European school project CS

About ESP

The European Schools Project (ESP) started in 1986.
A central concept was introduced and refined to structure computer-supported collaborative learning: the teleproject. The concept includes Internet-based collaboration between teachers and pupils around topics that are thought to be relevant for learning and teaching of all participants in the project.The topics demand active and authentic learning of the pupils. For the collaboration a mutual foreign language, and different digital tools electronic are used.

Since 1986 thousands of participating teachers/educators have designed and organized many thousands of international teleprojects, on hundreds different conversation topics, using many languages.Tens of thousands of pupils in many countries of the world, many of which European, have taken part in it.
Various aspects  were researched, educational materials were developed and produced, examples of good practice gathered, and teacher education, both pre-service and in-service, organised.
And slowly ESP as educational network organisation emerged with a culture of generosity: as collaboration is at the heart of educational activities, One is no-one without the Other with whom the mutual learning is done.

Within the Comenius3 action the European Collaborative Learning ECOLE -network was created in 2001, in which is built both on ESP-experiences and expertise, and on Comenius best practices. Its aims focussed on making available web-based content for computer supported collaborative learning projects, e-learning courses for teachers’ professional development, information on new ICT-tools and electronic learning environments, and support for transforming Comenius projects into interactive electronic collaboration projects.
The theme of the network is ‘Educational Use of ICT’. ECOLE has one sister-network in this thematic area, the COMP@CT network. Comp@ct (Comenius Multimedia Projects and Communication Technologies) is an educational network supported by the European Commission under the 2001–2004 Socrates programme.
Its purpose is to help Comenius schools in their ICT-related project activities. Comp@ct has strong roots in this area as a result of experience gained from the CoMuNet and PICT thematic networks in a previous phase of activity since 1996.

By the end of 2004 ESP, ECOLE and Comp@ct faced the challenge of how to create a new larger collaborative open network organisation to which everyone can belong. Thus in March 2005 the different activities within ESP, ECOLE and COMP@CT were joined in a new international Association: the European Schools Project Association or ESP Association in short.
This Association has as aims to keep on improving learning, teaching and schools with the use of ICT by supporting mutual learning of pupils, students, teachers, educators, researchers within a virtual community.

The 25th year Anniversary book – issued in 2011, and composed by our honorary members Kirsten Anttila and Mogens Eriksen – will give you a very good impression. If you would like to have this book, please go to the members page where you will find a pdf version of this book.

SSLC RESULT 2016 IT@SCHOOL

SSLC RESULT 2016 AVAILABLE AT IT@SCHOOL WEB SITE ..http://www.results.itschool.gov.in/  . CLICK HERE TO SEE RESULT

E-LEARNING

Multimedia instructional design principles

Beginning with Cognitive Load Theory(refers to the total amount of mental effort being used in the working memory. Cognitive load theory was developed out of the study ofproblem solving by John Sweller in the late 1980s.^[1] Sweller argued that instructional design can be used to reduce cognitive load in learners. Cognitive load theory differentiates cognitive load into three types: intrinsic, extraneous, and germane.) as their motivating scientific premise, researchers such as Richard E. Mayer, John Sweller, and Roxana Moreno established within the scientific literature a set of multimedia instructional design principles that promote effective learning.

 Many of these principles have been "field tested" in everyday learning settings and found to be effective there as well. Research using learners who have greater prior knowledge in the lesson material sometimes finds results that contradict these design principles. This has lead some researchers to put forward the "expertise effect" as an instructional design principle unto itself.^{[12][13][14][15]}

The multimedia instructional design principles identified by Mayer, Sweller, Moreno, and their colleagues are largely focused on minimizing extraneous cognitive load, and managing intrinsic and germane loads at levels that are appropriate for the learner. Examples of these principles in practice include

• Controlling intrinsic load(Intrinsic cognitive load is the effort associated with a specific topic.) by breaking the lesson into smaller segments and giving learners control over the pace at which they move forward through the lesson material (the segmenting principle)
• Reducing extraneous load(Extraneous cognitive load refers to the way information or tasks are presented to a learner.) by eliminating visual and auditory effects and elements that are not central to the lesson, such as seductive details 
• Reducing germane load(germane cognitive load refers to the work put into creating a permanent store of knowledge,)by delivering verbal information through audio presentation (narration) while delivering relevant visual information through static images or animations (the modality principle)^[19][20]

Cognitive load theory (and by extension many of the multimedia instructional design principles) is based in part on a model of working memory by Alan Baddeley and Graham Hitch who proposed that working memory has two largely independent, limited capacity sub-components that tend to work in parallel - one visual and one verbal/acoustic. This gave rise to dual-coding theory, first proposed by Allan Paivio and later applied to multimedia learning by Richard Mayer.

