WES 2012 :: Creating a Regulatory and Accreditation Framework for Schools and College

WES Track: Higher Education Track

Title of Paper: Creating a Regulatory and Accreditation Framework for Schools and College
Author Name: Ms. Ruchi Tripathi
Email: tripathi_ruchi.s@rediffmail.com
Organization: Kanpur Institute of Technology, Kanpur
Address: A-1, UPSIDC Industrial Area, Rooma, Kanpur-208001, India

Co-Author 1:
Author Name: Mr. Sandeep Kr. Shukla
Email: sandeepshukla98a@gmail.com
Organization: Kanpur Institute of Technology, Kanpur
Address: A-1, UPSIDC Industrial Area, Rooma, Kanpur-208001, India

Co-Author 2:
Author Name: Mr. Sharad Tripathi
Email: sharad_tri@hotmail.com
Organization: Kanpur Institute of Technology, Kanpur
Address: A-1, UPSIDC Industrial Area, Rooma, Kanpur-208001, India

Abstract:

It is an era of modernization and technology where education forms the foremost important pillars for building and growth of the economy. Looking into the present scenario of modernization and technology based education system the need for accreditation is becoming a benchmark in the current education system. If we look around us we see everyone in a state of trying to compete with the other one. In order to fight this competition prevailing in the surroundings one has to be much more updated, innovative, modern, tech based and automated as well. This wide gap can only be filled by creating a regulatory, reliable and advanced framework through accreditation in educational institutions. Accreditation is a kind of quality benchmark on the basis of which the competency of an academic institution is assessed .Schools and colleges which will have a good setup and frame get awarded with accreditation and are able to survive and sustain in the present world. In this paper the need and the gravity of an accredited school and college has been emphasized on. Here an educational institution with a fully equipped accredited framework has been mesmerized. Key words: Education system, competition, accreditation, gravity

WES 2012 :: Multiple Intelligences – Its Importance in early childhood education – A Child’s Story

WES Track: School Track

Title of Paper: Multiple Intelligences – Its Importance in early childhood education – A Child’s Story
Author Name: Chitra Ravi
Email: chitra@ezvidya.com
Organization: EZ Vidya Private Limited
Address: 66 Kamdar Nagar, Nungambakkam, Mahalingapuram, Tamil Nadu. Chennai, India

Co-Author 1:
Author Name: S Balasubramanian
Email: bala@ezvidya.com
Organization: EZ Vidya P Ltd
Address: 66 Kamdar Nagar Nungambakkam Chennai – 600034

Abstract:

Topic Given: Importance of early childhood education in learning abilities of students “Multiple Intelligences – A Child\’s Story” My dear Mummy & Daddy, You want me to score high marks, come first in class and want me to excel in studies. I know and understand your desire for my success my future. It’s for my own good, I have been told. Even I would like it, but maybe … in a different way. I want to learn, know, do, make and understand lots of things. Just not always the ways studies are dished out to me. Mummy, if you made one dish for dinner and it turned out \”bad\” in taste, will you be asked to do it ten times – so that you do not get it \”wrong\” the next time? How will you feel? Or if your cooking is compared to both my Grandmas. Or you if you are sent to cooking tuitions ? Can you cook better next time if you are stressed, or even made to feel \’bad\’ by a \’red\’ mark? Just so, If I am weak in mathematics – an extra hour of math will make me more stressed. If I cannot concentrate while reading – more reading or comparison with others will give me signals I am less than others. If I am not remembering my lesson – mugging and demand for more revision will make me ‘hate’ learning. If I misspell – writing more and more mechanically will stop me venturing into any other writing or reading events. Let’s all Think: I am weak in Maths but I like cricket – Can I count, add, multiply, or do fraction with my favorite cricket team – My interests are taken care – Now I am even ready to explore why pitches need a particular type of sand? How sedimentary rocks are made? And so on. If I cannot concentrate on the reading book – but I like watching TV – Can I read how cartoons are made? Can I read how TV works? Can I write about my favourite characters, or what was the best I liked from that show? I may not be remembering the lesson – but I have a good imagination and can visualise a lot – Can I make symbols and story for the entire history lesson I need to remember. Since visual memory is more reliable and efficient, can I draw big picture collages of the whole lesson and enjoy it while remembering it for the exam. I misspell few words, not all – can we see how these words are made, can you show me another way to learn spelling or play some game on dictionary so I develop love for words. As a child I want to excel too. I want to see you (my parents) happy and proud of me and my achievements. Standard methods seem ‘not to work with me’ (possibly did not work with you also). Pressure, push and stress does not make me motivated to work on my weaknesses. I would also like to tell you how I enjoy learning. (I am sure the same applies to you also as a learner). If you keep this in mind, I will be more happy, more successful and more motivated to learn. 1. I learn best when I enjoy what is to be learned, when it is interesting. Just as you add so many spices and cook my food in various ways – you make it so yummy! Can you make my studies yummy too! I am smart in some ways and not so smart in some ways. I have my own natural ways of learning. If you could understand my ways of learning, just as you have understood my ways of eating, then excellence is only a matter of time. 2. Just as you cook the same potato in many different ways, can the same subject or concept be presented to me in different ways. Can you tailor it my way of being smart? 3. Don\’t I eat most voraciously the food which I like most. Yet my brother’s and sister’s preferences are different. Is there any need for you to compare me with them. Aren’t; we ALL just smart in different ways. I wish you could focus on my ways of being smart and treat all of us ‘as equally smart’. 4. Just as hunger is natural to my tummy, so is learning natural to my brain. I want to learn all the time. >> Only that I want to be ‘stimulated’ instead of being ‘instructed’. >> I want to be ‘encouraged’ instead of being ‘compared’. >> I want to be ‘challenged’ instead of being ‘forced’. 5. I eat best when you eat with me, not feed me. Similarly I learn best when I see you as a ‘co-learner’ not as an ‘instructor’. Let me leave you with a simple quote by the great Winston Chirchill, \”I may not like being taught, but I am always ready to learn.” Your lovingly Your child

