Wednesday, 28 December 2016

Hull's Need Reduction Theory

Hull’s Need Reduction Theory /Drive Reduction Theory

Clark L Hull (1884-1952) a teacher in the university of Wisconsin and Yale, is credited with putting forth a systematic mathematical and scientific theory of human behaviour based on conditioning and connectionism of the earlier behaviourist. He built his theory on a logical structure of postulates and theorems.
Hull’s theory was first presented in 1943 in his major book ‘Principles of Behaviour ‘this theory was extended in 1952 through his last book ‘A Behaviour System’
                   
                    Hull introduced the concept of reinforcement and intervening variables between S and R. Accordingly, when a stimulus (S) impinges on the organism, it results in a sensory neural impulse (s) a kind of stimulus trace. This stimulus trace ultimately causes a motor neural reaction (r),that results in an overt response(R).
According to Hull
     A stimulus which deduces the need is called reinforcement , process of drive deduction is called reinforcement.

 


  Need                  Drive (motives)    
                   
                                                                                                                              
                                               Drive reduces    


Sunday, 25 December 2016

Rashtrabhasha Hindi

                        राष्ट्रभाषा के रूप में हिंदी 

संविधान के अनुच्छेद ३४३ (१ ) के अनुसार '' संघ की राजभाषा हिंदी और लिपि देवनागरी होगी , संघ के राजकीय प्रयोजनों के लिए प्रयोग होने वाले अंकों का रूप भारतीय अंकों का अंतर्राष्ट्रीय स्वरूप होगा ''.इसी अनुच्छेद के दूसरे उपबंध में १५ वर्ष के लिये अंग्रेजी भाषा को भी राजकीय कार्यो के लिए  मान्य किया गया। 
                           अनुच्छेद ३४४ में राष्ट्रपति द्वरा एक राजभाषा आयोग के गठन का प्रावधान किया गया है , जो हिंदी के उत्तरोत्तर विकास एवं अंग्रेजी के प्रयोग को काम या बिलकुल समाप्त करने के लिये विचार करेगा, साथ ही तीस सदस्यों की की एक समिति के गठन का भी प्रावधान किया गया जो आयोग की सिफारिशों की समीक्षा करके अपना सुझाव को भेजेगी। 
                              अनुच्छेद ३४४ के अनुसार राज्य विधिक प्रक्रिया द्वरा राजकीय प्रयोजनों के लिए  उस राज्य में प्रयुक्त प्रादेशिक भाषोओं में से एक या अनेक अथवा हिंदी को अंगीकार कर सकेगा, किन्तु यदि राज्य ऐसा नहीं करता तो वहाँ राजकाज के लिए अंग्रेजी भाषा ही प्रयोग की जाती रहेगी।

अनुच्छेद ३४८  के अनुसार उच्चतम न्यायालय और उच्च न्यायालयों  भाष के संदर्भ में है ,इसमें कहा गया है कि उच्चतम न्यायालय तथा उच्च न्यायालयों में और अधिनियम,विधेयकों आदि में संसद द्वरा अन्य व्यवस्था न किए जाने तक अंग्रेजी का ही प्रयोग होगा , किन्तु राष्ट्रपति की पुर्व सम्मति से किसी राज्य का राज्यपाल हिंदी अथवा उस राज्य में याजकीय प्रयोजन के लिए प्रयुक्त होने वाली भाषा का प्रयोग उस राज्य के उच्च न्यालालय की कार्यवाही के लिए मान्य कर सकता है


अष्टम अनुसूची की भाषाएँ

हिंदी  
उर्दू 
कश्मीरी   
सिंधी 
मणिपुरी 
डोगरी 
बंगाल 
गुजराती 
उड़िया 
असमिया 
नेपाली 
मैथिलि 
तेलुगु 
तमिल 
कन्नड़ 
मलयालम 
बोडो 
मराठी 
पंजाबी 
संस्कृत 
कोंकणी 
संथाली          

Friday, 23 December 2016

MID SEM EXAMINATION 2016

Paper3 and 4
Mid Sem Examination 2016
                       
Part A (Answer all items each question carries 2marks)
1.      Difference between holistic curriculum and diversified curriculum
Ans . 
Holistic curriculum:
Learning of self respect and self esteem and learning to ensure long term success. Give important to overall development of child. Give importance to seeing beauty.
    Give importance to Connecting to life outside school. Flexible and integrated classroom learning.  Linguistic potential of children.
Diversified curriculum:

The Diversified Education Curriculum (D.E.C.) The D.E.C. is the Stony Brook version of a general education program that is integral to most college and universitycurricula. It introduces students to a breadth of knowledge that balances and complements the depth of study provided by their major field.