 According to Mayer,^[3] separate channels of working memory process auditory and visual information during any lesson. Consequently, a learner can use more cognitive processing capacities to study materials that combine auditory verbal information with visual graphical information than to process materials that combine printed (visual) text with visual graphical information. In other words, the multi-modal materials reduce the cognitive load imposed on working memory.

In a series of studies Mayer and his colleagues tested Paivio’s dual-coding theory, with multimedia lesson materials. They repeatedly found that students given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction. These results were then later confirmed by other groups of researchers.

The initial studies of multimedia learning were limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. However, subsequent investigations found that the modality effect extended to other areas of learning.

Empirically established principles

• Multimedia principle: Deeper learning is observed when words and relevant graphics are both presented than when words are presented alone (also called the multimedia effect).^[25] Simply put, the three most common elements in multimedia presentations are relevant graphics, audio narration, and explanatory text. Combining any two of these three elements works better than using just one or all three.
• Modality principle:(A modality is the way or mode in which something exists or is done.):Deeper learning occurs when graphics are explained by audio narration instead of onscreen text. (Exceptions have been observed when learners are familiar with the content, are not native speakers of the narration language, or when only printed words appear on the screen.Generally speaking), audio narration leads to better learning than the same words presented as text on the screen. This is especially true for walking someone through graphics on the screen, and when the material to be learned is complex or the terminology being used is already understood by the student (otherwise see "pre-training"). One exception to this is when the learner will be using the information as a reference and will need to look back to it again and again.^[26]
• Coherence principle:( being logica) Avoid using unnecessary content (irrelevant video, graphics, music, stories, narration, etc.) in order to minimize cognitive load imposed on memory during learning by irrelevant and possibly distracting content.^[25] Basically, the less learners know about the lesson content, the easier it is for them to get distracted by anything shown that is not directly relevant to the lesson. For learners with greater prior knowledge, however, some motivational imagery may increase their interest and learning effectiveness just a bit.^[27][28]
• Contiguity principle(the state of bordering or being in contact with something.): Keep related pieces of information together. Deeper learning occurs when relevant text (for example, a label) is placed close to graphics or when spoken words and graphics are presented at the same time, or when feedback is presented next to the answer given by the learner.^[25]
• Segmenting principle: Deeper learning occurs when content is broken into small chunks.^[25] Break down long lessons into several shorter lessons. Break down long text passages into multiple shorter ones.
• Signalling principle: The use of visual, auditory, or temporal(wordly) cues to draw attention to critical elements of the lesson. Common techniques include arrows, circles, highlighting or bolding text, and pausing or vocal emphasis in narration.^[25][29] Ending lesson segments after critical information has been given may also serve as a signalling cue.^[30]
• Learner control principle: Deeper learning occurs when learners can control the rate at which they move forward through segmented content.^[21][31][32] Learners tend to do best when the narration stops after a short, meaningful segment of content is given and the learner has to click a "continue" button in order to start the next segment. Some research suggests not overwhelming the learner with too many control options, however. Giving just pause and play buttons may work better than giving pause, play, fast forward, reverse buttons.^[32] Also, high prior-knowledge learners may learn better when the lesson moves forward automatically, but they have a pause button that allows them to stop when they choose to do so.^[33][34][35]
• Personalization principle: Deeper learning in multimedia lessons occur when learners experience a stronger social presence, as when a conversational script or learning agents are used.^[25] The effect is best seen when the tone of voice is casual, informal, and in a 1st person ("I" or "we") or 2nd person ("you") voice.^[36] For example, of the following two sentences, the second version conveys more of a casual, informal, conversational tone:

