DIFFERENT TYPES OF INSTRUCTIONAL MATERIAL

( CLASSIFICATION )

There are many different types of visual aids. The following advice will help you
make the most of those most commonly used.

PowerPoint (or equivalent)

Microsoft PowerPoint is probably now the most commonly used form of visual
aid. Used well, it can really help you in your presentation; used badly, however, it
can have the opposite effect. The general principles are:

Do Don't

use a big enough font (minimum 20pt) make it so small you can't read it

keep the background simple use a fussy background image

but don't over-do the animation - it gets

use animations when appropriate
distracting

use endless slides of bulleted lists that all

make things visual
look the same

Overhead projector slides/transparencies

1
Overhead projector slides/transparencies are displayed on the overhead projector
(OHP) - a very useful tool found in most lecture and seminar rooms. The OHP
projects and enlarges your slides onto a screen or wall without requiring the lights
to be dimmed. You can produce your slides in three ways:

 pre-prepared slides : these can be words or images either hand written/drawn

or produced on a computer;
 spontaneously produced slides: these can be written as you speak to illustrate
your points or to record comments from the audience;
 a mixture of each: try adding to pre-prepared slides when making your
presentation to show movement, highlight change or signal detailed
interrelationships.

Make sure that the text on your slides is large enough to be read from the back of
the room. A useful rule of thumb is to use 18 point text if you are producing slides
with text on a computer. This should also help reduce the amount of information
on each slide. Avoid giving your audience too much text or overly complicated
diagrams to read as this limits their ability to listen. Try to avoid lists of abstract
words as these can be misleading or uninformative.

White or black board

White or black boards can be very useful to help explain the sequence of ideas or
routines, particularly in the sciences. Use them to clarify your title or to record
your key points as you introduce your presentation (this will give you a fixed list to
help you recap as you go along). Rather than expecting the audience to follow your
spoken description of an experiment or process, write each stage on the board,
including any complex terminology or precise references to help your audience
2
take accurate notes. However, once you have written something on the board you
will either have to leave it there or rub it off - both can be distracting to your
audience. Check to make sure your audience has taken down a reference before
rubbing it off - there is nothing more frustrating than not being given enough time!
Avoid leaving out of date material from an earlier point of your presentation on the
board as this might confuse your audience. If you do need to write 'live', check that
your audience can read your writing.

Paper handouts

Handouts are incredibly useful. Use a handout if your information is too detailed to
fit on a slide or if you want your audience to have a full record of your findings.
Consider the merits of passing round your handouts at the beginning, middle and
end of a presentation. Given too early and they may prove a distraction. Given too
late and your audience may have taken too many unnecessary notes. Given out in
the middle and your audience will inevitably read rather than listen. One powerful
way of avoiding these pitfalls is to give out incomplete handouts at key stages
during your presentation. You can then highlight the missing details vocally,
encouraging your audience to fill in the gaps.

Flip chart

A flip chart is a large pad of paper on a stand. It is a very useful and flexible way
of recording information during your presentation - you can even use pre-prepared
sheets for key points. Record information as you go along, keeping one main idea
to each sheet. Flip back through the pad to help you recap your main points. Use
the turning of a page to show progression from point to point. Remember to make
your writing clear and readable and your diagrams as simple as possible.
3
Video (DVD or VHS)

Video gives you a chance to show stimulating visual information. Use video to
bring movement, pictures and sound into your presentation. Always make sure that
the clip is directly relevant to your content. Tell your audience what to look for.
Avoid showing any more film than you need.

Artefacts or props

Sometimes it can be very useful to use artefacts or props when making a

presentation (think of the safety routine on an aeroplane when the steward shows
you how to use the safety equipment). If you bring an artefact with you, make sure
that the object can be seen and be prepared to pass it round a small group or move
to different areas of a large room to help your audience view it in detail.
Remember that this will take time and that when an audience is immersed in
looking at an object, they will find it hard to listen to your talk. Conceal large
props until you need them; they might distract your audience's attention.

IMPORTANCE OF INSTRUCTIONAL MATERIAL

1. To challenge the attention of the pupils:

The teacher who uses devices can usually maintain the full attention of the class.
This is generally true in the lower grades. Devices should never be used by the
teacher as mere attractions. Exposure to visual or audio-visual material and nothing
more is not educative.