Brief Biodata of Presenter:

A management graduate, Chitra has a great passion for education. Chitra deftly combines her skills in conceptualization, storyboarding and instructional design to deliver products and services which are dynamic and on par with any international curriculum standards. Chitra has widely traveled to the United States, United Kingdom, Germany and South East Asia and has participated in many international training programmes and conventions including the Project Zero conducted by the Harvard University exclusively for educators. She has also presented a programme on effective use of technology in K-12 curriculum for one of the biggest satellite channels in India.Widely featured in the Media-Pan India on all aspects of school education.

Other Details:

There are 8 ways to teach that Teachers must know and 8 ways a Child learns. These are not normally addressed by B Ed/M Ed courses. Team EZ Vidya partners organizations like WIPRO/Azim Premji Foundation/Nokia/Dell etc in taking these unique approaches to rural and urban schools, Pan India. It MISSION \”Let the Child Blossom\” says it all.

WES 2012 :: Script writing for Educational Broadcasting (TV & Radio)

WES Track: Others

Title of Paper: Script writing for Educational Broadcasting (TV & Radio)
Author Name: KM Taj-Biul Hasan
Email: kmtaj_hasan@yahoo.com
Organization: Dhrupad Communication –media for education & development
Address:  D.C.C.-1078 ,Ibrahimpur, Dhaka Cantonment, Dhaka-1206, Bangladesh

Co-Author 1:
Author Name: Ms.Salina Parvin
Email: info.dhrupad@yahoo.com
Organization: Media Division, Bangladesh Open University
Address: Media Division, Bangladesh Open University, Gazipur-1705

Abstract:

Education is the first mandatory phrase of overall development of any country. Education by broadcasting media is still most convenient and cost effective. A success of educational broadcasting fully depends on the appropriate selection of script for accurate people. Thus, it is an essential component of teaching-learning strategies to achieve various national goals—socioeconomic and cultural. The fundamentals of script writing for educational Television and Radio are same. That is — To whom (Listeners/ Viewers), what (Contests) and what for (Educational goal).Educational programs are mainly two types: Programs for schools (formal program-curriculum based) and Programs for life long education (Informal education).Writing for Radio and television is totally different due the technical and imagination perspective. Both media has its own style and mode of presentation. As for example the absence of colour, light and picture is indeed a serious limitation of radio broadcasting; despite these handicaps a fruitful radio program can create a massive impact on all of basic human feeling. Education through radio should be very distinct, direct and define. Complex topic, sentences & words, which creates confusion to the listeners should be try to avoid in all concern. As for example the mathematical or scientific terms may not be suitable or appropriate in radio. Topics on literature, history, religion, poetry, basic health, nutrition, laws etc. would be good for radio programs. Because listeners creates an imaginary scene in his mind when they listen a radio program. A fruitful educational program in radio is a true “Word Vision”. Generally the listeners’ can memorize only 30% to 40% content of total program. That’s why it is very necessary for every educational radio script may be written in three parts first summary of main topics, Secondly brief discussion and finally summarized the whole topic once again. On the other hand like educational radio programs, television programs have the same formats with some extra benefits to add dances, animation, and computer graphics etc. Television program is relatively flexible or more complex and critical than radio. Television has lot of scope to describe the topic in various ways due to its visual support that’s why it seems to be flexible than radio. A single picture or single frame is somewhat more powerful than millions of words. On the other hand due to audio-video are incorporating at the same time, so, fraction of fault or misinterpretation will be totally despoiled the program. On this context, an educational television programs demands lot of care, research and intonation rather than radio program. The producers should be very care full on the costumes, make-up, get-up, physical attitude and personality of the anchors as well as on scenery, props etc. It requires sufficient and adequate visual support to establish the topic. Nothing is hidden in television program and viewers have no chance to create any imagination. Like educational radio program, television script has scope to do the same practice to make more fruitful and effective.

Brief Biodata of Presenter:

Main Author: K.M.Taj-Biul Hasan holds B.Sc.(Hon\’s)and M.Sc. degrees in Zoology from the University of Dhaka. After completing his Diploma in Photography & Film making; He joined Bangladesh Open University (BOU) in October 1994 as an Educational Program Producer and continued his service till March 2011. He presented papers in various international e-learning conferences and have publications in the reputed international journals on Film making and Educational Broadcasting. In 2007 and 2010 he got the most prestigious “The UNESCO Japan prize” for his two documentaries – ‘Education on the Boat–Hope for Tomorrow” and “The light of Life” respectively. Co-author: Ms.Salina Parvin holds B.A. (Hon\’s) and M.A.degrees in Drama & Dramatics from the University of Jahangirnagar. She joined Bangladesh Open University (BOU) as a Programme Officer in 15 January 2007. So she far produced 18 Educational Television and 06 Radio Programmes since December 2011..

