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Ans 1: Teleconferencing means meeting through a telecommunications medium. It is a generic

term for linking people between two or more locations by electronics. There are at least six types
of teleconferencing: audio, audiographic, computer, video, business television (BTV), and
distance education. The methods used differ in the technology, but common factors contribute to
the shared definition of teleconferencing:

o Use a telecommunications channel

o Link people at multiple locations
o Interactive to provide two-way communications
o Dynamic to require users' active participation

Types of Teleconferences

Audio Teleconference: Voice-only; sometimes called conference calling. Interactively links

people in remote locations via telephone lines. Audio bridges tie all lines together. Meetings can
be conducted via audio conference. Preplanning is necessary which includes naming a chair,
setting an agenda, and providing printed materials to participants ahead of time so that they can
be reviewed.

Distance learning can be conducted by audio conference. In fact, it is one of the most
underutilized, yet cost effective methods available to education. Instructors should receive
training on how to best utilize audio conferences to augment other forms of distance learning.

Audiographics Teleconference: Uses narrowband telecommunications channels to transmit

visual information such as graphics, alpha-numerics, documents, and video pictures as an adjunct
to voice communication. Other terms are desk-top computer conferencing and enhanced audio.
Devices include electronic tablets/boards, freeze-frame video terminals, integrated graphics
systems (as part of personal computers), Fax, remote-access microfiche and slide projectors,
optical graphic scanners, and voice/data terminals.

Audiographics can be used for meetings and distance learning.

Computer Teleconference: Uses telephone lines to connect two or more computers and
modems. Anything that can be done on a computer can be sent over the lines. It can be
synchronous or asynchronous. An example of an asychronous mode is electronic mail.

Computer conferencing is an emerging area for distance education. Some institutions offer credit
programs completely by computer. Students receive texts and workbooks via mail. Through
common files assigned to a class which each student can assess, teachers upload syllabi, lectures,
grades and remarks. Students download these files, compose their assignment and remarks off-
line, then upload them to the common files.

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Through computers, faculty, students and administrators have easy access to one another as well
as access to database resources provided through libraries. The academic resources of libraries
and special resources can be accessed such as OCLC, ERIC, and Internet.

Video Teleconference: Combines audio and video to provide voice communications and video
images. Can be one-way video/two-way audio, or two-way video/two-way audio. It can display
anything that can be captured by a TV camera. The advantage is the capability to display moving
images. In two-way audio/video systems, a common application is to show people which creates
a social presence that resembles face-to-face meetings and classes and enables participants to see
the facial expressions and physical demeanor of participants at remote sites. Graphics are used to
enhance understanding. There are three basic systems: freeze frame, compressed, and full-motion
video.

Video conferencing is an effective way to use one teacher who teaches to a number of sites. It is
very cost effective for classes which may have a small number of students enrolled at each site.
In many cases, video conferencing enables the institution or a group of institutions to provide
courses which would be canceled due to low enrollment or which could not be supported
otherwise because of the cost of providing an instructor in an unusual subject area. Rural areas
benefit particularly from classes provided through video conferencing when they work with a
larger metropolitan institution that has full-time faculty.

Through teleconferencing, institutions are able to serve all students equitably.

Videoconferencing increases efficiency and results in a more profitable use of limited resources.
As the limited resource of funding has decreased, limited resources now include instructors,
parking spaces and buildings. Students now include time as a limited resources.
Teleconferencing enables institutions to share facilities and instructors which will increase our
ability to serve students.

Ans 2: The incorporation of technology into teaching and research is one of the most important
challenges for education today. It is time to move beyond the walls of our classrooms to
join forces with other institutions and societies to revitalize education. The present paper
focuses on the use of technology in teaching-learning process that will greatly contribute
to meet student needs for learning anywhere, anytime. Integration of Information and
Communication Technologies (ICT) into teaching and learning process is a growing field
which has variety of definitions according to different points of view. A very common view
asserts that the application of ICT processes should be presented in an integrated way as
well as concrete model need to be developed for the teachers in order for the integration
process to improve students learning. Based on the premise that The integration process
should strengthen learning of students, there is a need to present an integrated point of
view in the application of these processes and to develop some concrete examples for
teachers.