2.      Write a short note on the use of statistics in educational research
Ans
There is a great importance in using statistics for research. Statistics help the researcher to gather information about particular trends, need and descries. Statistics are important in educational research. They allow educators to see what types of learning produces the best result for their students. Statistics are everywhere basic to research activities.
·         Statistics permit the most exact kind of description that it is useful to any who can understand it when they read the symbols in terms of which these phenomena are described mathematics and statistics  are a part of descriptive language.
·         Statistics helps us to be definite and exact in our procedures
·         Statistics enables us to summaries our results in a meaningful and convenient form. Masses of observations taken by the researchers are meaningless and bewildering.
·         Statistics enables us to predict how much of a thing will happen under condition and about how far we may extent our generalization.
·         Statistics enables us to analyze some of the casual factors underlying complex events. Thus the role and place of statistics in research cannot be overemphasized
.
3.      prepare a pie diagram based on following data(number of projects sanctioned) aided 13, unaided 10, government 27
Ans
Aided-13, unaided -10, govt-27
Total =50
13- 13/50X100=26%
10-10/50   X100=20%
27-27/50X100=54%
26%- 26X360   =93.6
 100
54%-27X360   =194.4
100
20%-20X360     =72
           100














Thursday, 15 December 2016

Augmented reality

Augmented Reality


“Augmented reality (AR) is a live direct or indirect view of a physical real world environment whose elements are supplemented by computer- generated sensory input such as sound video graphics or GPS data.”
Benefits of Augmented reality
     Eye catching presentation
     Interactive lessons
     Let your audience participate
     Portable and less expensive learning materials
     Students can access models from any device at anytime

     Your students will return more knowledge for a longer period 

BOYD bring your own devices

BYOD(Bring your own device)

BYOD is learning in the classroom with the aid of tablets, smart phones, and mobile technology. It is learning that is collaborative and accessible anywhere.
Students are already familiar and comfortable using their own technology so they can focus on actually learning with them than learning how to use the device. Students’ personal mobile devices tend to be more cutting-edge, so schools can more easily stay up-to-date with technology. Students are more likely to have remembered their beloved mobile devices than textbooks or notes. It’s a cost-effective way to save schools money on technology. With BYOD students are more likely to continue learning outside of schools hours. When students use their own devices, they take care of their own ‘training.’ BYOD provides opportunity for teaching respectful/appropriate use, which will be important in properly preparing them for the future. Students will be more organized with all their notes and assignments all in one place.  BYOD (bring your own device) is the increasing trend toward employee-owned devices within a business. Smartphones are the most common example but employees also take their own tablets, laptops and USB drives into the workplace.
BYOD is part of the larger trend of IT consumerization, in which consumer software and hardware are being brought into the enterprise. BYOT (bring your own technology) refers to the use of consumer devices and applications in the workplace. More specific variations on the term include bring your own computer (BYOC).
Benefits of BYOD in classroom
The current generation of students has grown up with technology and want to use it in every aspect of their daily lives — including school. They have an expectation that the same technology they use at home will be available at school too. Thanks to the mass consumerization of technology, students are now some of the most enthusiastic and savvy users of state-of-the-art mobile computing devices.
They keep their beloved mobile devices on them at all times, and are not just using them to communicate with friends or download music. In fact, they use technology to study or work on homework assignments and they believe that mastering the latest technology skills will improve their educational and career opportunities.
A couple of years ago I spoke to my principal and we both recognized an opportunity to make the most of the technology already in students’ hands, allowing them to use the technology with which they feel most comfortable — their own laptops, smartphones and tablets — in class. Students are allowed to use their personal devices to take notes, collaborate on class assignments, conduct Internet research and use cloud- based apps.
1.     Student participation increases.
Students like using their personal devices. In my classes they become engaged in whatever it is that they’re doing with their personal devices — including classwork, which becomes even more interactive when everyone has access to technology. Kids these days live for technology. It only makes sense to utilize their love for technology in the classroom if you really want to get them engaged.
2.     Learning becomes student-driven.
Teaching in the digital age is becoming less about directly transferring knowledge and more about showing students how to sift through vast amounts of information to find the knowledge they need. BYOD has changed my teaching model. With the technology they are using for BYOD, students have more authority over their own learning. They can pose questions and do research instead of just listening to my lectures.
3.     Student collaboration and communication increases.
Collaboration is key to engagement in today’s classrooms. My students use technology to communicate with their peers and with me. A BYOD initiative can provide students with far greater opportunities to interact virtually with teachers and work with other students on assignments, projects and content creation.
4.     Cost Savings.
Although BYOD is really about delivering education in new ways, saving money is an important objective. With the students using their own mobile devices in the classroom, schools can save money on technology costs. My school does not need to spend a fortune trying to keep up with all the coolest technology that can be used for education these days, if students are allowed to use their own mobile devices.
5.     Personalized instruction.
I use media to meet different learning styles. Then, all students can learn and excel at their own pace. By allowing my students to follow along with my interactive, multimedia lessons on their mobile devices, I give them more control over the pace at which they learn. Students spend countless hours outside the classroom on their mobile devices. So, why not use that to my advantage? I let them use their devices as engaging learning tools in the classroom. Then, they can easily bring their homework, educational games, projects with them. Everything they need to continue learning outside the classroom can be accessed anytime, anywhere, with the swipe of a finger.
6.     A new way of learning.
Incorporating student-owned mobile computing devices into the curriculum has helped me transform my direct instruction methods into project-and inquiry-based learning opportunities. This pedagogical approach helps students learn by doing and gives them ownership of their education.