Other Details:

Dear Madam/Sir Greetings from Bangladesh We are very much interested to attend in the forth coming World Education Summit 2012 . As you know we are citizen of a very low income under developing country. So do have we any scope get fellowships or grant to attend the conference if our paper is accepted? Because it is beyond of our ability to bear all the cost to attend the conference by self-finance.. Regards (Mr.) K.M.Taj-Biul Hasan Ms.Salina Parvin

WES 2012 :: Skill development for successful eGovernance implementation in India

WES Track: Skills and Vocational Training

Title of Paper: Skill development for successful eGovernance implementation in India
Author Name: HARSHITA BHATNAGAR
Email: harshita.moia@gmail.com
Organization: Ministry of Overseas Indian Affairs, Govt. of India
Address: 9th Floor, Akbar Bhawan, Chanakyapuri, New Delhi, Delhi. 110021, India

Abstract:

National eGovernance Action plan (NEGAP) which was conceived and approved by GoI in 1999 was a precursor to the current National eGovernance Plan (NeGP) of GoI which is worth more than Rs. 40000Cr. Govt. is spending a massive budget of more than Rs.1000cr per year on eGov projetcts since 2006. This budget is more than the budget (yearly) of National Informatics Centre (NIC)- the IT arm of GoI which has its presence in all of the 632 districts of India since 1980s. The 27 Projects under NeGP are at various stages of implementation. Some noteworthy are- MCA21 and Passport Seva, these have made the public interactions totally online and a lot faster. All 27 MMPs under NeGP envisage electronic delivery of G2C services. Hence efficiently trained Govt. employees are required at the Back-end/front-ends(Kiosks) to offer time bound G2C services. Therefore a systematic study of ICT skills levels of Govt. employees is required. Many a times inappropriate training methodologies and strategies are employed to train employees in ICT skills. For example, in a Hindi speaking state such as Uttar Pradesh, if ICT skill training is solely provided through English medium- results will surely be discouraging. In view of the above, there is an immediate need to: analyse the existing skill development techniques and methods being used to enhance ICT skills of govt. employees. involve govt. employees in the design of skill development programmes for delivery of citizen centric ICT projects for G2C services. design a framework so that all levels of govt. employees who need ICT training are covered. The proposed framework will focus on improving the training delivery methods to such as Open and Distance Learning (ODL), video based learning, audio based learning, Web Based learning(WBTs)/online courses in addition to traditional Instructor led trainings(ILTs) to impart training in ICT skills. This paper will explore the current training and skill development methodologies currently in practice in Govt. of India/state govts. for various eGovernance projects. Thus paving way for the future strategy for capacity building for successful implementation of ambitious project such as NeGP.

Brief Biodata of Presenter:

Author has a total of more than 11yrs work experience in the IT industry mainly in two domains, namely- elearning/training development and eGovernance consulting. She has 6years of experience working directly on four eGovernance projects of GoI spanning their implementation across all 35states & UTs of India. She has been often compelled to think about the factors that contribute to successful implementation of an eGovernance project. She has worked as Consultant (Capacity Building) for NeGP. Currently she is working as Asst. Project Manager with Ministry of Overseas Indian Affairs, Govt of India for implementation of another ambitious egovernance project- eMigrate. This project will bring in BPR and automate emigration clearance process for workers going on ECR passport to notified countries. This project also requires skill development of govt. officers & staff for using the online eMigrate application software. It is a transformational ICT projects of govt. of india.

Other Details:

Successfully completed online programme- IGCBP-2007 from Diplo foundation, Geneva. In Feb 2012 qualified in two selection rounds/stages to reach the 3rd and final round of interview for award of Chevening Rolls-Royce Innovation and Leadership Programme-2012 scholarship by the British Council in India.

WES 2012 :: Role of Augmented reality and virtual technologies in education

WES Track: Skills and Vocational Education

Title of Paper: Role of Augmented reality and virtual technologies in education
Author Name: C. Jagan Mohan
Email: jm@trikonatech.com
Organization: Trikona Technologies Pvt. Ltd.
Address: #7-1-58, 5th Floor, Surekha Chambers, Ameerpet, Hyderabad – 50016, India

Abstract:

