Why blend?

Blended learning is about efficiently and effectively using available technological innovations and methods into course creations and delivery to enhance
the teaching and learning experiences for students, parents and teachers by encouraging them to interact and engage in ways that would not normally be available or effective in their conventional environment. 

In several instances the attempts of “blending” achieves better student experiences and results, and better teaching and course curation. 

It can involve a balanced used of different delivery modes, teaching techniques and learning methods.
Technology innovations provide new avenues for teachers to deliver and/or design their courses.
This supports and enhances the teachers’ role, the students’ individual learning experiences, as well as the social ecosystem; three key elements in successful learning and teaching. 

Blended learning technologies can:
1) Broaden the domain and opportunities available for learning;
2) Enhance course management activities (e.g., communication, assessment submission, marking and feedback);
3) Effectively provisions information and resources to students;
4) Engage and motivate students through interactivity and collaboration.

Click here: to know how ePrabodh.in can help you achieve these

Therefore it is not just about using technology because it is available but blended learning is about exploring better ways of supporting students in reaching the learning objectives and giving them the best learning and demonstrating experiences, and furthermore supporting instructors in their part (numbering the organization and association of courses). 

Clearly, the mix of blended learning in courses will really change according to such components as: educate, year level, understudy traits and requirements, 
course or program learning objectives, and the educational's approach to manage teaching, and assurance and association in using development.

Blended Learning: A perfect balance of Learning Online & Offline

While it is proven fact that there is no alternative to a good teacher in learning environment, lot of people are still try to approach the problems in education sector with to digitize entire learning process.


There are apprehensions among instructors to adapt digitization mainly because of these reasons:
1. Brings about an absence of enthusiasm for learning:
Since everything is presently open on the web, students poor studying habits and a lazy attitude towards education. Some of them may even think they can play smart since they can discover answers and lessons on the web. Who needs educators when you have web and Google, isn't that so?
This can similarly prompt to students overlooking the fundamentals of education. They would rather depend on PCs and the web, rather than their books and the contribution from their educators. The greater part of them will incorrectly spell words since they frequently utilize spell checkers. As opposed to understand numerical conditions the customary way, they would look for help from PCs or search for the appropriate responses specifically through web indexes. When the time has come to take the tests in the classroom and with no type of innovation, students are probably going to come up short.
2. Makes students defenseless against potential pitfalls
While PCs turn out to be a priceless instructive apparatus, it can likewise be a wellspring of issues. This is particularly valid for students who do not have the right stuff expected to expand a gadget's functionalities. Specialized issues and PC glitches can bring about loss of assignments and different materials, bringing about large amounts of stress that students would rather not understanding. Distinction in web speeds and a gadget's capacities can likewise prompt to specific troubles that will de-spur understudies. Add to this different things that they will find on the web, which are totally random to class and instruction, and they will be occupied forever.
3. Negative perspectives on innovation
Consumerism has shown us that innovations, from PCs to cell phones, are broadly seen as apparatuses to engage instead of teach. Course readings, then again, are viewed as instruments for learning. In this way, between a tablet and a course book, students are probably going to float towards realizing when perusing a book, while they are probably going to utilize a tablet to play diversions or invest energy in online networking.
4. Raise instructional difficulties
For educators and instructors to remain side by side with innovation, they may should be retrained. The individuals who have been showing every one of their lives utilizing conventional strategies may not be extremely vulnerable to the progressions being connected. They may even consider it to be a danger to their employer stability and avoid innovation inside and out. Truth be told, a lion's share of instructors trust that consistent utilization of computerized innovation is influencing an understudy's capacity to focus and his capacity to drive forward when a testing undertaking is tossed his direction. Albeit such conviction is subjective, researchers, specialists and instructors all concur that innovation has changed the way students learn.
5. Can lessen value of in-person instruction
In spite of the fact that exploration on web based learning did not build up an immediate connection to how individual association influences an understudy's execution, information assembled showed that the individuals who selected in online courses have higher odds of fizzling, dropping out of classes, and are more averse to profit by them. This may have something to do with the way that lessons conveyed on the web or through advanced assets do not have the eye to eye connection amongst educator and understudy that gives a more individual affair.