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Many scholars agree that at the dawn of the 21st century education delivery should not
continue to be as business as usual. The traditional three Rs-literacy (Reading, Writing, and
Arithmetic) is challenged by an unprecedented rapid creation and dissemination of knowledge
and information hence the move from an Industrial Society to a Knowledge Society. As
Kwando (2007) puts it, the Knowledge Society is the society that knows how to use
information. For the effective use of information, one needs more than traditional reading,
writing, and arithmetic skills.

Can ICTs help to meet the educational requirements of the digital era? The answer to this
question is not straightforward as it may seem. First of all ICTs are not a certain magic wand
that educationists can shake to fix all the educational challenges faced in the current
knowledge society. The demands and concerns facing the education enterprise were not
created by ICTs and will not be resolved by ICTs either. It is going to be very difficultif not
impossiblefor countries to meet the objective of effective learning for all, anywhere and
anytime.

Why should ICTs be used in teaching and learning? In answering the question: Is technological
infusion necessary in higher education? Miller recognize that technology-based
teaching may not be essential in all classes but generally it is most facilitative as a result of
providing relevant examples and demonstrations; changing the orientation of the classroom;
preparing students for employment; increasing flexibility of delivery; increasing access; and
satisfying public demands for efficiency. "The whole purpose of using technology in teaching is
to give better value to students". This better value should also impact the
learners/students performance. The effective utilizations of new technologies in education
entail both assimilation and accommodation processes between the existing and novice
pedagogical culture.

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Integration of Information and Communication Technologies (ICT) into teaching and learning
process is a growing field which has variety of definitions according to point of view. Based on
the premise that The integration process should strengthen learning of students, there was a
need to present an integrated point of view in the application of these processes and to
develop some concrete examples for teachers.

Ans 3 a): 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 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.

Types of Computer Assisted Instruction

1. 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.

2. Tutorial activity includes both the presentation of information and its extension into different
forms of work, including drill and practice, games and simulation.

3. Games software often creates a contest to achieve the highest score and either beat others or
beat the computer.

4. Simulation software can provide an approximation of reality that does not require the expense
of real life or its risks.

5. 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.

Ans 3 c): Dales Cone of Experience is a model that incorporates several theories related to
instructional design and learning processes. During the 1960s, Edgar Dale theorized that
learners retain more information by what they do as opposed to what is heard, read or
observed. His research led to the development of the Cone of Experience. The Cone was
originally developed in 1946 and was intended as a way to describe various learning experiences.

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Essentially, the Cone shows the progression of experiences from the most concrete (at the
bottom of the cone) to the most abstract (at the top of the cone).

The cone of experience is a pictorial device use to explain the interrelationships of the various
types of audio-visual media, as well as their individual positions in the learning process.
The cones utility in selecting instructional resources and activities is as practical today as
when Dale created it.

EDGAR DALES CONE/ PYRAMID OF EXPERIENCE

Ans 3 f): Networking is a great way to share ideas and knowledge. Whether its asking for
feedback or discussing your point of view, it will help you expand your knowledge and allow
you to see things from another individuals perspective.

It is also likely that within a group there will be those who already been where you are today.
This provides you with an opportunity to learn from their experiences and avoid some of the
mistakes they may have made in the past. Keep in mind that one of most available forms of
networking in college starts in the classroom. Most if not all professors have close connections to
the field of study they are in.

Be a go getter. It is natural that networking will eventually result in opportunities. The thing you
will not know is when or how they will come to you. Whether its a referral, offer partnership or
request for your service or product, it is important to be aware and ready to seize opportunities
when they come along. When you practice regular networking, and push yourself to talk to
people you dont know, it will help increase your confidence. This is an important, because your
career growth is dependent on talking to people and making connections.