The ability to overlay computer graphics onto the real world is commonly called Augmented Reality (AR). Unlike immersive Virtual Reality, AR interfaces allow users to see the real world at the same time as virtual imagery attached to real locations and objects. In an AR interface, the user views the world through a simple handheld camera or head mounted display (HMD) that is either see-through or overlays graphics on video of the surrounding environment. AR interfaces enhance the real world experience, unlike other computer interfaces that draw users away from the real world and onto the screen. Imagine a 3D object in 3D space sitting among a very real and familiar environment of desk, chair, and walls. It is very interesting experience to see the real world when blended with virtual objects. As an advanced media technology company, the potential for using this kind of technology for learning and teaching is what strikes us the most. Augmented reality as a science and practice has been receiving more and more attention recently. The virtual objects may be stationary or manipulated, seen on a large flat screen or in a heads-up display. AR technology allows for viewing things in a natural environment that otherwise would be impossible to show, such as labels on parts of an engine or forces on the poles of a magnet. Using AR tools, many books can be converted into magic books. This magic book is a book just like any other, complete with a story or an intricate serious subject written on pages that could be read without the help of AR technology. However, the pages also contained virtual animated figures, which once viewed with a camera or with a special heads-up display would act out the story in 3D space above the pages. Augmented Reality is a variation of Virtual Reality. VR technology completely immerses a user inside a synthetic environment. While immersed, the user cannot see the real world around him. In contrast, AR allows the user to see the real world, with virtual objects superimposed upon or composited with the real world. Therefore, AR supplements reality, rather than completely replacing it. Ideally, it would appear to the user that the virtual and real objects coexist in the same space. But what about more mainstream education? Can we use AR for teaching classroom based curricula? And make it available for students easily. Very little of this technology has been used outside of a laboratory setting, hi-end publicity and promotion of expensive goods and articles, let alone inside a classroom. But some efforts have been made in this direction and more answers may be forthcoming. I believe the AR tool and interface is a visualization technology that can take advantage of the limitations offered by other visual means of communication for learning. The theory is that the traditional methods of learning spatially-related content by viewing 2D diagrams creates a sort of cognitive filter. This filter exists even when working with 3D objects on a computer screen because the manipulation of the objects in space is made through mouse clicks. Additional research is looking at other topics that also naturally lend themselves to 3D space, such as the 3D structure of molecules. We are looking at a AR models that teaches molecular biology concepts to high school students. Teachers and students experiment with different kinds of 3D molecular models and discover new ways of interacting with them. With some more customised module development the high school will use AR for teaching biology and chemistry, with plans to expand the program to include more complex concepts and techniques in the near future. But despite current efforts, research into the “how, what, and why” is lagging far behind the technological development of the AR systems. I hope the educational research community remains enthusiastic about the building of AR tools aimed at teaching and learning. AR technology has matured to the point where it can be applied to a much wider range of application domains, and education is an area where this technology could be especially valuable. The educational experience offered by Augmented Reality is different for a number of reasons, including: • Support of seamless interaction between real and virtual environments • The use of a tangible interface metaphor for object manipulation • The ability to transition smoothly between reality and virtuality In educational settings physical objects or props are commonly used to convey meaning. In Augmented Reality there is an intimate relationship between virtual and physical objects. The physical objects can be enhanced in ways not normally possible such as by providing dynamic information overlay, private and public data display, context sensitive visual appearance, and physically based interactions. AR applications based on a tangible interface metaphor use physical objects to manipulate virtual information in an intuitive manner. In this way people with no computer background can still have a rich interactive experience. For example, in the Shared Space interface users could manipulate three-dimensional virtual objects simply by moving real cards that the virtual models appeared attached to. There was no mouse or keyboard in sight. This property enables even very young children to have a rich educational experience. Young children often fantasize about being swallowed up into the pages of a fairy tale and becoming part of the story. This technology makes this fantasy a reality by using a normal book as the main interface object. People can turn the pages of the book, look at the pictures, and read the text without any additional technology. However, if they look at the pages through a simple inexpensive handheld Augmented Reality display, they see three dimensional virtual models appearing out of the pages. The models appear attached to the real page, so users can see the AR scene from any perspective simply by moving themselves or the book. The models can be any size and are also animated, so the AR view is an enhanced version of a traditional three-dimensional \”pop-up\” book. Users can change the virtual models simply by turning the book pages. When they see a scene they particularly like, they can fly into the page and experience the story as an immersive virtual environment. In the VR view, they are free to move about the scene at will and interact with the characters in the story. Thus, users can experience the full Reality-Virtuality continuum. These special books with AR interface supports new forms of educational experience. No longer are textbooks static sources of information. Through the use of Augmented Reality the printed page can become means to move students to animated interactive virtual environments. Research in conceptual learning in immersive virtual environments is a relatively young field but growing rapidly. As suggested by several studies Virtual Reality (VR) can contribute to raise interest and motivation in students with a high potential to enhance the learning experience. However, the practical potential of VR is still being explored and understanding how to use VR technology to support learning activities presents a substantial challenge for the designers and evaluators of this learning technology. Augmented Reality cannot be the ideal solution for all educational application needs but it is an option to consider. The technology used always has to depend on the pedagogical goals and needs of the educational application and the target audience. For the development of any educational application technological, domain specific, pedagogical and psychological aspects have to be considered. First and foremost an extendable (mobile collaborative) AR or VR system is needed as a platform to develop an application for real use in classrooms. There is no single technology that fits all needs. It is very important that user interfaces and display types fit the application and educational needs. Due to advances in the development of pedagogical concepts, applications and technology, and a simultaneous decline in hardware costs, the use of small scale or mobile immersive virtual or augmented reality systems could become feasible for educational institutions within next few years. Nevertheless, the potential of each VR/AR feature needs careful reflection in order to be actually translated into educational efficacy. The matter is not questioning whether or not VR/AR is useful to enhance learning. The matter is understanding how to effectively exploit its potential.

