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ANS 01
In recent years international secondary and higher education centres have been
experimenting with a process which has made some big changes to their structure and
functioning. LMS, Learning Management Systems, have had a profound impact on, and are
now present in, a great number of institutions.
Educational platforms (Learning Management Systems – LMS) are innovative tools which
educational centres should not be without today. They help to create, adopt, administer,
distribute and manage all of the activities related to e-learning training, or can act as
a complement to classroom learning. When applied, this technology makes the classroom
experience much more powerful, because 21st century educational methodologies have
changed into those which are much simpler, more personalized, interactive and experiential.
Going even further, Learning Content Management Systems (LCMS) make the management of
everything related to learning much more comprehensive, personalized, of a high
quality and enhanced through the use of virtual classrooms and multimedia content.
Offering teachers and students a Virtual Campus, personalized and unique, is what makes
LMS classrooms a success in education and learning experiences.
LMS are not only a web space for learning, but they make learning a real experience
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#1. It´s easy to implement an LMS
LMS is a piece of software which is easy to implement in your educational centre. It brings
together under one platform all academic programs, subject study guides and training, which
thanks to technical support from the providers and developers of LMS platforms, is done easily.
#2. Better involvement of teachers and students
For a student community to perform or function well, be it at school or university, it
needs efficient access to information. Classrooms or virtual campuses act as support and a
channel of communication, for teachers and students alike, when going forward with an
educational project or virtual learning.
#3. No need for LMS training
It’s a structured technology whose objective is to make the lives of users much easier and
pleasant thanks to its user friendliness. An intuitive tool which doesn’t require training or a
manual; students and teachers alike can take to it like a duck takes to water. LMS are easy to
learn how to use, including using new tools or features which you may not have used previously.
#4. Portability
It’s possible to access the LMS from anywhere with an internet connection from any
device, be it a computer, smartphone or tablet. If a teacher needs to give a revision class they can
connect with all the students through a virtual classroom, or if a student is away on holiday or
travelling they can access the class content and exercises anywhere.
#5. LMS are reliable
Educational platforms allow complete personalized access to all members of its community,
just like the support received in a classroom environment. In these comprehensive virtual
campuses it is easy for all users to find the communication tools they need, such as those for
making presentations or resource mapping, internally or from the internet. Reliability is ensured.
#6. LMS can save you time and money
Having all information in the same place is a strong argument for using an LMS, avoiding
loss of data and information and making it available to all users in one place. Educational
platforms allow the complete management of everything related to teaching, saving time and
money. Educational centres can duplicate classes with the same teachers and exploit the most of
each SCORM compliant online course, using it again and again.
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#7. Maximum efficiency
Thanks to these platforms it’s not only the administrators who benefit. Given the simplicity and
efficiency provided in all processes, teachers and students can exploit the most of the online
learning process with an LMS.
The possibilities for personalization are unlimited and can fit to any educational centres’
needs, for example an LMS can contain: chat, virtual classes, forums, multimedia content,
interactive content, supportive resources for the student, individual monitoring, group
monitoring, evaluation and analysis through reporting and much more, making for maximum
efficiency.
#8. Improving the learning experience
This is the ultimate goal of any virtual campus that we have spoken about previously. LMS are
not only a virtual space created for learning, but make learning a more complete
experience.
In conclusion, these learning platforms are potentially fitting for the educational sector for any
materials from languages or I.T to humanities and social sciences etc. The results of training
and education with the support of an LMS guarantee successful training as well as
motivating students.
Cognitive psychologist Jerome Bruner felt the goal of education should be intellectual
development, as opposed to rote memorization of facts.
This lesson will discuss Bruner's theory of development and his three modes of representation.
We will also explore his beliefs on learning, language, and discovery and differentiate his views
from those of Jean Piaget.
Bruner held the following beliefs regarding learning and education:
 He believed curriculum should foster the development of problem-solving skills through
the processes of inquiry and discovery.
 He believed that subject matter should be represented in terms of the child's way of
viewing the world.
 That curriculum should be designed so that the mastery of skills leads to the mastery of
still more powerful ones.
