit students by clarifying expectations and supporting self-assessment. Developing effective rubrics involves examining exemplar work to establish criteria and quality descriptions for different performance levels. Rubrics can be used for grading in various weighted and unweighted formats.
The document discusses the role of information and communication technology (ICT) in supporting inclusive education. It defines inclusive education as a system that provides education to all students in the same classrooms regardless of their abilities or background, without any discrimination. ICT helps make education more accessible by allowing flexible communication and presentation of ideas. It also benefits students with special needs by allowing independent and customized access to education. The document outlines various ICT tools that can help students with disabilities and concludes that ICT plays a vital role in developing communication skills and supporting inclusive classrooms.
The document discusses the need, scope, and status of vocational education in India. It notes that vocational education prepares students for skilled jobs through hands-on training in fields like healthcare, IT, and trades. It is needed to meet the demand for skilled workers, reduce unemployment, and help economic growth. Vocational education offers wide-ranging career options but makes up only a small percentage of the Indian education system. While India has expanded vocational programs, a gap remains between the supply and demand of skilled labor.
Education is a social process that prepares individuals for life and shapes society, according to the document. It ensures the continuity of a society by imparting knowledge, skills, values, and behaviors to new generations. As society changes, the education system also becomes more complex to help members adapt. The document discusses how education occurs within a social context and is influenced by the surrounding society. It also notes that education involves social interaction and goes beyond simple instruction by socializing people into their roles in a deliberate way.
School's Readiness for Inclusion ( B.Ed )Dr.Amol Ubale
The document discusses school readiness and the infrastructure needed for inclusion of students with diverse needs. It defines school readiness as having three key areas: children's readiness for school, schools' readiness for children, and family/community support. Five essential elements of school readiness are identified. The document also discusses the infrastructure and accessibility required to include students with various disabilities like visual impairment, deaf/hard of hearing, intellectual disability, physical disability, mental health conditions, and more. Features like accessible buildings, specialized learning materials, assistive devices, and therapy units are highlighted.
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
School subject & academic discipilneFousiya O P
This document discusses school subjects and academic disciplines. It defines school subjects as areas of learning within the school curriculum that are institutionally defined for teaching and learning. Academic disciplines are branches of knowledge taught and researched in higher education that have accumulated bodies of specialized knowledge, theories, terminology, research methods, and institutional manifestations. The relationship between school subjects and academic disciplines is complex, with some seeing them as essentially continuous while others see them as basically discontinuous or different but related. The document also examines various aims and discourses of schooling.
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as help teachers develop new skills. However, effectively integrating ICT requires sufficient access to technology, high-quality digital content, and training teachers to use digital tools. The document provides examples of how ICT can be integrated into different subjects and outlines essential ICT skills and approaches for teachers.
Community plays an important role in inclusive education. The community can help create positive attitudes among parents and teachers towards children's rights. It can organize lectures by experts in schools and arrange funds for schools. The community can also provide medical checkups and involve government and non-government groups to help disabled children. It can link special schools to inclusive practices and help eliminate negative attitudes that are barriers to inclusion.
The document discusses curriculum reforms in India that were undertaken through the National Curriculum Framework 2005. It outlines the guiding principles of NCF 2005, which included connecting curriculum to real life, ensuring learning moves beyond rote memorization, and making examinations more integrated with classroom learning. The document also summarizes recommendations from past education commissions and policies that shaped curriculum reforms, and notes the focus is now on teacher education reforms to help achieve the goals of universal, equitable, and inclusive education.
1. The document discusses the key concepts of educational sociology including defining sociology, society, and socialization.
2. It explores the relationship between education and sociology, and examines the differences between sociology of education versus educational sociology.
3. The scope of sociology of education is outlined as focusing on the mutual relations between teachers and students, the social problems addressed in schools, and the effects of social life on education.
This document provides details about a report submitted as a partial fulfillment for a Master's degree in Business Administration at Medi-Caps University in Indore, India. The report is a comparative study of the credit-based choice system conducted by 6 students between 2018-2020 under the guidance of Dr. Mukesh Porwal. It includes certificates of completion, declarations by the students, an acknowledgment of those who provided guidance, and an index of topics to be covered in the report such as the University Grants Commission, percentile and grade systems, features and advantages/disadvantages of the choice-based credit system.