Brief Biodata of Presenter:

C. Jagan mohan is in media space specially media related technology for the last 20+ years. He is in to content digitization, media compression space and edu-entertainment content generating area. Heading Trikona Technologies Pvt. Ltd. as CEO and Managing Director. Trikona is into development of content for 3D Holographic systems, Virtual Reality based solutions interacting with gestures, Augmented Reality and interactive wall and floor projection systems. He is actively involved in the development of Restoration, Colorization, 2D to 3D conversion softwares for Trikona. His is an expert in Image processing, Restoration, Colorization, Holography, Virtual and Augmented Reality technologies.

Other Details:

More details about TRIKONA TECHNOLOGIES PVT. LTD. can be found on www.trikonatech.com. you can reach Mr. Jagan mohan through e-mail jm@trikonatech.com.

WES 2012 :: Facing the FB Generation

WES Track: School Track

Title of Paper: Facing the FB Generation
Author Name: Dr Dheeraj Mehrotra
Email: dheeraj_mehrotra@hotmail.com
Organization: S.Chand Harcourt India
Address: K- 739 Aashiana Colony, Lucknow, Uttar Pradesh. 226012, India

Abstract:

Walls and Friend Requests have come across more popular than HELLO or Hi ! in the schools today. The need for today towards the teaching segment has dwelled with intelligence and IT friendly requisites by all. Quality Education is reflected by the involvement of the Quality Infrastructure at the learning arena which otherwise is not of any use and Children Friendly. The parents are requested to make their choices today for admission in majority of the mushrooming shops around the country more like any other service industry with the option to have a round around the School, the classes and even they are told to leave their wards in the class as a trial run for them to decide of taste. Computers, software, CDs and Smart Toys ought to be considered as a supplement to the other, more concrete learning activities like completing puzzles, building with Lego and blocks, reading books, creating art projects and playing on the playground…”, is obvious by our observations and research, out of the present day scenario. On very grounds of improvement planning and the paradigm shift with education being characterized by technology enabled instructions, collaborative learning, multidisciplinary problem-solving and promoting critical thinking skills, e-learning, a household name for the students today offers a wide variety of ICT enabled classroom solutions for learning the Smart Way ! It allows a user-friendly option for the learner to be integrated in what is desired and acquired to his or her requirements class and level wise. No wonder you tell a child to write an essay as homework, he/she is bound to download the content to present before you the next day, making you baffle to the interest of the many others lying in the queue. The parents often think this as a menace out of the challenging work wisdom they possess in order to earn their daily living. Their frames are not yet over with more demands for the CD-Burner and Scanner for more computing and smart-study as they call it. The only option available to the poor parents of the IT age is to ponder over for solace and to accept novel ways to convince their future generations in regards to motivations and guided involvement.

Brief Biodata of Presenter:

Author, Innovator, Six Sigma In Education, National Teacher Awardee, Former Principal, Teacher for over two decades. Trainer, Excellence In Education. Presently engaged as DGM-K12, S.Chand Harcourt India, one of the esteemed e-learning providers from India.

WES 2012 :: Integration of Inclusive Education subject in the curriculum of pre-service teachers: Exploring its impact and effectiveness

WES Track: School Track

Title of Paper: Integration of Inclusive Education subject in the curriculum of pre-service teachers: Exploring its impact and effectiveness
Author Name: Jane K. Lartec, PhD
Email: enaj2911@yahoo.com
Organization: Saint Louis University
Address: Saint Louis University, Bonifacio Street, Baguio City, Benguet. 2600, Philippines

Co-Author 1:
Author Name: Ronald B. Bustos
Email: ronaldbustos86@yahoo.com
Organization:  Saint Louis University
Address: Saint Louis University, Bonifacio Street, Baguio City, Philippines, 2600

Co-Author 2:
Author Name: Almarraine Joy Y. De Guzman
Email: chengraine92@yahoo.com
Organization:  Saint Louis University
Address: Saint Louis University, Bonifacio Street, Baguio City, Philippines

Co-Author 3:
Author Name: Cazel D. Casiano
Organization:  Saint Louis University
Address: Saint Louis University, Bonifacio Street, Baguio City, Philippines

Abstract:

In response to the growing currency towards inclusion around the world, teacher education institutions have shifted into pedagogy of teacher training in line with inclusive education. Ensuring the competence of pre-service teachers to cater to the needs of increasing range of diverse learners has been a great responsibility of schools of teacher education. From the perspective of the 155 pre-service teachers as respondents, this study seeks to evaluate the impact of inclusive education subject, a one-semester course in the School of Teacher Education of Saint Louis University, Baguio City that offers training on inclusive education practices to the pre-service teachers in changing their viewpoints toward inclusion, in preparation to their professional career. The study also examines the effectiveness of the subject in terms of the five strands namely: year level offering, course objectives, course content, teaching strategies, and effectiveness of the instructor. Through the administration of a validated questionnaire, findings showed that the subject has left a great impact on the pre-service teachers in instilling positive perception specifically in responding to diversity and acceptance of different students. Moreover, the study has also discovered that the inclusive education subject is generally very effective across the five strands identified. The findings of this study are significant in the improvement of the curriculum and possible dissemination of inclusive education subject to other teacher education institutions in the country. Keywords: teacher candidates, perceptions, teacher education, inclusive education, preparation, attitudes, subject evaluation

Brief Biodata of Presenter:

Dr. Jane K. Lartec is an Associate Professor at the School of Teacher Education, Saint Louis University, Baguio City, Philippines. She is currently the Department Head for Filipino in the said institution. She holds degrees in Philosophy in Language Education (PHLED), Cum laude;, Master of Arts and Special Education (MASPED), Magna cum laude; Master of Arts in Filipino as a Second Language (MAFIL); and Bachelor of Secondary Education (BSE), Cum laude. She is teaching Filipino, Research, Special Education, and Language Education in the undergraduate and graduate level of Saint Louis University. She is also one of the Board of Directors of the Wika ng Kultura at Agham, Ink (WIKA) and a National Executive Board Member of the Philippine Association Language Teaching, Inc. (PALT).