2. To stimulate the imagination and develop the mental imagery of the pupils:
Devices stimulate the imagination, of the pupils. Mental imagery can be used as a
vehicle of thought and as a means of clarifying ideas.
4
3. To facilitate the understanding of the pupils:
The most widely accepted use of devices, whether visual or audio-visual, is its use
in aiding understanding. Learning can be sped up by using models, movies,
filmstrips, and pictorial material to supplement textbooks. Material devices give
significance and colour to the idea presented by the teacher. Abstract ideas can be
made concrete in the minds of the pupils by the use of devices. Diagrams and
graphs, for example, are very useful in developing understanding in social studies
and in mathematics. The graph is a good device in representing mathematical facts.

4. To provide incentive for action:

The use of devices, such as pictures and objects, arouses emotion and incites the
individual to action. The teacher must select the right kind of &vice to excite the
pupils to worthwhile intellectual activity. Asking the pupils to collect pictures
representing water, air, land transportation wilt stimulates them to action.

5. To develop the ability to listen:

The ability to listen can be developed best through the use of audio-visual
materials. It is also the responsibility of the school, to provide training for our
pupils to be good listeners. Training in the art of listening is one of the aims of
audio-visual education.

PRINCIPLES OF SELECTION AND USE OF VARIOUS INSTRUCTIONAL

AIDS SUCH AS CHALK BOARD, CHARTS, MODELS AND
ANIMATIONS

5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
What is e-learning?

25
 When it comes to education, the model has been pretty straight forward -
up until the early ‘00s education was in a classroom of students with a teacher
who led the process. Physical presence was a no-brainer, and any other type of
learning was questionable at best. Then the computer evolution happened and it
radically changed the learning landscape. In essence, e-learning is a computer
based educational tool or system that enables you to learn anywhere and at any
time. Today e-learning is mostly delivered though the internet, although in the
past it was delivered using a blend of computer-based methods like CD-ROM.
Technology has advanced so much that the geographical gap is bridged with the
use of tools that make you feel as 6 if you are inside the classroom. E-learning
offers the ability to share material in all kinds of formats such as videos,
slideshows, word documents and PDFs. Conducting webinars (live online classes)
and communicating with professors via chat and message forums is also an option
available to users. There is a plethora of different e-learning systems (otherwise
known as Learning Management Systems, or LMSs for short) and methods, which
allow for courses to be delivered. With the right tool various processes can be
automated such as the marking of tests or the creation of engaging content. E-
learning provides the learners with the ability to fit learning around their
lifestyles, effectively allowing even the busiest person to further a career and gain
new qualifications. Some of the most important developments in education have
happened since the launch of the internet. These days learners are well versed in
the use of smartphones, text messaging and using the internet so participating in
and running an online course has become a simple affair. Message boards, social
media and various other means of online communication allow learners to keep 7
in touch and discuss course related matters, whilst providing for a sense of
26
community. In the fast-paced world of e-learning the available technologies to
make a course exciting are always changing, and course content can and should
be updated quickly to give students the very latest information. This is especially
important if the elearning training is being given to employees in a sector where
keeping up-to-date on industry developments is of the utmost importance. This is
one of the reasons why many businesses are now offering training via elearning -
other reasons includes low costs and the ability for employees to study in their
own time and place. Overall, traditional learning is expensive, takes a long time
and the results can vary. E-learning offers an alternative that is faster, cheaper
and potentially better.