 He also advocated teaching by organizing concepts and learning by discovery.
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 Finally, he believed culture should shape notions through which people organize their
views of themselves and others and the world in which they live.
Three Stages of Representation
Jerome Bruner identified three stages of cognitive representation.
1. Enactive, which is the representation of knowledge through actions.
2. Iconic, which is the visual summarization of images.
3. Symbolic representation, which is the use of words and other symbols to describe
experiences.
The enactive stage appears first. This stage involves the encoding and storage of information.
There is a direct manipulation of objects without any internal representation of the objects.
For example, a baby shakes a rattle and hears a noise. The baby has directly manipulated the
rattle and the outcome was a pleasurable sound. In the future, the baby may shake his hand, even
if there is no rattle, expecting his hand to produce the rattling sounds. The baby does not have an
internal representation of the rattle and, therefore, does not understand that it needs the rattle in
order to produce the sound.
The iconic stage appears from one to six years old. This stage involves an internal representation
of external objects visually in the form of a mental image or icon. For example, a child drawing
an image of a tree or thinking of an image of a tree would be representative of this stage.
The symbolic stage, from seven years and up, is when information is stored in the form of a code
or symbol such as language. Each symbol has a fixed relation to something it represents. For
example, the word 'dog' is a symbolic representation for a single class of animal. Symbols, unlike
mental images or memorized actions, can be classified and organized. In this stage, most
information is stored as words, mathematical symbols, or in other symbol systems.
Bruner believed that all learning occurs through the stages we just discussed. Bruner also
believed that learning should begin with direct manipulation of objects. For example, in math
education, Bruner promoted the use of algebra tiles, coins, and other items that could be
manipulated.
After a learner has the opportunity to directly manipulate the objects, they should be encouraged
to construct visual representations, such as drawing a shape or a diagram.
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Finally, a learner understands the symbols associated with what they represent. For example, a
student in math understands that the plus sign ( + ) means to add two numbers together and the
minus sign ( - ) means to subtract.
Discovery Learning
The concept of discovery learning implies that a learner constructs his or her own knowledge
for themselves by discovering as opposed to being told about something.
According to Bruner, the teacher should facilitate the learning process by developing lessons that
provide the learner with information they need without organizing it for them.
Jerome Bruner's Theory of Cognitive Development
Activity 1:
For this activity, imagine that you are a teacher of a third grade class. At a parent-teacher
conference, a parent comes up to you and strongly opines that you should be giving the children
lots of worksheets. Write a paragraph describing what you would say to the parent about how
your teaching strategies are based on Bruner's philosophy, how you are applying his theory as a
teacher, and why worksheets may not be the ideal learning strategy for third graders.
Activity 2:
In this lesson you read that Bruner believed that a person could "speed up" cognitive
development in a child. Design an intervention for children in the iconic stage (ages 1-6) where
visual imagery is the dominant form of representation. The aim of this intervention is to
accelerate learning and increase cognitive development. How would you use imagery to help the
children acquire knowledge? (You may break your intervention down by ages, since the age
range is quite large.)
Activity 3:
Bruner emphasized the importance of culture in terms of cognitive development. He advocated
discovery learning wherein a child constructs his or her own knowledge through discovery. How
do you think that culture affects this process? How might a child from one culture make
discoveries that are different from a child in another culture? Write a journal entry discussing
your thoughts on this issue. To take it one step further, do some research on a culture that is not
your own. Did that additional research give your insight into how culture could influence
discovery learning? Add your insights to your journal entry.
ANS 02
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Technology ushers in fundamental structural changes that can be integral to achieving significant
improvements in productivity. Used to support both teaching and learning, technology infuses
classrooms with digital learning tools, such as computers and hand held devices; expands course
offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week;
builds 21st century skills; increases student engagement and motivation; and accelerates learning.
Technology also has the power to transform teaching by ushering in a new model of connected
teaching. This model links teachers to their students and to professional content, resources, and
systems to help them improve their own instruction and personalize learning.