A. The learner should have the sense that someone is talking directly to them when they hear the narration.

B. Your learner should feel like someone is talking directly to them when they hear your narration.

Also, research suggests that using a polite tone of voice ("You may want to try multiplying both sides of the equation by 10.") leads to deeper learning for low prior knowledge learners than does a less polite, more directive tone of voice ("Multiply both sides of the equation by 10."), but may impair deeper learning in high prior knowledge learners.^[37][38] Finally, adding pedagogical agents (computer characters) can help if used to reinforce important content. For example, have the character narrate the lesson, point out critical features in on-screen graphics, or visually demonstrate concepts to the learner.^{[39][40][41][42][43]}

• Pre-training principle: Deeper learning occurs when lessons present key concepts or vocabulary prior to presenting the processes or procedures related to those concepts.^[25] According to Mayer, Mathias, and Wetzel,^[44] "Before presenting a multimedia explanation, make sure learners visually recognize each major component, can name each component, and can describe the major state changes of each component. In short, make sure learners build component models before presenting a cause-and-effect explanation of how a system works." However, others have noted that including pre-training content appears to be more important for low prior knowledge learners than for high prior knowledge learners.^[45][46][47]
• Redundancy principle: Deeper learning occurs when lesson graphics are explained by audio narration alone rather than audio narration and on-screen text.^[25] This effect is stronger when the lesson is fast-paced and the words are familiar to the learners. Exceptions to this principle include: screens with no visuals, learners who are not native speakers of the course language, and placement of only a few key words on the screen (i.e., labeling critical elements of the graphic image).^[48][49][50]
• Expertise effect: Instructional methods, such as those described above, that are helpful to domain novices or low prior knowledge learners may have no effect or may even depress learning in high prior knowledge learners.^{[25][51][52][53]}

Such principles may not apply outside of laboratory conditions. For example, Muller found that adding approximately 50% additional extraneous but interesting material did not result in any significant difference in learner performance.^[54] There is ongoing debate concerning the mechanisms underlying these beneficial principles,^[55] and on whatboundary conditions may apply.^[56]

Learning theories

Good pedagogical practice has a theory of learning at its core. However, no single best-practice e-learning standard has emerged, and may be unlikely given the range of learning and teaching styles, the potential ways technology can be implemented and the ways in which educational technology itself is changing.^[57] Various pedagogicalapproaches or learning theories may be considered in designing and interacting with e-learning programs.

Social-constructivist – this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. The One Laptop Per Child Foundation attempted to use a constructivist approach in its project.^[58]

Laurillard's conversational model^[59] is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards.^[60]

Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.^[61]

Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.^[62]

Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.^[63]

Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.^[64]

Mode neutral Convergence or promotion of ‘transmodal’ learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence.^[65]

For many theorists it’s the interaction between student and teacher and student and student in the online environment that enhances learning (Mayes and de Freitas 2004). Pask’s theory that learning occurs through conversations about a subject which in turn helps to make knowledge explicit has an obvious application to learning within a VLE.^[66]

Salmon developed a five-stage model of e-learning and e-moderating that for some time has had a major influence where online courses and online discussion forums have been used.^[67] In her five-stage model individual access and the ability of students to use the technology are the first step to involvement and achievement. The second step involves students creating an identity online and finding others with whom to interact; online socialisation is a critical element of the e-learning process in this model. In step 3 students are giving and sharing information relevant to the course to each other. Collaborative interaction amongst students is central to step 4. The fifth step in Salmon’s model involves students looking for benefits from the system and using resources from outside of it to deepen their learning. Throughout all of this the tutor/teacher/lecturer fulfills the role of moderator or e-moderator, acting as a facilitator of student learning.

Some criticism is now beginning to emerge. Her model does not easily transfer to other contexts (she developed it with experience from an Open University distance learning course). It ignores the variety of learning approaches that are possible within computer mediated communication (CMC) and the range of learning theories that are available (Moule 2007).