The benefits and drawbacks of online learning Whether you're a high-school

teacher looking to engage your students in a more interactive way, or a corporate
trainer hired by a large company to design training 12 curricula, e-learning packs a
punch when it comes to benefits that make the creation and delivery processes
easier and hassle-free. Important benefits are outlined below: No Boundaries, No
Restrictions Along with locational restrictions, time is one of the issues that
learners and teachers both have to face in learning. In the case of face-to-face
learning, the location limits attendance to a group of learners who have the ability
to participate in the area, and in the case of time, it limits the crowd to those who
can attend at a specific time. E-learning, on the other hand, facilitates learning
without having to organize when and where everyone who is interested in a
course can be present. More Fun Designing a course in a way that makes it
interactive and fun through the use of multimedia or the more recently
27
developed methods of gamification (further discussed in later chapters) enhances
not only your engagement factor, but also the relative lifetime of the course
material in question. Cost Effective 13 This is directed to both learners and
teachers, but there is a good chance that whatever your role you had to pay
exorbitant amounts of money at some point to acquire updated versions of
textbooks for school or college. While textbooks often become obsolete after a
certain period of time, the need to constantly acquire new editions is not present
in e-learning. It Just Fits! As companies and organizations adopt technologies to
improve the efficiency of day-to-day operations, the use of the internet becomes
a necessity. As multinational corporations expand across the globe, the chances of
working with people from other countries increases, and training all those parties
together is an issue that elearning successfully addresses. Let's blend all of that
together and apply it in a real-life scenario: In an effort to enhance the credibility
of course material, oftentimes a professor will summon a field specialist to give a
lecture relevant to the topic at hand. In the traditional model of education, the
professor would have to extend an invitation to said expert, and incur the costs of
his flight, stay and training. 14 With e-learning: With e-learning the professor has
the ability to host a guest lecture without having to spend much money. It can be
done virtually, with cameras for both the lecturer and the students, and with the
use of microphones to facilitate the same level of interaction that would be
possible if the lecturer were physically present in the room. The added benefit
comes in when we are able to replay the lecture and gain even more out of it.
Students that missed out can view the recording, or students that attended can
watch it again to further their understanding.

28
29
30
31
32
33
Electronic book

An electronic book (or e-book) is a book publication made available in digital

form, consisting of text, images, or both, readable on the flat-panel display of
computers or other electronic devices. Although sometimes defined as "an
electronic version of a printed book", some e-books exist without a printed
equivalent. Commercially produced and sold e-books are usually intended to be
read on dedicated e-reader devices. However, almost any sophisticated computer
device that features a controllable viewing screen can also be used to read e-books,
including desktop computers, laptops, tablets and smartphones.
34
In the 2000s, there was a trend of print and e-book sales moving to the Internet,
where readers buy traditional paper books and e-books on websites using e-
commerce systems. With print books, readers are increasingly browsing through
images of the covers of books on publisher or bookstore websites and selecting and
ordering titles online; the paper books are then delivered to the reader by mail or
another delivery service. With e-books, users can browse through titles online, and
then when they select and order titles, the e-book can be sent to them online or the
user can download the e-book. At the start of 2012 in the U.S., more e-books were
published online than were distributed in hardcove.

Electronic journal

Electronic journals, also known as ejournals, e-journals, and electronic serials,

are scholarly journals or intellectual magazines that can be accessed via electronic
transmission. Some journals are 'born digital' in that they are solely published on
the web and in a digital format, but most electronic journals originated as print
journals, which subsequently evolved to have an electronic version, while still
maintaining a print component. As academic research habits have changed in line
with the growth of the internet, the e-journal has come to dominate the journals
world.

An e-journal closely resembles a print journal in structure: there is a table of

contents which lists the articles, and many electronic journals still use a
volume/issue model, although some titles now publish on a continuous basis.
Online journal articles are a specialized form of electronic document: they have the
purpose of providing material for academic research and study, and they are
formatted approximately like journal articles in traditional printed journals. Often a
35
journal article will be available for download in two formats - as a PDF and in
HTML format, although other electronic file types are often supported for
supplementary material. Articles are indexed in bibliographic databases, as well as
by search engines. E-journals allow new types on content to be included in
journals, for example video material, or the data sets on which research has been
based.

With the growth and development of the internet, there has been a growth in the
number of new journals, especially in those that exist as digital publications only.
A subset of these journals exist as Open Access titles, meaning that they are free to
access for all, and have Creative Commons licences which permit the reproduction
of content in different ways. High quality open access journals are listed
in Directory of Open Access Journals. Most however continue to exist as
subscription journals, for which libraries, organisations and individuals purchase
access.