Solution to all such issues is Blended Learning
Blended Learning is a term used to depict the way eLearning is being consolidated with customary classroom strategies and free review.
A Blended learning approach guarantees that the learner is locked in and driving his/her individual learning background. Also, since distinction students have one of a kind learning styles, a Blended approach will probably take into account those necessities. We've rattled off a couple of advantages and disadvantages for you.
Benefits
Community oriented learning encounters. Joint effort between the students and teacher can increment generously by means of a web based preparing stage. With numerous cooperative devices (online examinations, web journals, texts, and so on.) the students can associate with each other in or out of the classroom.
Expanded availability. Enhances access and also understudy states of mind towards learning. The students are given the instruments to get to the course materials at whatever time, anyplace.
Better correspondence. Correspondence is enhanced amongst speakers and low maintenance/full-time understudies. A web based preparing stage can give numerous specialized instruments, for example, news declarations, email, texting, online dialogs, internet reviewing apparatus, dropboxes, and that's just the beginning.
Fruitful assessments. Better understudy assessments through the utilization of web based testing and evaluations with announcing highlights. Regularly, the students can assess themselves better too with quick reviewing or criticism.

Cyberspace Literacy: Youth’s Negotiation of New Online Possibilities

Cyber Generation:

Generation before Internet had their own different medias—books, comics, film, radio, and TV—regardless of the possibility that parents weren't acquainted with the specific content their kids were engaged with, in any event they could get to and comprehend the medium so that, in the event that they wanted to understand what their kids were doing or impart the movement to them, they could.

With the appearance of computerized media, things have changed. The requests of the PC interface are huge, rendering many parents "dinosaurs" in the data age possessed by their youngsters. Be that as it may, more essentially, regard for these requests blinds us to the genuine test of utilizing advanced media, to be specific the potential for engagement with data and online content, and for interest in online exercises, systems, and groups. Without a doubt, the very trouble of getting to and utilizing the web boggles numerous grown-ups into trusting that if just they could ace "clicking" on connections with the mouse, then they—like their youngsters—would be web "specialists." This is not a conviction that we hold for the pen, else we'd quit instructing students English once they had figured out how to peruse and compose, yet the kid who "pros" around the screen appears to be skilled to the point that, we close serenely, they know everything they need to know as of now.

Such a conclusion appears to be affirmed by the exceptional news features of youthful programmers, young hackers and crackers breaking national security codes or adolescent business people making a fortune on E-Bay, Flipkart or Facebook not to mention the energetic inceptions of such late triumphs as Google and YouTube. Youngsters  themselves, aware of being the original to grow up with the web, agree with  people in general festival of their status as "computerized locals."

Internet Literacy

First, literacy is a type of information with clear coherence crosswise over open structures (print, audio, video, interpersonal, advanced). As respects the Internet, this learning represents a staged arrangement of difficulties, from starting equipment challenges of access through to more perplexing interpretative and evaluative capabilities with respect to content furthermore, benefits that are particularly managed by (or socially engraved into) the innovation on the other hand content.

Second, proficiency is an arranged type of realizing that provides platform to singular expertise and social hones that is empowered (or blocked) by (unequally dispersed) monetary, social, and

social assets (or capital). Critically, this rises up out of the cooperation between person action, innovation or interface outline, and institutional forming, and can't be caught on

exclusively as "a nonpartisan specialized skill."

Thirdly, proficiency includes an arrangement of socially controlled capabilities including both that which is normatively esteemed and that which is disliked or misbehavior. "Internet Literacy" specifically might be recognized from different types of proficiency to the degree that the particular abilities, encounters, writings, organizations, also, social qualities connected with the web contrast from those connected with print, varying media, or different types of correspondence.

However, now that the internet converges multiple technologies, forms, and spaces of mediation and information—blurring hitherto distinctive social practices of information and entertainment, work and leisure, public and private, even childhood and adulthood, national and global—a convergence of media (or audiovisual) and information literacy is needed to map out a constructive route to understanding what (young) people know, and need to know, regarding that deceptively simple notion of “using the internet.”