Online learning opportunities and the use of open educational resources and other technologies
can increase educational productivity by accelerating the rate of learning; reducing costs
associated with instructional materials or program delivery; and better utilizing teacher time.
Virtual or online learning: 48 states and the District of Columbia currently support online
learning opportunities that range from supplementing classroom instruction on an occasional
basis to enrolling students in full-time programs. These opportunities include dual enrollment,
credit recovery, and summer school programs, and can make courses such as Advanced
Placement and honors, or remediation classes available to students. Both core subjects and
electives can be taken online, many supported by online learning materials. While some online
schools or programs are homegrown, many others contract with private providers or other states
to provide online learning opportunities.
Full-time online schools: The following online or virtual schools enroll students on a full-time
basis. Students enrolled in these schools are not attending a bricks and mortar school; instead
they receive all of their instruction and earn all of their credits through the online school.
Blended learning: Blended learning opportunities incorporate both face-to-face and online
learning opportunities. The degree to which online learning takes place, and the way it is
integrated into the curriculum, can vary across schools. The strategy of blending online learning
with school-based instruction is often utilized to accommodate students’ diverse learning styles
and to enable them to work before or after school in ways that are not possible with full-time
conventional classroom instruction. Online learning has the potential to improve educational
productivity by accelerating the rate of learning, taking advantage of learning time outside of
school hours, reducing the cost of instructional materials, and better utilizing teacher time. These
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strategies can be particularly useful in rural areas where blended or online learning can help
teachers and students in remote areas overcome distance.
According to this transformation to a more technology-enhanced learning approach, Hattie [8]
has indicated that: "An analysis of the meta analyses of computers in schools indicates that
computers are used effectively (a) when there is a diversity of teaching strategies; (b) when there
is a pre-training in the use of computers as a teaching and learning tools; (c) when there are
multiple opportunities for learning (e.g. deliberative practice, increasing time on task); (d) when
a student, not teacher, is in "control" of learning; (e) when peer learning is optimized; and (f)
when feedback is optimized." [8]. In other words, Hattie [8] claimed that the following conditions
should be fulfilled in order to integrate technology into the classroom; namely the role of the
teacher, the need of professionalization, and the need of adapted teaching and learning
approaches.
1. Mobile and Computer learning is dynamic. It is today’s content not old news. On-line
experts and best sources for emergencies are available
2. Mobile and Computer learning operates in real time. Learners get what they need, when
they need it
3. Mobile and Computer learning is collaborative as people learn from one another. It
connects learners with experts, colleagues and professional peers
4. Mobile and Computer learning is individual. Every learner selects activities from a
personal menu of learning opportunities most relevant to his/her background at that very
moment
5. Mobile and Computer learning is comprehensive. It provides learning events from many
sources enabling learners to select a favored format or learning method or training
provider
6. Mobile and Computer learning builds learning communities whose members forget
ANS 03
The concept of flipped classroom was first brought up by Jonathan Bergmann and Aaron Sams,
who were both high school chemistry teachers. In their book: Flip your classroom: Reach every
student in every class every day (2012), they discussed a couple of reasons why teachers should
consider flipping (p.20-33):
 Flipping speaks the language of today’s students.
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 Flipping helps busy students.
 Flipping helps struggling students.
 Flipping helps students of all abilities to excel.
 Flipping allows students to pause and rewind their teacher.
 Flipping increases student-teacher interaction.
 Flipping allows teachers to know their students better.
 Flipping increases student-student interaction.
 Flipping allows for real differentiation.
 Flipping changes classroom management.
 Flipping changes the way we talk to parents.
 Flipping educate parents.
 Flipping makes your class transparent.
 Flipping is a great technique for absent teachers.
 Flipping can lead to the flipped mastery program.
A sidebar in this book also cites 5 “bad reasons for flipping your classroom” (p.21). It is
important for teachers to move beyond these perceptions.
 Because some guys who got a book published told you to.
 Because you think it will create a 21st-centry classroom.
Pedagogy should always drive technology, never the other way around.
 Because you think you will become cutting edge.
Flipping does not necessarily use the latest technology.
 Because you think flipping your classroom exempts you from being a good teacher.