The National Policy for Persons with Disabilities-2006 aims to provide physical, educational, and economic rehabilitation for people with disabilities in India. It focuses on prevention of disabilities, rehabilitation measures like physical, educational, and economic support, as well as ensuring rights and support for women, children, and people with disabilities generally. The policy aims to promote a barrier-free environment and issues of disability certification, social security, research, and sports/cultural activities for people with disabilities. Implementation involves coordination between various central and state government ministries and organizations.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
The document discusses the Choice Based Credit System (CBCS) and provides details about key aspects of CBCS including:
- CBCS provides flexibility for students to choose courses, learn at their own pace, and adopt an interdisciplinary approach.
- Students are awarded credits based on courses and grades are assigned on a 10-point scale. A Semester Grade Point Average (SGPA) is calculated each semester and a Cumulative Grade Point Average (CGPA) is calculated overall.
- Core courses are compulsory while elective courses can be chosen from different subjects. Foundation courses are also included.
- CBCS follows a semester pattern and students are evaluated through continuous assessment and end-of-semester
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
Explosive up comings of ICT in Teacher Educationjagannath Dange
The document discusses the importance of integrating information and communication technologies (ICT) into teacher education and training in India. It notes that both pre-service and in-service teacher training are currently inadequate. ICT can help make teaching more engaging and dynamic, as well as support educational innovation. However, effective integration requires sufficient access to technology, high-quality digital content, and training teachers to use new tools. The author shares their experiences developing ICT-integrated curricula and conducting research on mobile learning for teacher skills development.
Emerging technologies are dramatically changing education. Teachers now use technology like online learning platforms, augmented and virtual reality, gaming elements, and data analytics to enhance interactivity and personalized learning. As technology continues to evolve, future classrooms may include immersive rooms and robotic teaching assistants. While technology improves collaboration and accessibility, it also poses challenges around privacy, algorithm bias, and preparing students for jobs that do not yet exist. Educators must help students develop skills like lifelong learning, flexibility, and social-emotional skills to thrive in a world increasingly shaped by artificial intelligence.
The document describes research to develop an e-learning system to enhance cognitive skills for learners in higher education. The system includes two sub-systems: (1) an e-learning system in a Blended Learning Environment (BLE) and (2) an e-learning system in a Virtual Learning Environment (VLE). Both systems were tested on 240 higher education students across three disciplines. The results showed that the systems improved students' cognitive skills and should consist of four core elements: input, process, output, and feedback.
This document discusses different types of education including distance education, formal education, non-formal education, informal education, and continuing education.
Distance education refers to education that does not require students to be physically present, often involving online learning. Formal education takes place in schools and involves basic academic knowledge. Non-formal education occurs outside of schools and does not have a fixed curriculum or certification. Informal education is learned from daily life experiences. Continuing education aims to facilitate learning throughout one's entire life.
The document also discusses learning styles, components of an effective learning environment, and the role of technology in higher education. It emphasizes that higher education institutions should promote lifelong learning competencies to support continuing education.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
How EdTech can help overcome the challenges to Initial Teacher TrainingIRIS Connect
In this webinar we bring together ITT experts and education professionals to share their challenges and solutions to providing better support to trainee teachers through the use of effective education technology.
Distance education allows students to learn remotely without face-to-face interaction with teachers. It has various names like correspondence courses, extension courses, and online education. Advantages include self-paced learning and low costs, while disadvantages are limited interactivity and inability to show motions. Distance education is important in India due to rapid population growth, geographical limitations, and allowing students to work and study simultaneously. Major universities like IGNOU and OUC in India and China use distance education to meet growing demand and help skill development. Future of distance education involves new technologies that provide interactive learning environments and evolving learning management systems to meet learner needs.
This document provides information about a training organized for Higher Diploma Program candidates at Wolkite University in Ethiopia. It outlines the expectations, management, and objectives of the program.
The key expectations of candidates are to actively participate in all sessions, complete assignments demonstrating reflective thinking, and prepare documents like action research projects and session plans. Program management details attendance requirements and consequences for incomplete work.
The objective of the program is to enable candidates to develop teaching skills, serve as role models, provide high-quality learning for students, and engage in practices like action research. The program consists of 4 modules focused on understanding higher education, teaching and learning, school placement, and action research.