WES 2012 :: Governance in Education: Integrating IT for Efficiency in Administration

WES Track: School Track

Title of Paper: Governance in Education: Integrating IT for Efficiency in Administration
Author Name: Nihar R Pradhan
Email: nihar@digitalcampus.in
Organization: Digital Campus Services Pvt. Ltd.
Address: Digital Campus Services Pvt. Ltd., Plot#1, Gate#1, Parkview Enclave, Banjara Hills, Road No-2,, Andhra Pradesh. Hyderabad – 500034, India

Abstract

Governance in Education: Integrating IT for Efficiency in Administration  Key Words  Important Definitions  Objectives  Aspects of Governance  Efficiency in Administration  Role of IT in School Management  Methodology  Key Findings  Integrated IT Solution: Digitization of the School Campus Key Words  Cloud Computing (CC)  Digital Campus (DC)  Information Technology (IT)  Parent Relationship Management (PRM)  Education Ecosystem  Governance  Administration  Efficiency Important Definitions Cloud Computing – It is a general term for anything that involves delivering hosted services over the Internet. Cloud computing is so named because the information being accessed is found in the “clouds”, and does not require a user to be in a specific place to gain access to it. Information Technology – It is a term that encompasses all forms of technology used to create, store, exchange, and use information in its various forms. The technology involving the development, maintenance, and use of computer systems, software, and networks for the processing and distribution of data Digital Campus – It comprises of a combination of Innovative Information Technology Products. The concept of Digital Campus is to literally convert educational campus into knowledge campus thereby empowering institutions in better management and delivery of education programmes through cost-effective IT solutions. Parent Relationship Management – It is a tool that collaboratively and effectively engages with the Parents and he/she can communicate anything online with the School and significantly enhances the relationship with the school. Software as a Service (SaaS) – It is a model for the distribution of software applications as a service, usually via the Internet. Objectives The basic purpose of this paper is to bring forward for consideration the various aspects of school administration which with integrated automation can significantly enhance the efficiency leading to better governance. The paper is a presentation of an innovative solution “Digital Campus” that has been conceptualized, designed and developed on latest Cloud Computing Technology to address the critical challenges of the school education ecosystem. The focus is on different issues involved in our education system in order to strengthen the pillars of school education system, i.e. policy implementation, planning process & administrative procedures through integrated IT system. Aspects of Governance Governance is the enablement of a process i.e. self-assessment in nature to effectively assess & ensure the compliance of the quality standard in the school. This process shall act as a management tool for an independent assessment of various components of school functioning and monitoring of key performance indicators. It shall implement & institutionalize appropriate corrective and preventive mechanism at various levels to monitor the school’s performance as well as the satisfaction of the different stakeholders. The school shall regularly assess the effectiveness of administration of teaching and learning, and to identify and initiate continual improvement programmes through involvement of all stakeholders (Parents, Students, Teachers, Management). Efficiency in Administration Administration is a significant part of our education ecosystem management. Administrators face a multiplicity of issues on a daily basis from properly conducting the admission process to ensuring the updated curriculum to analyzing the examination to effective communication with the parents. Similarly there are many such issues in school education which an administrator, a principal, a teacher, and a parent confront and these aspects can present both a challenge and opportunity to the school management. A proper perspective of all dimensions of an issue can allow the administration to make better & quicker decisions and thereby enabling to enhance the overall efficiency of the school ecosystem. Role of IT in School Management There are an increasing number of computers in schools and particular so in the government schools under the Sarva Shiksha Abhiyan (SSA) with Public Private Partnership programmes, paradoxically trained computer staffs are highly inadequate. Though the private schools are harnessing the use of systems better compared to government schools. Both government and private schools from the interaction, however, are not using systems for school administration effectively. Earlier, Information Technology (IT) was used only for education in school in the form of learning of computers. Over a period of time the usage of IT in school administration has become significant but the application remains isolated not integrated. Today, with appropriate & adequate application of IT with well defined & documented best practices can effectively enable the complete management of school administration for good governance practices. But the question is not just about the clear definition & well documentation of the various processes towards the management of Best Practices in School. The challenge is also not in the design & deployment of the processes through IT automation but the continuous maintenance, upgradation & support of the automated processes. It calls for installation of the IT infrastructure along with the IT team in the administration of the IT setup in the school. It has been seen in majority of the school IT setup has become a burden rather than an enabler in enhancing the efficiency of the school management. For instance the school is not able to cope up with the rapid change in the technology to the retention & training of quality IT personnel to manage the IT operation. Hence, there is a definite need of a new technology model for the automation and management of various processes thereby alleviating the problem of IT infrastructure & manpower. Today, Cloud Computing technology is the right solution for addressing this fundamental problem faced by the school. Cloud Computing comes into focus only when you think about what IT always needs: a way to increase capacity or add capabilities on the fly without investing in new infrastructure, training new personnel, or licensing new software. Cloud computing encompasses any subscription-based or pay-per-use service that, in real time over the Internet, extends existing capabilities. Methodology The methodology was designed to have a detailed study of the ground realties & key aspects of school functioning for in-depth understanding of the problems encountered by the management in the effective administration of the school. In this context the following means was undertaken to collect the facts and validate the various assumptions to design & develop an innovative & integrated IT system. • Detailed Study of the Processes & Procedures of top Schools like Ivy League Academy to Oakridge International School to Delhi Public School. • Interaction with over hundred Principals and