Possibilities in New Age Learning:

No wonder that what excites young people about the internet is primarily the peer-to-peer opportunities it affords, in which they provide for each other the responsiveness, criticism, humor, feedback, openness, and networking that so often is absent from content designed for children by adults. Yet since information and communication technologies increasingly represent a key route to education, health, civic engagement, employment skills, participation in government, therapeutic advice, extended family relations, and so forth, it is here that we must ensure literacy is sufficient. Celebrating young people’s enterprise and enthusiasm, while failing to support, respond, or engage with their online activities, risks failing to bring to fruition the ambitious hopes we hold not only for the internet but, more significantly, for young people.

Future Priorities and Needs for eLearning for cultural diversity

We have to define the future priorities and needs for eLearning for cultural diversity.

To make the philosophy of eLearning for cultural diversity worthwhile, higher education should cover the organizational features of Learning Management Systems that affect the process and outcomes of planned change cultural activities among digital citizens (Boyd and Meyer, 2001; Conle and et. al., 2007; May, 1999; Neo, 2005; Stevens-Long and Crowell, 2002). 

The required skills and experiences to construct and support a free environment, therefore, can focus on working collaboratively with colleagues and global partners in global online culture through eLearning. This important process engages learners and instructor in multicultural projects designed to be realistic, intriguing and relevant to real life experiences. On the other hand, promoting excellence through continuous process improvement and the creative pursuit of new ideas and systems in global online culture should be a model for how theory can translate into practice on complex decision-making processes to encourage digital citizens’ independence in thinking critically in the global eLearning context. 

Curriculum Plans and Social Actions 

The major categories were those that helped to define the important and urgent areas of curriculum plans and social actions for eLearning for cultural diversity. eLearning experts emphasized that the following must become important categories for eLearning for cultural diversity in higher education: 

1) providing successful activities and agreements for a knowledge society, and 

2) recognizing the multicultural ethical, legal, and social implications of new developments. 

Not only are curriculum plans and social actions the familiarities and awareness of facts, truths, and information gained through experience, learning, and self-contemplation, but also these critical plans and actions mean the confident understanding of a subject, potentially with the ability to utilize it for a specific purpose. eLearning for cultural diversity, therefore, should generate new forms and tools of gathering data, manipulating and storing knowledge, transforming information, and working together over distance and time to build a knowledge society efficiently, and transfer global knowledge effectively to the new contexts of social justice. Building a knowledge society should be the most crucial goals of building the global culture in higher education. 

Even when the creation of syllabus plans requires more than collecting, acquiring and transmitting large amounts of information, data, and experience, multicultural knowledge should emerge from the diverse interactions of body, mind and soul by emerging from understanding the global word. Besides, as critically pointed out by Beaudoin (2003), social actions are very crucial for higher education to tie the individual self to collective responsibilities due to remarkable advances in eLearning for cultural diversity. In this context, the cutting-edge technologies can build a powerful multicultural network to share and exchange knowledge worldwide for the prosperity and well-being of its members by using an electronic network to send and receive information across diverse locations, devices, and services. 

Students as Leaders -- Complete Engaged Learning

A big test for us as teachers is dealing with the fragile harmony between coordinated learning and self-coordinated learning in an arrangement obviously encounters. One instructional system that can offer this adjust some assistance with being to incorporate learner-as-pioneers encounters.

Giving chances to students to lead the pack in learning encounters for a gathering or the course group can give a feeling of strengthening that "is both a critical element and the desired outcome of participation in an online learning community" (Palloff and Pratt, 1999).

Students-as-Leaders encounters additionally move the learner's outlook from the survey the teacher as the essential substance power to building up an attitude of him or herself as an important benefactor to the learning knowledge. Understudies then can consider themselves to be information generators and connectors for themselves, as well as for the course group all in all. Having Students lead exercises additionally backings Vygotsky's hypothesis of the zone of proximal advancement. As Students create aptitude, their zones move, move and extend. In a perfect world, course encounters are outlined with adaptability to be reshaped to adjust to these moving zones.

When is that the best time in an exceedingly course for learner-led activities and what's a proper sequence of steps for getting ready these styles of activities? This tip provides many hints on coming up with and implementing a learner-as-leader activity

Appropriate Guidance and Planning time

Student-led activities generally succeed when learners are prepared; at the point when desires are clear and intentional; when procedures and systems are unequivocal; and when the exercises fit learners' zones of proximal advancement.

Here are a few stages of incorporating into your arranging.