Teaching is much more than good content delivery.
 Because you think it will make your job easier.
Flipping will not make your job any easier.
Jeff Dunn (2014) has wrote a short piece on “The 6-step guide to flipping your classroom”,
which presented 6 easy steps for implementing flipped classroom.
1. Plan
Figure out which lesson in particular you want to flip. Outline the key learning outcomes and a
lesson plan.
2. Record
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Instead of teaching this lesson in-person, make a video. A screencast works. Make sure it
contains all the key elements you’d mention in the classroom.
In Bergmann and Sams’ book (2012), they also pointed out that do not make a video just for the
sake of making a video. Only do so when you feel these are appropriate and necessary. It all
depends on the educational goal of your lesson. If making videos better facilitate your
instructional goal, then go ahead.
3. Share
Send the video to your students. Make it engaging and clear. Explain that the video’s content will
be fully discussed in class.
4. Change
Now that your students have viewed your lesson, they’re prepared to actually go more in-depth
than ever before.
5. Group
An effective way to discuss the topic is to separate into groups where students are given a task to
perform. Write a poem, a play, make a video, etc.
6. Regroup
Get the class back together to share the individual group’s work with everyone. Ask questions,
dive deeper than ever before.
After the six steps, Review, Revise, and Repeat!
Some other strategies that can be used in in-class activities include:
 Active learning. Allow students to apply concepts in class where they can ask peers or
instructors for feedback and clarification.
 Peer instruction. Students can teach each other by explaining concepts or working on
small problems.
 Collaborative learning. Collaborative learning activities could increase student
engagement, enhance student understanding, and promote collective intelligence.
 Problem-based learning. Class time can be spent working on problems that can last for
the duration of a semester.
 Discussions or debate. Give students the opportunity to articulate their thoughts on the
spot and to develop their arguments in support of their opinions or claims.
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A most recent systematic review (Chen, Lui, and Martinelli, 2017) examined 46 articles on the
effectiveness of flipped classrooms in medical education with different learning outcomes.
 The effect of flipped classroom
This review suggested inconsistent findings regarding the effects of flipped classroom in student
learning, with some suggesting benefits while others reporting negligible improvement over
traditional teaching methods.
 Perceptions of flipped classroom
“Students were generally satisfied with the approach, particularly the usefulness of the online
modules, because of easy access to resources for self-paced learning” (p.590).
 Attitude changes after using the flipped classroom
Positive changes were reported in this review study. Studies have suggested that medical
students reported increased enjoyment, decreased boredom, and greater task value in flipped
classroom.
 Knowledge, skills and behavior changes with the flipped classroom curriculum
Mixed results were detected regarding students’ changes in knowledge and skills with the flipped
classroom versus the traditional lecturing. Similar to student learning outcome, some studies
found positive results while others suggesting no differences.
This review further provided several suggestions for future research. First, future research in
flipped classroom and medical education should try to take students’ compliance with the flipped
classroom requirement into account. Other confounding variables may include time spent in
class, outside of class and in clinical work. Second, future research could examine the
differences of flipped classroom on knowledge requiring different cognitive levels. Third, future
research could use change in attitude as a moderator to examine the effect of flipped classroom
on knowledge acquisition. Finally, students’ knowledge retentions and transfer of knowledge to
professional practice would be worthy of examination.
OER is an excellent tool for thinking about the role of technology in higher education. Primarily
enabled by the ability to freely share and modify materials in digital formats, OER seems like a
technology-driven idea. But by finding our pedagogical motivations for using OER, we can mine
the full benefits of what the technology makes possible. If we think of OER as just free digital
stuff, as product, we can surely lower costs for students; we might even help them pass more
courses because they will have reliable, free access to their learning materials. But we largely
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miss out on the opportunity to empower our students, to help them see content as something they
can curate and create, and to help them see themselves as contributing members to the public
marketplace of ideas. Essentially, this is a move from thinking about tech tools as finished
products to thinking about them as dynamic components of our pedagogical processes. When we
think about OER as something we do rather than something we find/adopt/acquire, we begin to
tap its full potential for learning. The same lessons apply to any ed tech considered for adoption
in the classroom. If we start with questions related to our vision, we can pull in the tools to help
us realize it. What do we want to make? What do we want to do? How can our pedagogy be
served by apps and gadgets (and not vice versa)? How can we hack them, adapt them, use them
to enhance the learning in our classrooms? How can students use tools in unexpected ways to
explore the questions that interest them? Technology makes so much possible. Let's be careful
not to allow apps and gadgets to drive or limit where learning can go.