MOOC PLATFORMS FOR SCIENCE EDUCATION

A massive open online course (MOOC) is an online course aimed at unlimited

participation and open access via the web. In addition to traditional course
materials such as filmed lectures, readings, and problem sets, many MOOCs
provide interactive user forums to support community interactions among students,
professors, and teaching assistants (TAs). MOOCs are a recent and widely
researched development in distance education which were first introduced in 2006
and emerged as a popular mode of learning in 2012.

36
Early MOOCs often emphasized open-access features, such as open licensing of
content, structure and learning goals, to promote the reuse and remixing of
resources. Some later MOOCs use closed licenses for their course materials while
maintaining free access for students

CBCS: CONCEPT, NEED AND SIGNIFICANCE

What is Choice Based Credit System?

University Grants Commission has come up with the Choice
Based Credit System (CBCS) programme in which the students
have a choice to choose from the prescribed courses, which are
referred as core, elective or minor or soft skill courses and they
can learn at their own pace and the entire assessment is graded-
based on a credit system. The basic idea is to look into the needs
of the students so as to keep up-to-date with development of
higher education in India and abroad. CBCS aims to redefine the
curriculum keeping pace with the liberalisation and globalisation

37
in education. CBCS allows students an easy mode of mobility to
various educational institutions spread across the world along
with the facility of transfer of credits earned by students.
Features of CBCS
• This is a uniform CBCS for all central and state and other
recognised universities.
• There are three main courses: Core, Elective and Foundation.
• There are also non-credit courses available which will be
assessed as ‘Satisfactory’ or “Unsatisfactory’. This is not included
in the computation of SGPA/CGPA.
• All the three main courses will be evaluated and accessed to
provide for an effective and balanced result.
How does it work?
It has the following basic elements:
• Semesters: The assessment is done semester wise. A student
progresses on the basis of the courses taken rather than time like
three years for science, arts, commerce or four years for
engineering etc. Each semester will have 15–18 weeks of
academic work which is equal to 90 teaching days. There is
flexibility in creating the curriculum and assigning credits based
on the course content and hours of teaching.
• Credit system: Each course is assigned a certain credit. When
the student passes that course, he earns the credits which are
based on that course. If a student passes a single course in a

38
semester, he does not have to repeat that course later. The
students can earn credits according to his pace.
• Credit transfer: If for some reasons, he cannot cope with the
study load or if he falls sick, he has the freedom to study fewer
courses and earn fewer credits and he can compensate this in the
next semester.
• Comprehensive continuous assessment:There is a continuous
evaluation of the student not only by the teachers but also by the
student himself.
• Grading: UGC has introduced a 10-point grading system as
follows:
o O (Outstanding): 10
o A+ (Excellent): 9
o A (Very Good): 8
o B+ (Good): 7
o B (Above Average): 6
o C (Average): 5
o P (Pass): 4
o F (Fail): 0
o Ab (Absent): 0
How is the credit counted?
One credit per semester is equal to one hour of teaching, which
includes both lecture (L) or tutorial (T) or two hours of practical
work/field work (P) per week. A study course can have only L
component or only T or P component or combination of any two
39
or all the three components. The total credits earned by a student
for each semester is L+T+P.
In compliance with the global grading system
All the major higher education institutions across the world are
implementing a system of credits. For instance, we have the
European Credit Transfer System (ECTS) in Europe’s universities,
the ‘National Qualifications Framework’ in Australia. There is the
Pan-Canadian Protocol on the Transferability of University Credits.
In the UK, we have the Credit Accumulation and Transfer System
(CATS). Even the systems operating in the US, Japan, etc. are
based on credit system.
Advantages of Choice Based Credit System
• The CBCS offers a ‘cafeteria’ approach in which the students
can choose courses of their own choice.
• The credit system allows a student to study what he prefers in
his own sequence as per his interests.
• They can learn at their own pace.
• They can opt for additional courses and can achieve more than
the required credits.
• They can also opt for an interdisciplinary approach to learning.
• Inter college/university migration within the country and
outside becomes easy with the transfer of Credits. This means
that it will be easier for foreign universities to come and offer
courses in India.
• Can opt for one part of the course in one institute and the other
40
part in another institute. This will help in making a clear choice
between good and bad colleges/ institutes.
• The students have more scope to enhance their skills and more
scope of taking up projects and assignments, vocational training,
including entrepreneurship.
• The system improves the job opportunities of students.
• The system will help in enabling potential employers assess the
performance of students on a scientific scale.
Disadvantages of CBCS
• Not very easy to estimate the exact marks.
• Teachers’ workload may fluctuate.
• Needs proper and good infrastructure for a universal spread of
education.
Conclusion: It is too early to say whether CBCS will be successful