• Numerous Students might be situated to driving a class action, for example, a gathering, dialog, pretend, level headed discussion or undertaking. Begin discussing the idea of learner-drove exercises from the earliest starting point of the course.
• Give Students an itemized portrayal of the movement and the normal results and obligations regarding the learners. An outline of the movement with a connection to the definite headings frequently functions admirably. More about depicting results and desires is beneath.
• Urge Students to start settling on decisions about their arranged learner-drove action after the initial 25% of the course has been finished.
• Give time in the course schedule for Students to start arranging the exercises around the center of the semester.
• Plan teacher group dialog time for the exercises before the group is booked to lead an action. Contingent upon the degree and many-sided quality of the movement this examination could be one week before or numerous weeks. The educator serves as advocate and expert in this discourse, keeping the emphasis on the results and clear desires.

Individual vs. Team-led Activities

A standout amongst the most vital parts of understudy drove exercises is to guarantee that Students comprehend what the reason and results of the action are and how the results fit into the bigger connection of the general course arrange. Once the results from the educator are clear and grasped by the learners, the Students can likewise create extra objectives or results for the movement. The normal results of a movement ought to additionally be expressed in the syllabus with the goal that Students know from the earliest starting point of the course what they will be relied upon to achieve through their learner-drove action.

Picking the Type of Activity

Gagne, Briggs, and Wager (1992) portray five sorts of learning results: intellectual skill, attitude, verbal information, cognitive strategy, and motor skill. Of these five, the initial three sorts loan themselves best to learner-drove exercises in light of the fact that the exercises can be all the more effortlessly fulfilled in a web learning environment than the last two.

Understudies can lead an assortment of instructional encounters. The absolute most regular exercises are to lead a gathering in a talk, discussion, or examination theme. Other basic exercises are to work in groups on complex issues or tasks; to plan and execute open deliberations, to pretends key ideas, amusements, and so on. Again the key for achievement is planning, meeting, and clear desires.

It ought to dependably be accepted that Students are beginner movement pioneers and thusly ought to be urged to keep their action basis both from a pedagogical and innovative point of view.

ePrabodh a complete delivering of reliable offerings

To be certain the success of your institution's finding out initiatives, ePrabodh provides clients with a complete delivering of reliable offerings. 

Additionally to hosting, safety and procedure renovation, ePrabodh takes full accountability

for all studying content running within your approach, together with content web hosting, protection, upkeep and updates. 

From consulting and technical offerings to coaching, 24x7 help Desk aid, program aid, change administration and purchaser care, ePrabodh ensures that solutions are applied seamlessly within each customer group. 
Scalability, Reliability & Flexibility for world Deployment 

ePrabodh's world-class structure is designed for high performance and scalability throughout your entire corporation. Our internet-hosted supply model is developed to fulfill or exceed the most stringent security, reliability, scalability and performance specifications. 

In partnership with main content material Distributors, we make use of a sophisticated global network with thousands of specifically-geared up servers to help withstand the daily requests for rich, dynamic, and interactive content, transactions, and applications. For over a long time, ePrabodh has delivered multi-lingual managed finding out offerings and support for administrators and end-users world wide. 

EPrabodh takes full responsibility for the supply and integrity of your process. We furnish all post-sale approach administration, upkeep, upgrades, technical help, and other services required to hold your e-learning answer up and going for walks at top-rated efficiency stages-offerings that in traditional internal network deployments would have required committed IT assets, exponentially growing the complete rate of ownership. 

And since the ePrabodh solution is delivered through an online browser from significant application servers, procedure upgrades are delivered immediately and transparently to every person. 

create unmatched digital learning experience

To create unmatched digital learning experience

Technologies and innovations can enhance instructing and adapting only when utilized as one bit of a larger solution. Basically giving every youngster a PC, Tablet or Mobile won't regularly create unmatched learning experience unless you additionally address instructing, learning, and appraisal; develop initiative and a society of development; manufacture limit; and change the learning environment.

To support one-o-one "anywhere, anytime" learning, consider offering course that: 

• Enable a new, more complete learning experience.
• Are adaptable, fascinating, and motivational. 
• Cater to a scope of learning styles and modalities. 
• Reflect your establishment's vision and convictions about learning. 
• Reflect your institution’s vision, beliefs and most importantly technique about learning

Learning Potential from Different Devices.

What all is required from a good Learning Assistance System?

