Tuesday 29 August 2017


REPORT OF ICT WORKSHOP

 

 

 

On 21st  August  MED first year’s( 2017-2019)  6 Day ICT workshop was inaugurated by the principal Dr K Lakshmi Nair, Our beloved H.O.D Dr Ambili miss and Dr Sajan sir, they speaks about the importance of ICT Workshop for the MED course and in our day to day life. Workshop continued 6 days and Sajan sir introduced Microsoft word at first then Microsoft excel, Powerpoint,Audio editing, Image editing,video editing,Blog  creation were practiced. I want to say my gratitude to Sajan sir and also my friends for helping me completing the workshop.

 
 COLUMN CHART OF ICT



 

 
PIE CHART OF ICT

 

 

 

 

 

 

 

 

Thursday 24 August 2017

binu


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Tuesday 22 August 2017


Flipped Class Rooms:

 

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository.

It is the complete opposite of the way a traditional teaching class takes place. In the flipped model, students get their lectures at home at their convenience and do the assignments in their classroom. How is it different and how does it help? Well, it helps immensely. In a flipped model, students get desired lectures in the form of pre-recorded videos or access those that they understand better, over the internet. It eliminates redundancy and improves efficiency in learning. The lectures are not time-bound; students can access and review the same lecture numerous times.

Flipped classrooms have brought dynamism in knowledge to students. Classrooms are becoming more active, the teacher is turning into a coach, and he converts the classroom into a studio where students collate, collaborate and put into practice what they learn online.











 

 

Need and importance

In a traditional lecture, students often try to capture what is being said at the instant the speaker says it. They cannot stop to reflect upon what is being said, and they may miss significant points because they are trying to transcribe the instructor’s words. By contrast, the use of video and other prerecorded media puts lectures under the control of the students: they can watch, rewind, and fast-forward as needed. This ability may be of particular value to students with accessibility concerns, especially where captions are provided for those with hearing impairments. Lectures that can be viewed more than once may also help those for whom English is not their first language. Devoting class time to application of concepts might give instructors a better opportunity to detect errors in thinking, particularly those that are widespread in a class. At the same time, collaborative projects can encourage social interaction among students, making it easier for them to learn from one another and for those of varying skill levels to support their peers.

 

Limitations of flipped class rooms

The flipped classroom is an easy model to get wrong. Although the idea is straightforward, an effective flip requires careful preparation. Recording lectures requires effort and time on the part of faculty, and out-of-class and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class. As a result, introducing a flip can mean additional work and may require new skills for the instructor, although this learning curve could be mitigated by entering the model slowly. Students, for their part, have been known to complain about the loss of face-to-face lectures, particularly if they feel the assigned video lectures are available to anyone online. Students with this perspective may not immediately appreciate the value of the hands-on portion of the model, wondering what their tuition brings them that they could not have gotten by surfing the web. Those who see themselves as attending class to hear lectures may feel it is safe to skip a class that focuses on activities and might miss the real value of the flip. Finally, even where students embrace the model, their equipment and access might not always support rapid delivery of video.

 

Where is it going?

As the flipped class becomes more popular, new tools may emerge to support the out-of-class portion of the curriculum. In particular, the ongoing development of powerful mobile devices will put a wider range of rich, educational resources into the hands of students, at times and places that are most convenient for them. Greater numbers of courses will likely employ elements of the flipped classroom, supplementing traditional out-of-class work with video presentations and supporting project-based and labstyle efforts during regular class times. At a certain level of adoption, colleges and universities may need to take a hard look at class spaces to ensure they support the kinds of active and collaborative work common in flipped classes.   



 

 
 

What are the implications for teaching and learning?

The flipped classroom constitutes a role change for instructors, who give up their front-of-the-class position in favor of a more collaborative and cooperative contribution to the teaching process. There is a concomitant change in the role of students, many of whom are used to being cast as passive participants in the education process, where instruction is served to them. The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment. Activities can be student-led, and communication among students can become the determining dynamic of a session devoted to learning through hands-on work. What the flip does particularly well is to bring about a distinctive shift in priorities— from merely covering material to working toward mastery of it.