Ans 3 d): Educational technology is "the study and ethical practice of facilitating learning and
improving performance by creating, using, and managing appropriate technological processes
and resources".

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Educational technology is the use of both physical hardware and educational theoretics. It
encompasses several domains, including learning theory, computer-based training, online
learning, and, where mobile technologies are used, m-learning. Accordingly, there are several
discrete aspects to describing the intellectual and technical development of educational
technology:

educational technology as the theory and practice of educational approaches to learning

educational technology as technological tools and media that assist in the communication of
knowledge, and its development and exchange

educational technology for learning management systems (LMS), such as tools for student and
curriculum management, and education management information systems (EMIS)

educational technology itself as an educational subject; such courses may be called "Computer
Studies" or "Information and communications technology (ICT)".

Technology Based Training (TBT) is a computer-based training methodology that includes

web-based, intranet-based, DVD- and CD-based training on any topic.

Throughout the world, technology-based training is changing the way corporations and
individuals obtain skills in almost every segment of the business process. Initially, information
technology training dominated the TBT market. Now, however, front office, management,
marketing, sales, customer service and professional development training are shifting to TBT at a
rapid rate.

Ans 4: An instructional design model provides guidelines to organize appropriate pedagogical

scenarios to achieve instructional goals. Instructional design can be defined as the practice of
creating instructional experiences to help facilitate learning most effectively. Driscoll & Carliner
(2005) states that design is more than a process; that process, and resulting product, represent a
framework of thinking.

Branch & Kopcha say that instructional design is intended to be an iterative process of
planning outcomes, selecting effective strategies for teaching and leaning, choosing relevant
technologies, identifying educational media and measuring performance.

There are numerous instructional design models. These are commonly accepted design models:

ADDIE

Dick and Carey

Assure

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Backward Design (Understanding By Design)

Kemp Design Model

The Kirkpatrick Model

Gerlach-Ely Model

The Kemp Instructional Design Model: Nine Core Elements

In contrast to other models, such as the Dick and Carey Model, the Kemp Design Model adopts a
circular structure, rather than one that is linear. This circularity is achieved by viewing the nine
core elements of the model as interdependent rather than singular and independent. This allows
instructional designers a significant degree of flexibility, because they are able to begin the
design process with any of the nine components or stages, rather than being constrained to work
in a linear fashion. In other words, designers are not required to consider the components in any
proscribed orderly way to realize the instructional learning systems design. Depending on the
process, a number of stages can be addressed simultaneously, and some design stages may not
even be required. Due to the interrelation between components, the design process becomes
cyclical, open to ongoing revisions and adjustments amongst the elements, in order to achieve
the design best suited to the desired learning outcomes of a course.

The circular approach adopted by the Kemp model guides designers to take the perspective of
the learner, so that the learners overall goals, needs, priorities, and constraints are taken into
consideration when deciding on instructional solutions. The nine key components of the Kemp
Instructional Design, which are intended to focus on the whole learner throughout the design
process, are much more detailed and nuanced than those included in previous models. However,
because the stress in the Kemp model is on the interrelatedness of these nine elements, the design
process itself can be a more dynamic and fluid process than other models would allow.

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Determine the specific goals, and also identify potential instructional issues
Identify characteristics of learners that should be taken into account during the planning
process
Clarify course content, and analyze the proposed task components in relation to the stated
goals and purposes of the course
Define instructional objectives and desired learning outcomes
Ensure that content for each instructional unit is structure sequentially and logically to
facilitate learning
Design instructional strategies to enable individual learners to master the content, and
achieve desired learning outcomes
Plan the instructional message and the appropriate mode of delivery
Develop evaluation instruments suitable for measuring and assessing learners progress
towards achieving course objectives
Choose the appropriate resources that will support both teaching and learning activities

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