More Sample School BYOT Policies
1. Brentwood Middle School BYOT Policy
2. Central Carrabus High School BYOT Policy (Update: link has moved. Let us know in the comments if you find a current link.)
3. Queen of Peace Catholic School BYOT Policy (Update: link has moved. Let us know in the comments if you find a current link.)
4. Oak Hills School District BYOT Policy
5. Mount Olive Township School District BYOT Policy ((Update: link has moved. Let us know in the comments if you find a current link.)
6. Allen High School BYOT Policy
7. Corcoran Unified School District BYOT Policy (Update: link has moved. Let us know in the comments if you find a current link.)
8. Judson Independent School District BYOT Policy
9. Hanover Public Schools BYOT Policy 

10. ARP High School BYOT Policy

Creative Commons license

Creative common license


Creative Commons (CC) is a non-profit organization devoted to expanding the range of creative works available for others to build upon legally and to share. The organization has released several copyright-licenses known as Creative Commons licenses. These licenses allow creators to communicate which rights they reserve, and which rights they waive for the benefit of recipients or other creators.

Creative common license is a standardized method for managing copyright of your work. ACC license is used when an author wants to give people the right to share use, and build upon a work that they have created. It is open education, open data, science, research, music, video, photography, or public policy, we are putting sharing and collaborating at the heart of the web. 

Open educational resources

 Open Educational Resources (OER) 

              In 2002 the Education Program of the Hewlett Foundation introduced a major component into its strategic plan Using Information Technology to Increase Access to High-Quality Educational Content. This review1 begins with this plan as a baseline. Hewlett program officers were motivated to initiate the component after thoroughly examining content for K through 12 and post-secondary levels and finding it “alarmingly disappointing.” In 1992, when the World Wide Web was launched, open information resources rapidly became freely available, although they were of widely varying quality. With rare exception, the available materials neither promoted enhanced learning nor incorporated the latest technological and pedagogical advances. Educational institutions and publishers, lack of quality assurance for the content, and information overload also impeded the educational impact. During the 1990s, the funding for information technology in education primarily emphasized access to computers and Internet connection and the basic literacy for their use. The intent of this new Hewlett Foundation program component was to catalyze universal access to and use of high-quality academic content on a global scale. In the spirit of the work of Nobel economist Amartya Sen2 , the plan is intended to be a strategic international development initiative to expand people’s substantive freedoms through the removal of “unfreedoms”: poverty, limited economic opportunity, inadequate education and access to knowledge, deficient health care, and oppression

         Open educational resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement
Benefits of OER
              OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others.3 Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

MIT OCW
The flagship of the OER investments is the MIT Open Courseware Project .This world-changing project emerged from MIT faculty and administrators who asked themselves the following question: “How is the Internet going to be used in education and what is our university going to do about it?” The answer from the MIT faculty was this: “Use it to provide free access to the primary materials for virtually all our courses. We are going to make our educational material available to students, faculty, and other learners, anywhere in the world, at any time, for free.” Atkins chaired an in-depth review of the OCW project in the fall of 2005 and Brown serves on the OCW advisory committee. The OCW project at MIT has created a very successful, compelling, living existence proof of the power of high-quality open educational resources. It is a pioneering project that has now become a catalyst for a nascent open courseware movement in service of both teachers and learners
      less expense for students
      showcasing of innovation and talent
       quick circulation
       continually improved resources
      Scalability
      expanded access to learning

      enhancement of regular course content