 

Flipped class rooms in India?

It appears that the flipped classroom concept is designed for India where the teacher-student ratio is alarmingly disproportionate. This situation worsens in rural areas where pupil strength is too high to the number of teachers available. Flipped classes can transform the way students are educated in rural schools. What India lacks at the moment is reliable internet connectivity in rural areas and the availability of relevant course content in digital format. The flipped classroom concept, flanked by easy availability of digital content and access devices, can bring immense opportunities to the education system—transforming the way knowledge is shared between teachers and students.

 

 

Augmented Reality

 

Augmented reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are "augmented" by computer-generated sensory input such as sound, video, graphics or GPS data.

 

The origin of the word augmented is augment, which means to add something. In the case of augmented reality (also called AR), graphics, sounds, and touch feedback are added into our natural world. Unlike virtual reality, which requires you to inhabit an entirely virtual environment, augmented reality uses your existing natural environment and simply overlays virtual information on top of it. As both virtual and real worlds harmoniously coexist, users of augmented reality experience a new and improved world where virtual information is used as a tool to provide assistance in everyday activities

 

Applications of augmented reality can be as simple as a text-notification or as complicated as an instruction on how to perform a life-threatening surgical procedure. They can highlight certain features, enhance understandings, and provide accessible and timely data. Cell phones apps and business applications are a few of the many applications driving augmented reality application development. The key point is that the information provided is highly topical and relevant to what you want you are doing.

 

 

Types of Augmented reality

 

1.      Marker-based augmented reality

 

It is also called Image Recognition, which uses a camera and some type of visual marker, such as a QR/2D code, to produce a result only when the marker is sensed by a reader. Marker based applications use a camera on the device to distinguish a marker from any other real world object. Distinct, but simple patterns (such as a QR code) are used as the markers, because they can be easily recognized and do not require a lot of processing power to read. The position and orientation is also calculated, in which some type of content and/or information is then overlaied the marker.

 

2.      Markerless Augmented Reality

As one of the most widely implemented applications of augmented reality, markerless (also called location-based, position-based, or GPS) augmented reality, uses a GPS, digital compass, velocity meter, or accelerometer which is embedded in the device to provide data based on your location. A strong force behind markerless augmented reality technology is the wide availability of smartphones and location detection features they provide. It is most commonly used for mapping directions, finding nearby businesses, and other location-centric mobile applications.

3.      Projection based  augmented reality

Projection based augmented reality works by projecting artificial light onto real world surfaces. Projection based augmented reality applications allow for human interaction by sending light onto a real world surface and then sensing the human interaction (i.e. touch) of that projected light. Detecting the user’s interaction is done by differentiating between an expected (or known) projection and the altered projection (caused by the user's interaction). Another interesting application of projection based augmented reality utilizes laser plasma technology to project a three-dimensional (3D) interactive hologram into mid-air.

4.      Superimposition based augmented reality

Superimposition based augmented reality either partially or fully replaces the original view of an object with a newly augmented view of that same object. In superimposition based augmented reality, object recognition plays a vital role because the application cannot replace the original view with an augmented one if it cannot determine what the object is. A strong consumer-facing example of superimposition based augmented reality could be found in the Ikea augmented reality furniture catalogue. By downloading an app and scanning selected pages in their printed or digital catalogue, users can place virtual idea furniture in their own home with the help of augmented reality.

 

Key Components to Augmented Reality Devices

  • Sensors and Cameras

Sensors are usually on the outside of the augmented reality device, and gather a user's real world interactions and communicate them to be processed and interpreted. Cameras are also located on the outside of the device, and visually scan to collect data about the surrounding area. The devices take this information, which often determines where surrounding physical objects are located, and then formulates a digital model to determine appropriate output. In the case of Microsoft Hololens, specific cameras perform specific duties, such as depth sensing. Depth sensing cameras work in tandem with two "environment understanding cameras" on each side of the device. Another common type of camera is a standard several megapixel camera (similar to the ones used in smartphones) to record pictures, videos, and sometimes information to assist with augmentation.