Teachers across different private and public school to understand their key problems in school management. • Deliberation with various Education Experts to Acclaimed Academician to validate and verify the problems with observations. • Employment of Process Mapping & Analysis Techniques on the various processes & procedures for better interpretation and derivation of finer insights. • Design & Deployment of the Digital Campus IT solution to resolve the issues & enhance the governance & administrative efficiency. Key Findings In many schools, information technology is not easily accessible & effectively used by teaching & non-teaching staff. The systems are not always available to teachers, and at the same time web connections are not accessible. To encourage teachers’ acceptance & use of technology, school administrators should ensure that adequate numbers of systems with web connections are available to the staffs and that access times are not restricted. Teachers need adequate opportunities to practice with the rapid changing technology and gain confidence in its application. Some of the key findings during the interaction are as follows; Aspect (1): Parent Communication & Engagement The relationship between parent and the school is the most vital facet for enabling caring, critical and comprehensive development of the student and thereby ensuring the overall development of the school. The question is how to build and nature an effective and engaging relationship with the parents remains the big question in the mind’s of school management. It just cannot be one off parent-teacher meeting which can resolve the relationship conundrum. It needs a bigger and better canvas in nurturing an effective engagement. Aspect (2): Principal Control of School Management At the helm of the academic administration, the principal of the school has to have a complete control of the academic and administrative functioning. The principal has to continuously assess and evaluate the performance of the teaching staff and provide appropriate inputs for continuous improvement of the performance. The principal needs a bird’s eye of the happening across the functions of the school to be able to see the complete dossier of a student/teacher to be able to analyze and effectively communicate with the parent about the student’s performance. It needs a better tool for complete control. Aspect (3): Time Table, Examination, Assessment & Analysis During the interaction with large number of principals & teachers across different strata’s of schools over a period of time, one of the common and pressing problem has been that of time and effort allocated towards the preparation of the various time table i.e. school timetable, class timetable to teacher/student timetable. In broad estimation it was discovered that a significant part of their time goes in the management of the timetable. This in real terms is not an academic activity but purely an administrative activity not contributing significant value to the academic development which is their core activity. Examination is the culmination of the teaching process to evaluate the learning outcomes of the student. The issue is not in the methods but in the means of the execution of the methods for compiling, analyzing of the examination for effective assessment. It becomes a herculean task for the teaching & non-teaching staff to analyze from multiple dimensions the progress report card as per the stipulated guidelines of the boards for instance the CCE from CBSE. Aspect (4): Admission Process & Student Record Management The starting point for a school is the admission management which includes the handling of enquiry, conducting of the screening process to selection of the student. The manual mode of execution of the process takes away considerable amount of time and effort from the teaching staff along with the non-teaching staff. In addition it becomes a huge task of tracking and tracing the complete record of a student over a period of time. There is a need for automated process which integrated with all other processes. Aspect (5): Teacher Recruitment, Retention & Training The educational landscape is rapidly changing. The first & foremost challenge is the recruitment & retention of teaching talents. At the same time the school administration needs better understanding of newer delivery techniques, skill scaling, and curriculum re-design, societal expectation and the application of creative tools for enabling continuous training. In essence no investment in school administration is complete without investing in the capability of teachers to embrace this change. There is critical role of IT to be played in addressing this very challenge. Integrated IT Solution: Digitization of the Campus The idea of “Digital Campus” is to literally convert an educational campus into knowledge campus thereby empowering institutions in better management and delivery of education programmes through most cost-effective IT solutions for all the stakeholders of the education ecosystem. It is addressing these vital aspects of school administration that are grossly affecting its efficiency. Digital Campus in essence is an integrated, intelligent & innovative IT solution based on Cloud Computing Technology i.e. Software as a Service (SaaS) model comprises of 25 modules from admission to alumni management encompassing over 100 critical processes & 500 plus reports for significantly enhancing the efficiency of the school administration & governance. Any information can be accessed by the school through multiple devices i.e. from smart iphone to ipad on the Cloud. Note: Snap Shots of Parent Dashboard & Screen Shot of Principal Dashboard in Digital Campus. AdvantEDGE ‘Digital Campus’  School enables real time access to Parents through PRM  School provides intelligent reports to Parents through PRM  Management gets real time Analytical Reports for quick and effective Decision  Management gets a better control of the Organization through Digital Campus Dashboard  Principal gets a bird’s eye view in monitoring & managing of the School through Principal Dashboard  Bursar gets a better control of the administrative management of the operations  Teachers Administrative work is reduced and provides them more time on Academics  Staffs are connected creating a Collaborative Culture in the Organization  Significant Reduction in Hardware and Software cost  Significant Improvement in Operational Efficiency  Physical Campus transforms into a Knowledge Campus

Brief Biodata of Presenter:

He is a B.Tech from NIT Jalandhar and MBA from IBS Hyderabad. After a brief stint with Saint Gobain, he was into Management Consulting for over a decade offering varied process reengineering, process innovations and business transformation intervention for top companies like Dr. Reddy’s Lab, EID Parry, Care Hospital, ITC-IBD, to JK Agri Genetics and educational institutions like Ivy League Academy, Delhi Public School to Oakridge International. Today as a Co-Founder of Digital Campus he has been instrumental in setting benchmark and best practices in top educational institutions. He is the co-author of books on ERP & Knowledge Management and has many management articles published in leading papers like Economic Times to The Hindu. He currently takes care of the Operation and Strategic Planning & Execution in Digital Campus Services.