An optimum learning can be reached if the Right Blend of a Teacher led Teaching is infused in correct balance with new technological innovations like communication devices, higher Internet access and new software innovations.

Internet is reach in India is increasin at a rapid speed. Also, the accessibility of mobile devices powered with Internet.

Advance software innovations available today can be leveraged to achieve a complete Learning Assistance System which primarily should be able to offer tools for:

• Productivity Tools
• Administration Tools
• Communications Tools
• Student Involvement Tools
• Course Content Delivery Tools
• Curriculum Design Tools

In the coming posts we will try to explore what are these tools and how we can use these tools to impart optimum learning experience. 

 

Beat the challenges of e-learning in India

How to beat the challenges of e-Learning?

Today’s technology along with ever increasing internet accessibility has opened of new avenues for learning and teaching. The learning with the aid of these newly evolved medium is largely known as e-Learning. The meaning of this term is also evolving with new innovations in technology as well the educational content creation.

Many people see many cons or pitfalls in e-Learning.

People cite many challenges for adapting e-Learning:

1. Lack of structure
2. Technological awareness and know-how
3. Lack of social interaction.

We will try to take look at how many of these challenges are still relevant in Digital India of 2015.

Challenge
Lack of Structure: This is number one challenge posed by critics of e-Learning. Lack of structure and motivation may make learner disinterested is primary concern of critics of e-Learning.

Solution
A well designed, planned and engaging course mitigates this challenge to a larger extent. It’s primary responsibility of course facilitator/trainer to design course in such a way that it keeps learners interested. To keep up the motivation many instructors offer in course rewards, badge system, which keep students not just engaged but drives them to give extra to the course.

Challenge
Technological awareness and know-how: Many critics feel that to create an e-learning environment needs lots of technical nitty-gritties both and Learner and Instructor end.

Solution
With today’s technology this has to been true, now a days’ advance learning assistance system makes creating e-learning course and participating in it easy as breeze. Once setup these courses sometimes become easier than actually attending the class at physical location.

Challenge
Lack of Social Interaction: Critics many times cite this problem where a learner engaged in e-learning does not get enough of social interaction.

Solution
In the age of facebook, twitter and whatsapp our medium of communication has drastically changed. He youth today is more aware of social politico changes, is more vocal and expressive about them although the channels they use for it are these new age messaging, social networking mediums. E-Learning offers learners to Learn, Teach and Share their knowledge through the medium they understand best. An e-learner can share their learning, get their doubts cleared and offer answers using these new age messaging systems quiet easily.

Towards the end, we all know a self discipline and motivation is any time better than the forced in field of education. e-Learning in India today effectively promotes the same and hence is one of the best available modes of imparting education.

Usage of smartphone among youth in India

A comparison between smartphone usage among youth in Tier-1 and Tier-2 Cities in India

Post under the series "Youth and eLearning in Digital India"

The Classification of Indian cities comprises a ranking system used by the Government of India. The earlier classification of cities was changed from A-1 to X, A, B-1 and B-2 to Y and C and unclassified cities to Z. X, Y and Z are more commonly known as Tier-1, Tier-2 and Tier-3 cities respectively.

Tier-1 Cities or Metros as we call them are Ahmedabad, Bangalore, Chennai, Delhi, Hyderabad, Kolkata, Mumbai and Pune.

Tier-2 or Mini metro class cities are Agra, Ajmer, Aligarh, Allahabad, Amravati, Amritsar, Asansol, Aurangabad, Bareilly, Belgaum, Bhavnagar, Bhiwandi, Bhopal, Bhubaneswar, Bikaner, Bokaro Steel City, Chandigarh, Coimbatore, Cuttack, Dehradun, Dhanbad, Durg-Bhilai Nagar, Durgapur, Erode, Faridabad, Firozabad, Ghaziabad, Gorakhpur, Gulbarga, Guntur, Gurgaon, Guwahati, Gwalior, Hubli-Dharwad, Indore, Jabalpur, Jaipur, Jalandhar, Jammu, Jamnagar, Jamshedpur, Jhansi, Jodhpur, Kannur, Kanpur, Kakinada, Kochi, Kolhapur, Kollam, Kota, Kozhikode, Lucknow, Ludhiana, Madurai, Malappuram, Malegaon, Mangalore, Meerut, Moradabad, Mysore, Nagpur, Nanded-Waghala, Nashik, Nellore, Noida, Patna, Pondicherry, Raipur, Rajkot, Rajahmundry, Ranchi, Rourkela, Salem, Sangli, Siliguri, Solapur, Srinagar, Surat, Thiruvananthapuram, Tiruchirappalli, Tiruppur, Tirupati, Ujjain, Vadodara, Varanasi, Vasai-Virar City, Vijayawada, Visakhapatnam and Warangal.