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
The document discusses various trends and challenges in higher education globally and in India. It covers topics like internationalization, curriculum development, student employability, quality of learning and teaching, quality of research, political and moral issues, corruption, privatization, financing, infrastructure, faculty structure, accreditation, cultural synergy, knowledge creation, and data security. It also discusses expanding access and participation in higher education as well as flexibility in programs offered.
The document discusses the key aspects of the National Education Policy 2020 (NEP 2020) in India. It provides background on previous education policies and committees that led to the formulation of NEP 2020. It outlines the process of drafting NEP 2020 including public consultations. It then summarizes the major reforms proposed in school education, higher education, use of technology in education, and other areas. It also discusses aspects like credit frameworks, multiple entry/exit options, and inter/multi-disciplinary education as envisioned by NEP 2020.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
This document discusses the education and training industry. It covers key topics like the different types of education careers, requirements to become a teacher, key segments of the industry like students, institutions and workers, trends like rising online academies and augmented/virtual reality, and challenges like lack of personalized learning and learning loss during the pandemic. It concludes that industrial training is beneficial for students to gain experience and organizations to assess potential employees, and overcome workforce shortages.
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Electronic Learning – Voyage of Educational Transformation
This write up is for stakeholders belonging to state university affiliating Higher Educational Institutions (HEI). The write-up narrates changes taken place in teaching and learning process owing to lock-down. The write up also poses challenges of e-learning.
Similar to Issues and Challenges of B.Ed.Colleges in Post Covid-19 Situation.(practical aspects) (20)
The document discusses the Indian Constitution and educational rights. It provides background on the drafting of the Indian Constitution after independence in 1947-1949. Some key points:
- The Constitution was drafted by a Constituent Assembly with 272 members led by Dr. B.R. Ambedkar.
- It was formally adopted by the Constituent Assembly on November 26, 1949 and came into effect on January 26, 1950.
- The Constitution guarantees several fundamental rights for citizens, including the right to education. It has been amended over 100 times since adoption.
- The document provides historical context on influences from other constitutions and the objectives of guaranteeing equality, justice and dignity for all citizens of India
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Karnataka TET and CET rules and online application proceduresjagannath Dange
This document provides information about the Karnataka Teacher Eligibility Test (KAR-TET) 2022, including who is eligible to take it and the syllabus topics that will be covered. The syllabus includes subjects like Kannada language, English language, educational psychology, pedagogy of various subjects, and more. It also provides details about exams for head teachers conducted by the Karnataka Public Service Commission.
The document summarizes Stephen Covey's book "The 7 Habits of Highly Effective People". It discusses the 7 habits which move individuals from dependence to independence to interdependence. The first 3 habits focus on independence and include being proactive, beginning with the end in mind, and putting first things first. The next 3 habits address interdependence and involve thinking win-win, seeking first to understand then to be understood, and synergizing. The final habit is sharpening the saw through balanced self-renewal. The document also provides details on each habit and principles for a successful career.
This document discusses research philosophy and ethics. It begins by defining research as systematic investigations driven by curiosity to satisfy curiosity and discover new knowledge. Research has owners who discover new things and recipients who learn about the discoveries. The document then discusses research ethics, noting that research should pursue truth in an ethical manner. It outlines various philosophical approaches to research like idealism, realism, pragmatism, and existentialism. Overall, the document provides an overview of key concepts in research philosophy and ethics.
This document discusses stress, its causes, effects, and management. It defines stress as a feeling of emotional or physical tension that can be caused by any demanding event or thought. Sources of stress discussed include work, family, health, and financial issues. Both positive (eustress) and negative (distress) stress are covered. Effects of prolonged stress include physical, mental, and emotional issues. The document provides techniques for identifying stressors, defending against stress through planning and time management, and relaxing through activities like nature, exercise, and meditation. It emphasizes the importance of maintaining mental and physical health to manage stress.
This document outlines the code of ethics for professional teachers in India. It discusses that teaching is both an art and a science. The code establishes teachers' roles as guides, friends, mentors, parents, and counselors who facilitate learning and expression. It discusses ethics as the study of right and wrong duties. Professional ethics for teachers concern actions in the workplace and help resolve moral dilemmas. The code outlines teachers' responsibilities to students, colleagues, authorities, non-teaching staff, guardians, and society. It emphasizes impartiality, integrity, and ethical behavior. National standards also establish commitments to students and their learning.