Self-regulation

Self-regulated learning refers to several concepts that play major roles in learning, and which have significant relevance in e-learning. Zimmerman (1998)^{[citation needed]} explains that in order to develop self-regulation, learning courses should offer opportunities for students to practice strategies and skills by themselves. Self-regulation is also strongly related to a student's social sources such as parents and teachers. Moreover, Steinberg (1996) found that high-achieving students usually have high-expectation parents who monitor their children closely.^[68]

With the academic environment, self-regulated learners usually set their academic goals and monitor and react themselves in process in order to achieve their goals.Schunk argues, "students must regulate not only their actions but also their underlying achievement-related cognitions, beliefs, intentions and affects"(p. 359). Moreover, academic self-regulation also helps students develop confidence in their ability to perform well in e-learning courses.^[68]

Teacher use of technology

Computing technology was not created by teachers. There has been little consultation between those who promote its use in schools and those who teach with it. Decisions to purchase technology for education are very often political decisions. Most staff using these technologies did not grow up with them.^[69] Training teachers to use computer technology did improve their confidence in its use, but there was considerable dissatisfaction with training content and style of delivery.^[70] The communication element in particular was highlighted as the least satisfactory part of the training, by which many teachers meant the use of a VLE and discussion forums to deliver online training (Leask 2002). Technical support for online learning, lack of access to hardware, poor monitoring of teacher progress and a lack of support by online tutors were just some of the issues raised by the asynchronous online delivery of training (Davies 2004).

Newer generation web 2.0 services provide customizable, inexpensive platforms for authoring and disseminating multimedia-rich e-learning courses, and do not need specialisedinformation technology (IT) support.^[71]

Pedagogical theory may have application in encouraging and assessing on-line participation.^[72] Assessment methods for on-line participation have reviewed.^[72]

E-Learning/Online-Learning

Education has gone through a great deal of revolution over the years. 

In the contemporary days, education has taken a new turn. 

It has moved into what is known as e-learning. 

This is where students are taught in virtual classes, such that they do not get to meet their tutors or classmates, but they communicate online. 

The students get assignments sent to them online and they complete and deliver them online within set deadlines. 

Students may also purchase books and learning material online from sites .

 Electronic learning otherwise e-learning is generic term for all electronically supported learning which includes an array of teaching and learning tool that use electronic media including phone,audio, video tape,video conferencing ,satellite broadcasting, internet applications like e-mail,web services, social media and social networks,forums,electronic white board and lot more included in web services

E-Learning is defined as the use new multimedia technologies and Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.(By commission of European Communities)

E-Learning is innovative approach for delivering electronically mediated ,well designed,learner centred and interactive learning environment  to anyone ,any place,any timely utilising the Internet and digital technologies in concert with instructional design principles.

CAI

Computer Assisted Instruction (CAI)

Computer Assisted Instruction
Terminology
Use of computer in education is referred by many names such as
• Computer Assisted Instruction (CAI)
• Computer Aided Instruction (CAI)
• Computer Assisted Learning (CAL)
• Computer Based Education (CBE)
• Computer Based Instruction (CBI)
• Computer Enriched Instruction (CEI)
• Computer Managed Instruction (CMI)
New Terminology
• Web Based Training
• Web Based Learning
• Web Based Instruction
Computer-based education (CBE) and computer-based instruction (CBI) are the broadest terms and can refer to virtually any kind of computer use in educational settings. Computer-assisted instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer-managed instruction (CMI) Computer-managed instruction is an instructional strategy whereby the computer is used to provide learning objectives, learning resources, record keeping, progress tracking, and assessment of learner performance. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process.
Computer Assisted Instruction (CAI)
A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.

CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum.


CAI refers to the use of the computer as a tool to facilitate and improve instruction.
CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding.

Typical CAI provides
1. text or multimedia content
2. multiple-choice questions
3. problems
4. immediate feedback
5. notes on incorrect responses
6. summarizes students' performance
7. exercises for practice
8. Worksheets and tests.

Types of Computer Assisted Instruction
1. Tutorial Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation.
2. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer.
3. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery.
4. Simulation Simulation software can provide an approximation of reality that does not require the expense of real life or its risks.
5. Discovery Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.
6. Problem Solving This approach helps children develop specific problem solving skills and strategies.