WES 2012 :: Engineering Pathway tool

WES Track: Skills and Vocational Education

Title of Paper: Engineering Pathway tool
Author Name: Neil Spurgeon
Email: neil.spurgeon@bcs.org.uk
Organization: Spurgeon Training
Address: 10 Thornbury Close, Fareham , Hampshire England. PO14 3BT, United Kingdom

Abstract:

With the arrival of Diplomas for 14-19 year old vocational students came alternative,  modular, vocation-orientated pathways to further and higher education. With this ability to choose came a degree of uncertainty for young learners (some only 14 years old) when trying to select the most suitable course that they might undertake. At Fareham College in Hampshire, the importance of effective information, advice and guidance (IAG) was most pronounced on the Engineering Diploma courses, where the range of engineering careers can lead to some confusion over which of the many progression routes available should be taken. As a result, the College has collaborated closely with its own students to design and build the Engineering Pathway Tool, an online reference guide aimed at school students to help them, their teachers and their parents make informed decisions at the right time. The tool was created by the students, led by and external consultant, Neil Spurgeon, and the process of creating it was considered so sucessful that it was submitted for, and won, the 2011 Peer Award for Excellence in the category \’Nurturing Talent\’ See: http://www.informatology.com/ What makes this project rather unusual was the decision to involve students fully in both content and design decisions from the word go. After building an initial front-end design for the Engineering Pathway website in January 2010, first-year students on the College’s Higher Engineering Diploma course were set the task of researching various engineering sectors and displaying their results via PowerPoint presentations.

Brief Biodata of Presenter:

Following thirty years in the Navy, Neil worked as a Computer Science University Lecturer. He was a county e-Government Development Advisor, an FE IT/Project Manager and now runs a consultancy specialising in Virtual Learning Environments. He holds an MSc in Telematics, business qualifications and is a CGLI Licentiate. Author of several CD-ROMs designed to aid the delivery of computing subjects, he regularly delivers academic papers to HE conferences in England and Scotland. A Chartered Fellow of the British Computer Society, Neil sit on the Hampshire Branch committee and also acts as an Assessor for those seeking BCS Chartered Status.

Other Details:

The process of undertaking this work and especially the highly praiseworthy process of using the students to create Learning and Developmental materials for future students on the same course, as well as winning an award, has also featured on the UK\’s Excellence Gateway maintianed by LSIS. Further information can be found at http://www.excellencegateway.org.uk/node/3676

WES 2012 :: Revisiting The Role Of Industry Institute Interaction On Technical Education

WES Track: Dr. Mukul Chandra Bora

Title of Paper:  Revisiting The Role Of Industry Institute Interaction On Technical Education
Organization: Dibrugarh Polytechnic
Address: Department of Civil Engineering Lahowal, Dibrugarh, Assam. 786010, India

Abstract:

The Industry Institute Interaction (III) is not a new concept in India. Discussion, courses are been organized in this area due to its inherent potentiality and applicability in technical/professional education as it produced the work forces required for the industries. The effectiveness of this program is based on strong and cordial partnerships between Institute and business establishments and essential for broadening and enriching the learning community, both students and teachers. Institute must do all they can to prepare all students for successful and rewarding employment after they complete their formal technical education. It was observed that the interaction between the industry and institute are found to be less effective in practice. This may either due to negligence of the teachers or the industry professional. Study conducted on this aspect reveals certain interesting outcomes as (i) drawbacks in policy formulation, (ii) curriculum development, (iii) inclusion of all levels of population in industry and institute, (iv) removal of barrier between the academicians of different levels of institute, (v) third party evaluation of the results and the most important part is the repulsive nature of the industries for academician. This paper will discuss the above mentioned points in detail so that an effective Industry-Institute relationship can be achieved for the benefit of the student community. Keyword: Technical/Professional education, industry, academician, work force, interaction.

Brief Biodata of Presenter:

Dr. Mukul Chandra Bora presently working as a Lectuurer(Selection Grade) in Civil Engineering at Dibrugarh Polytechnic under the Department of Higher and Technical Education, Government of Assam. He obtained his BE in Civil Engineering from Dibrugarh University in 1988 and thereafter joined in construction industry and served in different capacities till 1995. Thereafter he switchover to Teachning profession with an ambition to acquire additional qualification in Civil Engineering to devote himself in Teaching and Research. An M.Tech from IITKharagpur in 2000 and a Doctorate in Geotechnical Engineering from IITGuwahati in the year 2011. He has published and presented more than 10 papers in different International and National Conferences in different parts of India.