National Education Policy-2020: Higher Educationjagannath Dange
The document summarizes key aspects of the National Education Policy 2020 regarding higher education in India. Some of the main points are:
1. The policy aims to address issues like access, equity, quality, affordability and accountability in education. It proposes restructuring the education system rather than just fine-tuning it.
2. It recommends setting up three types of higher education institutions - research universities focusing on research and teaching, teaching universities prioritizing teaching while also contributing to research, and colleges focusing on undergraduate teaching.
3. It suggests increasing the gross enrollment ratio in higher education to 50% by 2035 by establishing hundreds of large multidisciplinary universities and thousands of autonomous degree-granting colleges across the
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
This document discusses happy learning factors that are well-suited for the digital education system. It defines happy learning as a process that enables students to discover knowledge through curiosity and balanced pleasure and future benefits. E-pedagogy incorporates effective online teaching values. The document recommends blending happy learning factors like self-discovery, shared learning, and positive emotions with e-pedagogy digital tools. This would make the teaching-learning process more effective and promote a happy, comfortable learning environment for students. Educational implications include increasing student participation, independent learning skills, and social awareness.
1) Adoption of e-pedagogy is inevitable for modernizing education systems and preparing students for the 21st century. Traditional education is not adequately equipping students with digital skills needed in today's world.
2) E-pedagogy allows for enhanced teaching methods like blended learning, collaborative learning, and digital assessment. It provides more opportunities for student-teacher interaction and access to open educational resources.
3) For education systems and teachers to fully realize the benefits of e-pedagogy, restructuring is needed including updating infrastructure, training teachers, and modifying curricula to incorporate more technology-based learning.
E pedagogy a conditional promise to indian education system & its develo...jagannath Dange
1) E-pedagogy is an inevitable reality for the Indian education system to prepare students for the 21st century with digital skills and to provide quality education.
2) For e-pedagogy to be realized in India, the entire education system needs to be restructured, including updating infrastructure, training teachers, and revising curricula to accommodate digital learning possibilities.
3) An assessment of current technological status in schools is needed along with policies to provide infrastructure and training to facilitate e-pedagogy.
The document discusses Jagannath K. Dange's step learning experiences model. It begins by explaining that the model includes 17 different learning experiences that teachers can choose from to suit their content, students, environment, and objectives. It then provides details on each type of learning experience, from verbal symbols at the top of the model to direct experiences at the bottom. The experiences range from words and pictures to demonstrations, field trips, and role playing activities. The document emphasizes that providing a variety of hands-on learning experiences helps students obtain concrete understanding of concepts.
This document discusses concepts and experiences in education. It defines concepts as general ideas or notions formed by combining characteristics of particular objects or experiences. Concepts can be abstract, referring to ideas without physical form, or concrete, referring to tangible objects. Experiences play an important role in developing concepts, as they allow individuals to compare, reflect, and abstract, which are necessary for concept formation. The nature of an experience involves both active experimentation and passive undergoing. Reflection enhances experiences by identifying relationships between actions and consequences. Overall, the document emphasizes that concepts, experiences, and learning are interdependent elements of the educational process.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Kalyan today kalyan trick kalyan trick today kalyan chart kalyan today free game kalyan today fix jodi kalyan today matka kalyan today open Kalyan jodi kalyan jodi trick today kalyan jodi trick kalyan jodi ajj ka.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Issues and Challenges of B.Ed.Colleges in Post Covid-19 Situation.(practical aspects)
1. Issues and challenges of B.Ed. Colleges in
Post Covid-19 situation-
Practical Aspects
Dr. Jagannath K. Dange
HOD and Associate Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com
2. POST COVID-19……….What and How?
Practical Aspects: Activities, Programme and Policy
1. Online or Classroom or Hybrid Teaching?
2. Two Year B.Ed. Course
And
• 2 year or/& Integrated Teacher Education Programme
(ITEP)?
3. Upper primary or middle level (Classes VI to VIII),
secondary level (Classes IX- X) and senior secondary level
Classes (XI- XII).