·         Projection

While “Projection Based Augmented Reality” is a category in-itself, we are specifically referring to a miniature projector often found in a forward and outward-facing position on wearable augmented reality headsets. The projector can essentially turn any surface into an interactive environment. As mentioned above, the information taken in by the cameras used to examine the surrounding world, is processed and then projected onto a surface in front of the user; which could be a wrist, a wall, or even another person. The use of projection in augmented reality devices means that screen real estate will eventually become a lesser important component. In the future, you may not need an iPadA to play an online game of chess because you will be able to play it on the tabletop in front of you.

 

 

·         Processing


Augmented reality devices are basically mini-supercomputers packed into tiny wearable devices. These devices require significant computer processing power and utilize many of the same components that our smartphones do. These components include a CPU, a GPU, flash memory, RAM, Bluetooth/Wifi microchip, global positioning system (GPS) microchip, and more. Advanced augmented reality devices, such as the Microsoft Hololens utilize an accelerometer (to measure the speed in which your head is moving), a gyroscope (to measure the tilt and orientation of your head), and a magnetometer (to function as a compass and figure out which direction your head is pointing) to provide for truly immersive experience.

·         Reflection


Mirrors are used in augmented reality devices to assist with the way your eye views the virtual image. Some augmented reality devices may have “an array of many small curved mirrors” (as with the Magic Leap augmented reality device) and others may have a simple double-sided mirror with one surface reflecting incoming light to a side-mounted camera and the other surface reflecting light from a side-mounted display to the user's eye. In the Microsoft Hololens, the use of “mirrors” involves see-through holographic lenses (Microsoft refers to them as waveguides) that use an optical projection system to beam holograms into your eyes. A so-called light engine, emits the light towards two separate lenses (one for each eye), which consists of three layers of glass of three different primary colors (blue, green, red). The light hits those layers and then enters the eye at specific angles, intensities and colors, producing a final holistic image on the eye's retina. Regardless of method, all of these reflection paths have the same objective, which is to assist with image alignment to the user's eye.

 

 

What is Bring Your Own Device(BYOD)?

The term Bring Your Own Device (BYOD) refers to technology models where students and staff bring a personally owned device to school for the purpose of learning.

A personally owned device is any technology device owned by a student, staff or guest, including smartphones, tablets, gaming consoles and mini-laptops.

 

Benefits

1.      Student familiarity with their device: Student familiarity with and customization of devices that they already own enables learners and educators to more effectively incorporate these devices as tools for learning.

2.      Bridging formal/informal learning: When students use the same device(s) at home and at school, they have access to extended learning opportunities.

3.      Currency and ubiquity: BYOD can quickly and drastically improve student access to technology, and technology owned by students has the potential to be more current than that which can be provided by schools. Nearly ubiquitous access to very current technology supports teachers to be innovative as they incorporate technology into instructional design.

4.      Cost and sustainability: School technology investments can be redirected from device purchases to increasing student access to the Internet and providing technological capabilities not available on personal devices (e.g., high-end video and graphics editing).

Challenges

BYOD Technology Models School authorities can manage BYOD models in a variety of ways, ranging from high standardization (limiting devices to specific brands/models) to high flexibility (allowing any device that is Internet-ready). It is important to have a clear vision of the desired educational outcomes and design the model to achieve those outcomes, considering stakeholder input and diverse learning needs.

Challenges School authorities that participated in the development of the BYOD guide also identified a number of implementation challenges, including:

• Increased network traffic: As students bring in their own devices, the number of devices simultaneously accessing the network increases significantly. School authorities need to have adequate capacity and bandwidth to support student learning with these devices.

• Digital equity: Not all families can afford personal devices or Internet access at home. Ensuring digital equity can include access to devices and the Internet, as well as access to resources and quality learning opportunities.

• Responsible/Appropriate Use Agreements: It’s important to ensure that BYOD is addressed in student and staff use policies.

• Pedagogy/Teacher Readiness: It is important, prior to and while implementing BYOD programs, to provide professional development for teachers, time for staff to redesign learning and support for programs that build digital citizenship.

 

 

 

REPORT OF ICT WORKSHOP       On 21 st   August   MED first year’s( 2017-2019)   6 Day ICT workshop was inaugurated by the pri...