ANS 04
Innovations in information and communication technologies (ICTs) and the development of
global-knowledge-based economies are presenting higher-education institutions throughout the
developing world with both opportunities and challenges. New opportunities for remotely
located institutions are opening up, but the challenge is to ensure that these innovations can be
utilized in a culturally appropriate manner at the local level. Despite a relatively low population
base, the scattered geography of the South Pacific region has resulted in wide cultural variations
between the different island groups. This makes the South Pacific an ideal region in which to
explore the impact of cultural differences on online learning. This research investigates the
opportunities offered by online learning; the focus is on the use of e-mail as a mechanism for
encouraging Web-based interaction among students in two distance-education institutions with a
culturally and geographically diverse student body.
Subjects were drawn from business information systems and computer information technology
classes at the University of the South Pacific and Central Queensland University. Three research
questions were addressed:
 1.
Does cultural background affect the extent to which distance-education students use e-mail to
communicate with educators and other students for academic and social reasons?
 2.
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Does cultural background affect the academic content of e-mail messages from distance-
education students?
 3.
Does cultural background influence distance-education students’ preference to ask questions or
provide answers using e-mail instead of face-to-face communication?
Cultural differences and online interaction is an active research area. The literature is broad and
scattered and often focuses on the social effects of interactions, including online community
building (Winiecki, 2003). Chase, Macfadyen, Reeder, and Roche (2002) reported on differences
in online exchanges between culturally diverse students and teachers. Their findings suggested
that attitudes towards person-to-person communication using new communications technologies
vary greatly between cultures.
A Brazilian online learner wrote: “My perceptions of behavioral norms included being a listener
and nurturer, rather than a critical thinker…I held assumptions about learning that were
characterized by a teacher-centered approach with the design of instruction controlled by the
instructor and learner performance influenced by the consent of the authority figure.”
(Conceição, 2002, pp. 37-45).
Dunn and Marinetti (2002) suggest that “although learners in Chile, Zimbabwe, Australia,
Switzerland and the Ukraine might all be wearing Nike trainers, listening to U2, eating burgers
and browsing on Internet Explorer, the key aspects of their cultural identity - including how they
learn - remain fundamentally different.”
Fay and Hill (2003, pp. 9-27) were concerned with understanding the connection or intersections
of the larger (culturist) and the smaller (operationist) dimensions of online distance-education
cultures designed and taught from one cultural perspective to another, and warned of the dangers
of “the inter-institutional ‘transplant’ of courseware (with inherent ‘tissue rejection’ risks)”. In a
study of culturally diverse distance learners, Lauzon (2002) found that “a sense of
marginalization, sometimes even alienation, was palpable.” Students experienced dissonance out
of conflict with the dominant educational culture. Merryfield (2003) used “cultural consultants”
to assist with her online global education course at a university in the U.S. found that they
increased the participating international learners’ sense of engagement and transactional
presence.
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Spotlight Similarities and Differences
 Make a face gallery. Every family gets up in the morning and sends its best "cultural
messenger" to you in the form of their child. Take your camera, turn the flash off, and
zoom in close on each child's face. Capture every detail, and then print out each picture
on an 8 1/2" x 11" sheet of paper and make a "face gallery" bulletin board. If you don't
have a color printer, don't worry — the pictures look great in black and white.
 Bring home to school. Ask students to bring in pictures of their home. If necessary, offer
parents a classroom camera to take home for the weekend. Provide a "shot list" of ideas
that includes their child's bedroom, pets, favorite toys, and so on. Use the photos to make
a bulletin board that features that child.