And
• Foundational Level/ 1 to 5th standard
4. NEP-2020 Guidelines……………….
3. Present Pandemic Situation
• United Nation’s policy-300 million students world-wide
out of schools due to covid.
• UNESCO estimates 23.8 million additional children and
youth (pre-primary to tertiary) may drop out or not have
access to school or college next year due to the
pandemic economic impact.
• WHO 2018 Report students will not come to the school
with an Intention of learning. Teachers have to create the
interest among the students in the learning.
4. • Unified District Information System for Education:
25 crore school children in Indian 15 lakh schools
(UDISE-2018-19,) are facing challenges.
• 2 Crore 20 lakh children out of school in India.
• 33% of students in private schools have started
online teaching.
• Recently central government announced food
package for 80 Cr Poor families.
• About 91.2 crore people have no Internet Facility
• About 75% students from Rural background.
5. Scenarios of Covid-19
Teacher lost his job and selling plantains
Mother sold her ear ring to get mobile phone for her daughter’s
Online-line learning
6. Two phases of Covid-19…
I. Challenging phase- we were not ready : Infrastructure, Competencies and
Designing online teaching content
II. Opportunity phase- opportunity for professional development, Teachers
become more dynamic,; Learning, understanding, skill development and
dissemination of knowledge from distant place.
1. Roles of Teacher have changed- Photographer, videographer, script writer,
video editor, hardware and software literate, designers of content.
2. Awareness of repositories, digital content and free sources is important.
3. Change in the institutional structure- classes and meetings-virtual and
online
4. Taught us lesson- to be open minded, be patient, providing equal
opportunity- bringing equality at least to the reachable. (Motto of Education)
5. No barrier like time and place content and approach. Rich-poor, region and
religion.
6. Accessibility by anybody and by anyone, teaching to the entire world and
learning from the entire world; Local to global.
7. Categories: 4 levels of Institutions worked in Covid-19
1. All Educational activities have deferred and the down time
period becomes a proxy vacation
2. Videos are uploaded on you tube and assignments
collected through E-mails.
3. Combination of tools incorporated LMS(moodle, Google
classroom), Conference tools(Zoom, skype, google meet etc),
Extensive use of MOOCs(SWAYAM, Coursera, Edx) and
Assessment tools like (Quizlet and peer evaluation tools)
4. Classes are conducted according to the timetable but in
synchronous online mode aided by LMS with high level
functionality of all tools in the third level.
8. B.Ed. Programme- Knowledge, Skills and Attitude (Value)
development course. Reflective practitioners.
Experience Plays an Important role in the learning (Training)
• Practical and field based experiences have the base of
theoretical foundation courses.
• Sometimes whatever students perceive and experience
at the field may not be learnt in the regular theory classes.
• So it is very important to perceive, learn and get the
experiences in the classroom as well as in the field.
9. The B.Ed. Programme consists of the following courses:
(a) Perspectives in Education: theoretical foundations of
knowledge, contemporary India and education, philosophical,
psychological and sociological perspectives in education.
(b) Curriculum and Pedagogic Studies: understanding of a
discipline, social history of a school subject, and its pedagogical
foundations, with a focus on the learner; and a course on the
theoretical perspectives on assessment for learning.
c). Engagement with the Field/Practicum
Engagement with the Self, the Child, Community and School, at
different levels and through establishing close connections
between different curricular areas.
10. The above areas can be reached through following
components:
Assessment as well as Giving Experiences for
Student-teachers
Blend of Educational Technology is the need of
hour……
1. Tests:
• Not just recall/memorise;
• its about think and criticise,
• Evaluate or Judge
(Conventional and Online Mode/Open book)
11. 2. Assignments :
• Not Just Copy, Cut and Paste;
• Come out with own idea,
• Prescription,
• Suggestion,
• work in groups as well as individual,
• Field Based case,
• Visit Library, Visit Laboratory and School and
other learning Resource centres.
(Conventional and Online Mode or Blended mode)
12. 3. Practicum: Do, think and write,
Experience and report,
Individual and groups activities. (Conventional and ICT
Based/Online Mode)
4. Tutorials (Conventional and Online Mode)
• Missed opportunities in the classroom can be
fulfilled…..
• Used intensively for Discussions and handling queries
and supporting others’ views and developing positive
criticizing ability among student-teachers.