According to a survey done by TCS in the cities mentioned above, in year 2014-15, a whopping 72 percent of high school and above students own smartphones (compared to just 40 percent in 2011-12).

Out of these youth in metros has been using smartphones from quite a sometime and had formed a habit of using mobile based apps apart from the regular social networking and communication apps. Hence time they spend on the mobile is already occupied.

The youth in mini metros, on other hand, has newly acquired the smart phones and is rapidly forming habit of these apps, it’s easier to introduce more productive apps and mobile based e-learning to this demography as the time they spend on the mobile is largely unoccupied currently.

An interactive, engaging e-learning activity is more adaptable to this group of youths. The most vital requirement for such app which can deliver e-learning is it should capture students attention in fun way along with imparting knowledge and value add to their mobile usage.

Knowledge vs Information

Many a times individuals see things in light of either what they have seen, experienced, listened, read, learned or construed after some experimentation.

These recognitions are then classified in the brain as data, information, knowledge, understanding or wisdom.Knowledge is the brief and accurate accumulation of information in a manner that makes it valuable and useful while information refers to data that has been given some which means by method for social association. In registering terms it is information that has been prepared. The "signifying" connected to the information may not as a matter of course be helpful.Digital Learning's impact on innovation as a device to upgrade learning in an assortment of ways. At the point when innovation is coordinated with reason, understudies can make relics to show theoretical authority, apply a variety of gained abilities, represent the development of knowledge, and be enabled to take responsibility for learning.

To get discuss more on how digital learning can impact your kids education check our site

http://eprabodh.com/ 

Digital India inspires new thinking

India is rapidly moving forward towards being digital.

Digital India aspires to connect India’s cities, towns and 250,000 villages by end-2016, along with a system of networks and data centers say the National Information Infrastructure.

ePrabodh is inspired by the vision of Digital India, the vision to empower people with technology in day to day life, especially in Education sector.

We, at ePrabodh believe:

• Knowledge is strength – and empowers the People.
• Quality Education must reach the most inaccessible corners driven by Digital Learning.
• Technology as learning tool maximizes the growth potential of students.
• Creativity & Innovation helps achieve outstanding learning and progress.

With these four pillars as our vision’s foundation, we have created ePrabodh, Learning Assistance System. The System reflects our ideology in every feature we have created. It strives to provide Educator with right blend of his own Distinctive teaching method and all the benefits of advance technology.

Paradigm shift in Teaching and Learning

10) What is Flipped Classroom?

Answer: Flipped classroom is a teaching technique and a kind of blended learning that shifts the traditional educational arrangement by making learning content
available, often online, outside of the classroom. It moves activities, including those that may have conventionally been considered homework, into the classroom. In a
flipped classroom, the students are introuced to content in online lectures in audio, video, multimedia and social network format, collaborate in online discussions,
or carry out introduction and builtup of lesson at home and engage in concepts in the classroom with the guidance of the teacher.

9) How Flipped Learning impacts student’s growth?

Answer: Latest research, conducted be leading Learning Behaviour experts, suggests that the flipped classrooms make a tremendous amount of difference on students’
learning. The research confimred, a about 80% improvement in student’s attitudes toward flipped classrooms and that standardized test scores were up 67%, according to
the survey. It enables student collaboration while retaining the ability which gives teachers valuable insight on individual contribution. Easily keep tabs on each
student’s individual contributions during group work

8) What are student’s opinions about flipped classroom pedagogy?

Answer: Every single response is survey conducted by Singapore Management University implied a good learning experience. Common terms used in their answers include
“effective”, “efficient”, “helpful” and “useful”. Students loved the idea of being able to repeat the video clips as many times as needed. Several people commented
that viewing the videos at home is huge timer saver which allows more to be done in the classroom. Many students were glad that they were “forced” to come to class
prepared. Students like the self-assessment quizzes because they alert them of gaps in knowledge and prompted them to review the videos again with clearer objective.