 Listen in on home. Encourage children to record the sounds of family members who
may speak a different language, the music they enjoy, foods sizzling on the stove, and
family activities. When you play the audio in the classroom, see if children can identify
the different languages spoken or guess what kinds of foods are cooking in the kitchen!
 Create a recipe book. Ask each family for a favorite recipe and design a class recipe
book. Print a copy for each child and send it home. Have fun naming the dishes — Lucy's
Lovely Lasagna, for example.
A multicultural society is best served by a culturally responsive curriculum. Schools that
acknowledge the diversity of their student population understand the importance of promoting
cultural awareness. Teachers who are interested in fostering a cultural awareness in their
classroom should actively demonstrate to their students that they genuinely care about their
cultural, emotional, and intellectual needs. To this end, there are several strategies that you can
use to build trusting relationships with diverse students. To incorporate cultural awareness into
your classroom curriculum, you should:
1. Express interest in the ethnic background of your students. Encourage your students to
research and share information about their ethnic background as a means of fostering a trusting
relationship with fellow classmates. Analyze and celebrate differences in traditions, beliefs, and
social behaviors. It is of note that this task helps European-American students realize that their
beliefs and traditions constitute a culture as well, which is a necessary breakthrough in the
development of a truly culturally responsive classroom. Also, take the time to learn the proper
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pronunciation of student names and express interest in the etymology of interesting and diverse
names.
2. Redirect your role in the classroom from instructor to facilitator. Another important
requirement for creating a nurturing environment for students is reducing the power differential
between the instructor and students. Students in an authoritarian classroom may sometimes
display negative behaviors as a result of a perceived sense of social injustice; in the culturally
diverse classroom, the teacher thus acts more like a facilitator than an instructor. Providing
students with questionnaires about what they find to be interesting or important provides them
with a measure of power over what they get to learn and provides them with greater intrinsic
motivation and connectedness to the material. Allowing students to bring in their own reading
material and present it to the class provides them with an opportunity to both interact with and
share stories, thoughts, and ideas that are important to their cultural and social perspective.
3. Maintain a strict level of sensitivity to language concerns. In traditional classrooms,
students who are not native English speakers often feel marginalized, lost, and pressured into
discarding their original language in favor of English. In a culturally responsive classroom,
diversity of language is celebrated and the level of instructional materials provided to non-native
speakers are tailored to their level of English fluency. Accompanying materials should be
provided in the student’s primary language and the student should be encouraged to master
English.
4. Maintain high expectations for student performance. Given that culturally responsive
instruction is a student-centered philosophy, it should come as no surprise that expectations for
achievement are determined and assigned individually for each student. Students don’t receive
lavish praise for simple tasks but do receive praise in proportion to their accomplishments. If a
student is not completing her work, then one should engage the student positively and help guide
the student toward explaining how to complete the initial steps that need to be done to complete
a given assignment or task.
5. Incorporate methods for self-testing. Another potent method for helping students become
active participants in learning is to reframe the concept of testing. While testing is usually
associated with grades (and therefore stress) in traditional classrooms, in a culturally responsive
classroom frequent non-graded tests can be used to provide progress checks and ensure that
students don’t fall behind on required material. Teaching students to self-test while learning new
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information will help them better remember and use what they’ve learned in class and will help
them realize on their own when they need to study a topic in greater depth.
6. Maintain an “inclusive” curriculum that remains respectful of differences. A culturally
responsive curriculum is both inclusive in that it ensures that all students are included within all
aspects of the school and it acknowledges the unique differences students may possess. A
culturally responsive curriculum also encourages teachers’ understanding and recognition of
each student’s non-school cultural life and background, and provides a means for them to
incorporate this information into the curriculum, thus promoting inclusion.
Schools have the responsibility to teach all students how to synthesize cultural differences into
their knowledge base, in order to facilitate students’ personal and professional success in a
diverse world. A culturally responsive curriculum helps students from a minority ethnic/racial
background develop a sense of identity as individuals, as well as proudly identify with their
particular culture group. Teachers can play a big role in helping these students succeed through
the establishment of culturally responsive classrooms.

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