• Nurturing the talents to conduct tutorials.
13. 5. Enhancing Professional Capacities (EPC) Courses:
Drama, Yoga, health and Personality Development
6. Simulated mode of Teaching (Micro Tg)(ICT Based)
• Use ICT as much as possible….. (Teaching, Learning,
Observation, Training, Supervision, Evaluation,
Managing and Monitoring).
7. School Internship (Heart of the Programme)….
Training/Execution of all competencies (Real Experience
based Mode) Online mode may not be ideal at this
stage.
(Training how to conduct online classes)
14. Initiatives: MHRD and State government & College
• MHRD initiative National Mission on Education through ICT
• Credit courses- SWAYAM- MOOC platform equalant to regular
course (credits can be transferred)
• Swayam Prabha- TV programmes.
• Radio Programmes…
• Own Youtube channels
• Podcasting….(Audio and Video)
• Online Post, Publication, Record Creation, Report Development,
correction and other activities…
• ICT based activities; synchronous and asynchronous modes,
Teaching-learning, supervision, Evaluation
15. • Competencies for student-teachers and Teacher-
educators- Learning theories bases, HW and SW
competencies.
• Education Technology rather than Computer Technology
(HW and SW)
• Designing content, maintaining blog, repositories, online
learning, Testing, examination, field work. Assignments.
• College website- sources of information, Mobile learning,
special lectures, videos and collaborations.
• Health Related Precautions, Awareness and handling skills
17. Draft National Education Policy 2019
Draft
National
Education Policy-2019 487 pp
Addresses challenges of Education;
1.Access
2.Equity
3.Quality
4.Affordability
5.Accountability
29th July 2020, 60 page document presented to the reporters, and
Final circulation at website-66 pages,
FULL DOCUMENT NOT YET RELEASED
18. NEP-2020
• The Four year integrated B.Ed. will, by 2030,
become the minimal degree qualification for school
teachers.
• Four year ITEP- Plan for all 8 semesters, Blend the
Practical experiences and ICT in the content…
(Challenge)
12000 B.Ed. colleges- Around 8 Lakh teachers pass out
every year. What is their Job possibility?
20. Admission to pre-service teacher preparation
programmes:
1. Will be carried out in large part through subject
and Aptitude tests as conducted by the National
Testing Agency.
2. The full criteria and process for admissions will
be left to the universities and colleges offering
these programmes.
Do aspirants wish to write national level exam for
Taking teacher training course? (Like NEET,JEE,CET)
Whether Salary and status attracts young minds?
21. Conversion of independent Teacher
Education institutions to multidisciplinary
institutions: All independent TEIs will be
required to convert to multidisciplinary
institutions by 2030.
All stand alone colleges need to start
Undergraduate courses…
What about Aided B.Ed. Institutions?
22. P10.13.Degree-granting powers: No Affiliation
System
Degree-granting powers are, at present, vested only
with universities.
This will change, as autonomous colleges will also
gain the freedom to grant their own degrees.
All institutions of education and research, public as
well as private, will be allowed to award degrees in
their own names, irrespective of whether the word
‘university’ figures in their name or not.
23. 1. Develop curriculum, Conduct Examination,
Evaluation and Awarding
Degrees…..(Challenge)
2. Justice Verma commission (2012) “Majority of
the Teaching Institutes over 10000 in Number
are not even attempting serious Teacher
Education, But are essentially selling degrees
for a price”. (NEP-P.283)
Is it Apt? and can we expect quality Education?
(Issue)
24. P12.3.3. Both traditional and open and distance
learning modes to be offered by institutions:
All Type 1 and Type 2 institutions will be encouraged to offer
innovative ODL programmes with the help of the very best
teachers at their institutions.
Type 3 institutions may also offer ODL, based on
receiving appropriate accreditation for the same.
1. Is allowing to offer Distance Mode Learning by the
Private Institutions Ideal ? (issue)
2. All colleges teacher-educators must develop online and
distance courses.. (Challenge)
3. Are the all courses teachers trained enough to develop
ODL content? (Prospect- Teacher educators)
25. P12.3.9. Massive Open Online Courses: MOOCs have
emerged as an important form of ODL. The demand for
enrolment in high quality MOOCs continues to increase.