7) How does it work?

Answer: There are several ways for the flipped classroom—the term is widely used to describe almost any class structure that provides prerecorded lectures followed by
in-class exercises. In one common model, students might view multiple lectures of five to seven minutes each.Online quizzes or activities can be interspersed to test
what students have learned. Immediate quiz feedback and the ability to rerun lecture segments may help clarify points of confusion. Instructors might lead in-class
discussions or turn the classroom into a studio where students create, collaborate, and put into practice what they learned from the lectures they view outside class.
As on-site experts, instructors suggest various approaches, clarify content, and monitor progress. They might organize students into an ad hoc workgroup to solve a
problem that several are struggling to understand. Because this approach represents a comprehensive change in the class dynamic, some instructors have chosen to carry
out only a few elements of the flipped model or to flip only a few selected class sessions during a term.

6) What are important considerations before you flip a classroom?

Answer: If you are planning of redesigning your course/syllabus to include blended learning methods, then simply adding more online activities to the list of

assessment requirements in an existing course/syllabus will create more work.

If you have an existing face-to-face course and now want to start using an online technology, consider the following:

– One has to use the new technology or tool into the learning experience with such tact that students must use the new part to complete the course results and

assessment successfully.

– If the presence in classes are important for discussing certain topics, keep such topics for in class sessions.

– Make changes to a course in such a way that students aren’t bamboozled by them. Don’t make all the changes at once; don’t add too many new tools at once. Consider

making step by step changes each time you plan teach the course.

5) How to achieve right blend?

Answer: In order to achieve right blend in learning experience consider following breakdown

Online or text-based contexts are really useful for:

—More complete, detailed responses in writing

—Thoughtful, reflective answers

—Individual and group-based activities

—Email, discussion forums, wikis (delayed communication)

—Quizzes: can give students with feedback on learning to encourage reading and revision.

Live or Face-to-face contexts are well suited for

—Stories & anecdotes

—Recounting insights from experience, and research

—Spontaneous moments

—Trust, empathy and reciprocity

—Group debriefing after field trips, practical

—Sensitive or controversial material or comments

4) What are important benefits to a Flipped Classroom?

Answer: No more long, frustrating homework sessions.

Students have more time for extra curricular activities.

A flipped classroom promotes student collaboration, sharing and concept of mastery exercises.

Flipping your classroom will create a student-centered environment.

Video lectures are short – typically under ten minutes – keeping students engaged.

Teachers are available for more one-on-one interaction with students in a flipped classroom.

The flipped classroom provides flexibility – everyone works at their own pace.

Students take on the responsibility for their learning.

3) What are hardware requirements for achieving this?

Answer: Due to advancement in technology flipping a classroom can be achieved with minimum hardware need.
>> ONLINE VIDEOS

– Computer (PC or Mac)

– Broadband Internet

>> NARRATED SCREENCASTS

– Microphone (internal or external)

– Web cam – Optional

– Interactive Tablet – Optional

– Computer (PC or Mac)

– Broadband Internet

>> VIDEOTAPED LECTURES

– Digital Video Camera

– Tripod – Optional

– Computer (PC or Mac)

– Broadband Internet

2) What are the downsides?

Answer: A flipped classroom can require more preparation time.

Flipping a class requires more time in planning and time used for content creation than does a traditional class.

Flipping the classroom assumes that students will complete the out-of-class preparation.

All students may not watch the digital content or complete the out-of-class readings and will therefore be unprepared for participating fully in class. Short quizzes
at the beginning of class can provide students with incentive to complete the out-of-class assignments.

1) How ePrabodh can help you here?

Answer: In the flipped classroom enviroment, technology contributes a major role, especially the use of videos developed by teachers or others.

With these features of ePrabodh, this work is quiet seamless and hassle free:

A) The activity modules can help track student understanding of content as well as prepare them for collaboration and face-to-face activities.

B) Advanced Forums allows participants to exchange ideas by posting comments.

C) The Assignment activity allows teachers to collect work from students, review it, and provide feedback, including grades.

D) Last but most important, Videofile resource plugin intended to provide teachers with easy handling of cross-browser compatible videos.