Advantages of CAI
• one-to-one interaction
• great motivator
• freedom to experiment with different options
• instantaneous response/immediate feedback to the answers elicited
• Self pacing - allow students to proceed at their own pace
• Helps teacher can devote more time to individual students
• Privacy helps the shy and slow learner to learns
• Individual attention
• learn more and more rapidly
• multimedia helps to understand difficult concepts through multi sensory approach
• self directed learning – students can decide when, where, and what to learn


Limitations of CAI

• may feel overwhelmed by the information and resources available
• over use of multimedia may divert the attention from the content
• learning becomes too mechanical
• non availability of good CAI packages
• lack of infrastructure
Watch a Video demo of a CAI from you tube https://www.youtube.com/watch?feature=player_detailpage&v=UmVQgBWZnAU
For More Read an article on Computer Assisted Instruction and Learning Issues

INSTRUCTIONAL STRATEGY

Learning Strategies or

Instructional Strategies

Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006).
Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach.
Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be "Pull the correct items for a customer order;" the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT.
The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom's Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Bloom's Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning:

• Lower levels of performance can normally be taught using the more passive learning methods.
• Higher levels of performance usually require some sort of action or involvement by the learners.

Instructional Strategy Selection Chart

Instructional Strategy	Cognitive Domain (Bloom, 1956)	Affective Domain (Krathwohl, Bloom, & Masia, 1973)	Psychomotor Domain (Simpson, 1972)
Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period	1. Knowledge	1. Receiving phenomena	1. Perception 2. Set
Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, etc.	2. Comprehension 3. Application	2. Responding to phenomena	3. Guided response 4. Mechanism
On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations)	4. Analysis	3. Valuing	5. Complex response
Use in real situations. Also may be trained by using several high level activities coupled with OJT.	5. Synthesis	4. Organize values into priorities	6. Adaptation
Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process.	6. Evaluation	5. Internalizing values	7. Origination

The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design.

Skype

Skype (/ˈskaɪp/) is an application that provides video chat and voice call services. Users may exchange such digital documents as images, text, video and any others, and may transmit both text and video messages. Skype allows the creation of video conference calls. Skype is available for Microsoft Windows, Macintosh, or Linux, as well as Android, Blackberry, and both Apple and Windows smartphones and tablets.^[16] Skype is based on a freemium model. Much of the service is free, but Skype Credit or a subscription is required to call a landline or a mobile phone number. At the end of 2010, there were over 660 million worldwide users, with over 300 million estimated active each month as of August 2015.^[17] At one point in February 2012, there were thirty four million users concurrently online on Skype.^[18]
First released in August 2003, Skype was created by Swedish Niklas Zennström and Danish Janus Friis, in cooperation with Ahti Heinla, Priit Kasesalu, and Jaan Tallinn, Estonians who developed the backend that was also used in the music-sharing application Kazaa.^[19] In September 2005, eBay acquired Skype for $2.6 billion.^[20] In September 2009,^[21] Silver Lake, Andreessen Horowitz and the Canada Pension Plan Investment Board announced the acquisition of 65% of Skype for $1.9 billion from eBay, which attributed to the enterprise a market value of $2.92 billion. Microsoft bought Skype in May 2011 for $8.5 billion. Its Skype division headquarters are in Luxembourg, but most of the development team and 44% of all the division's employees are still situated in Tallinn and Tartu, Estonia.^[22][23][24]
Skype allows users to communicate over the Internet by voice using a microphone, by video by using a webcam, as well as with instant messaging. Skype-to-Skype calls to other users are free of charge, while calls to landline telephones and mobile phones (over traditional telephone networks) are charged via a debit-based user account system called Skype Credit. Some network administrators have banned Skype on corporate, government, home, and education networks,^[25] citing such reasons as inappropriate usage of resources, excessive bandwidth usage, and security concerns.^[26]
Skype originally featured a hybrid peer-to-peer and client–server system.^[27] Skype has been powered entirely by Microsoft-operated supernodes since May 2012.^[28] The 2013 mass surveillance disclosures revealed that Microsoft had granted intelligence agencies unfettered acces