Presently, India enrolls the second largest number of
students in MOOCs after the USA. The SWAYAM (Study
Web of Active Learning for Young Aspiring Minds).
1.Students take MOOCs for credits and can be transferred to
the regular programmes.
2.Is it possible to offer online mode of Learning to
the masses of India? (Reachability)
3.Where no free Internet is provided and only 27
crore people use internet….(Infrastructure)
26. Faculty in Teacher Education:
Online education:
Departments of Education must also be able to
offer programmes that are blended and part
time, to enable practicing teachers to continue
their higher education studies and aspire for
professional mobility.
All courses offerings must be available in a range
of formats including part time, evening, blended
and online, in addition to full time programmes.
(Prospect as well as challenge)
27. 15.4. Faculty for Teacher Education
PhDs in Education and in many related disciplines such as Science
Education, Mathematics Education, Psychology, Child Development,
Sociology, Linguistics and so on, from reputed institutions that meet
international standards, must be encouraged to enter the profession
and contribute as faculty of teacher education programmes.
Not everyone would be required to have a PhD, but teaching
experience and field research experience will be highly valued.
It is also desirable for faculty to have at least one degree in
Education (M.Ed. or a Master’s degree M.A-Education or Doctorate in
Education) but this will not be mandatory for faculty.
Ph.D. in Any subject is eligibility to become Teacher-
Educator.(is it ideal)
28. The different tracks that teachers will be prepared
for in a B.Ed. programme will include:
a. Foundational and Preparatory school generalist teachers;
b. Subject teachers for Middle and Secondary school;
c. Special education teachers;
d. Art teachers (including visual and performing arts);
e. Teachers for vocational education; and
f. Physical education teachers.
NEP 2020-Not mentioned about Physical Education Courses…
Whether B.Ed. includes the training of Physical Education
teachers?
29. P12.4.11.Inviting foreign universities into India: Select
universities (i.e. those from among the top 200 universities in
the world) will be permitted to operate in India.
• Can our Teacher education(Multi disciplinary Hr Edn)
institutions compete with foreign universities?
P16.5.1. Fees for professional education:
In line with the spirit of providing autonomy to educational
institutions to charter their own course, fees for
professional education courses will be left to the management
of educational institutions, both public and private.
• Is it not commercialisation of Education?
30. Is online Education a viable alternative?
• Equity and access are two bigger problems with
online Education in India.
• According National sample survey- only 11% of
Indian Households have computers, 24% have
internet facilities, which drops to 15% in rural
areas.
• A single device in household cannot help
multiple children.
31. • 50 crore between the age group 5 to 24 in India.
• India 105000 schools have single Teachers
Budget for Education
• 2009 to 2014 3.19% of Total budget
• 2014 to 2019 2.88% average Budget
• Feb 2020 Budget on Education- 99300 Cr
• Based on the cost and population 1995 Education
Budget is almost same in 2019
• Education Mafia- Commercialization and
Privatization.
32. Can online replace conventional classroom?
1. Screen for long periods of time can be harmful.
2. Electronic gadgets are stimulators but they are harmful
to brain cells.
3. Colour, animation and sound effects may create interest
for some time but more than 15 min it will not be retained.
4. Sort of learning by themselves…
5. Teachers role becomes limited, less supervision than the
normal classroom
6.Entire conversation is shifted to use technology,
Education is not just about information or content delivery
to students via screens.
33. Neurological science:
• Average time spent on media is 3-4Hrs
(India)
• Consuming Electronic Media not allows
you to think.
• Not thinking means- Who is controlling?
Its Media
34. E-learning is poor substitute for classroom instruction
1. Even teachers are finding it difficult to adopt to online
teaching..
2. Children are not fully focused on learning…
3.Many poor house-holds not familiar with digital
Technology,
4.If students remain glued to the screen- Physical and
psychological problems. As it leads to social isolation and
limits personality development
5. Power point slides with borrowed content, Reading in-
front of camera can’t be called E-Teaching(Online Teaching).
35. Challenges of Online Education
1. In MOOCs the Teacher creates and student consumes.
This misses the Real teaching-learning.
2. Classroom acts as a space where skills such as dialogue,
debate, disagreement and friendship are learnt and
practiced.
3. Classroom is a laboratory for hands on testing of ideas,
opinions, interpretations and counter arguments. The
diverse and inclusive classroom is the best litmus test for
any theory or insight.
36. 4. Learn to work in teams will be missing. Direct
human engagement- social learning: teacher-student,
peer group interactions
5. Determined and firm learning minds can be
adjusted well at online But not all.
6. Not ideal for all kinds of learners unless it is
developed on UDL-Universal Design Learning.
7. Teachers can’t monitor all learners in online
teaching.
8. Practical difficulty- no infrastructure, internet &
resources.
37. BEST OPTION-
Hybrid Teaching:
• Hybrid approach by Balancing
online classes and classroom
teaching- Blended mode of instruction
is unavoidable.
38. An opportunity for change through Online:
1.More opportunity for self-study.
2.Artificial intelligence for language learning and other needs.
3. Teaching students for differently abled.
4.Pedagogic materials must be made available in national
languages and can help in overcoming the shortage of
teachers.
5.We must ensure that every needy student has access a
smartphone or laptop.
6. Poor signal problem must be resolved.
7. Adopt MOOCs offered at SWAYAM platform for credit
transfers in the coming semesters.
39. Learning Theories: Must be base for Online Teaching
• Behaviorism: Attempt & error, stimulus & response. programmed
instruction- (Impact on Teaching)
• Cognitivism: Information processing, Formation of cognitive structures,
Human mind–Computer; STM & LTM, Computer Aided Instruction (IOT)
• Constructivism: “Recognition and reconstruction’’ Experience based
learning- Influence of others on in individual learning (IOT)
• Social constructivism: Learning is social and social participation, “learn
from one another” ZPD and theory of scaffolding (IOT)
• Connectivism: last 20 years, cloud computing, social networking.
Learning is creating networks. Nodes- People, library, Laboratory, books,
databases, websites, organisations and any other sources.
• Humanism: Practicing Morality, value of an individual and personal
freedom, Emphasise Human dignity.
40. Myths about online Education
1. Online education is for young and tech savvy: All teachers have to make a
clear and conscious shift despite their age and attitude.
2. Online teaching is a stopgap arrangement: Online teaching has become
an integral part of our education system. Those who embrace technology
will survive.
3. Online teaching is not egalitarian (equal, open): all students need smart
phone, laptop and internet certainly help all students because of flexibility.
4. Technology eventually replace teacher: Teachers cannot be replaced but
roles have been changed; content designers, syllabus developers,
knowledge sharers.
5. Students prefer face to face interaction not online teaching: Both
technology and teachers are need by the students, every time teachers
cant help and provide opportunity for independent learning.
6. Online teaching is not effective as face to face mode: A good teacher will
adjust the content and delivery according to the mode and context.
7. Degrees and diplomas obtained through online mode are not valid:
Online and offline degrees are virtually same.
41. Expectations……..
• Students: Digitally literate, Use Digital content,
Attend Online Tests, Assignment.
• Teachers: Digitally well literate, Awareness of online
repositories, Studio based competencies, Content
creators, Digital content, Online teaching,
Assessment, evaluation, Correction, and
Monitoring, counselling individual and groups.
• Managements: Update classrooms, ICT
improvisations, hire online teachers, Content
developers, software developers Etc….Reaching
Remote learner, Develop digital library.
• Policy Makers: Restructure the workload(16hrs)
42. WHO and UNESCO suggested… Prepare for school opening:
1. Schools and colleges must have an operational budgets adapted to the
situation
2. Boost the confidence of parents, students, teachers in-terms of school
safety
3. Renovate or improve hygiene facilities; washrooms, toilets and
bathrooms with running water.
4. Collaborate and support education stakeholders; Teachers, students,
school principals, Education officers, Educational supervisors and
Pedagogical advisors.
5. Develop partnership with NGOs, and Private actors.
6. Make equity a top priority-students who have not able to participate in
online or home based learning.
7. Support Physical and Emotional well-being(mental health of children)
pandemic caused stress and anxiety
8. Trust the professionalism of Teachers: Assess the impact of school closure on
Teaching, Learning and Student well-being.
44. “If you fail to plan,
you are planning to fail”
Benjamin Franklin
“Those who fail to learn from the
past are doomed to repeat it”
Winston Churchill
45. Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com