or not. The UGC has always initiated measures to bring efficiency

and excellence in the Higher Education System of India. The basic
motive is to expand academic quality in all aspects, right from the
curriculum to the learning-teaching process to examination and
evaluation systems. However, so far multiple methods are
followed by different universities across the country towards
examination, evaluation and grading system. Considering this
diversity, the implementation of the choice based credit system
seems to be a good system in assessing the overall performance
of a student in a universal way of a single grading syst

41
PROMOTION AND INNOVATION IN SCIENCE EDUCATION: MEANING,
IMPORTANCE AND INITIATIVES (SUCH AS KVPY, IISERS, HBCSE, SCIENCE
OLYMPIADS).

KVPY

Kishore Vaigyanik Protsahan Yojana (KVPY) is a program started by the

Department of Science and Technology (DST), Government of India to
encourage students of Basic Sciences, Engineering and Medicine to take
up research careers in these areas. The aim of the program is to identify,
assist and encourage talented students with aptitude for research and
growth in the country.

The Department of Science and Technology – the root agency of the

Government has entrusted the overall responsibility for organizing the
scheme to the Indian Institute of Science (IISc), Bangalore and set up a
National Advisory Committee (NAC) for overseeing its implementation and
a National Scientific Committee (NSC) look after both the administrative
and academic aspects of the KVPY Program.

The selection of students from those studying in +1, +2, any U.G. Program
in Science / Medicine and also Engineering students having aptitude for
scientific research, are carried out by IISc (Bangalore), IIT-Bombay
(Mumbai), and ICMR (New Delhi), respectively, in association with two
Zonal Centers one at (IISER), Kolkata and another at Mumbai (HBCSE,
TIFR). Generous scholarship and Contingency grant are provided (up to
the pre-Ph.D. level) to the selected students.

42
Fellowship

The advertisement for the KVPY Fellowship appears in all the national
dailies normally on the Technology Day the May 11 and Second Sunday of
July every year.
These Fellowships are only for Indian Nationals studying in India.
Selection procedures are different for SP (Basic Sciences) and SP
(Medicine). All of them, however, include an interview for final selection.

Syllabus

There is no prescribed syllabus for the written test. The written test aims to
test the understanding and analytical ability of the student than his/her
factual knowledge. However, students are tested for the syllabus up to
class XII.

Awards and Recognitions

The Department of Science and Technology, Government of India, offers

attractive fellowships (Rs. 4000 to Rs. 7000 per month) and contingency
grants (Four months fellowship per year) for students studying in Basic
Sciences, Engineering and Medicine. Selection to the program takes into
account academic excellence and demonstrated interest in pursuing a
research career.

Eligibility

Eligibility details for class-X pass Students are as follows –

Basic Sciences – (SA/SX/SB):

 Stream SA: Students enrolled in the XI Standard (Science Subjects) during

the academic year 2012-2013 and have secured a minimum of 80%

43
 (70% for SC/ST) marks in aggregate in MATHEMATICS and SCIENCE
subjects in the X Standard Board Examination. Students promoted
through both the Summative Assessments-II conducted by the school
and conducted by the Board are eligible to apply, if they satisfy eligibility
criteria. If the candidates have obtained a letter grade in the qualified
examination, they are requested to convert it into an appropriate % and
fill-up the application form. {The students under the mentorship list will
not be eligible for any fellowship. Their fellowship will be activated when
these students enroll in an undergraduate course in Basic Sciences
(B.Sc./B.S./Int.M.Sc./M.S.) after their XII Standard/(+2).}
 Stream SX: Applicable for the Students enrolled in XII Standard/ (+2) (Science
subjects).

 Stream SB: Applicable for the Students enrolled in the 1st year of B. Sc./ B.S./Int.
M.Sc./M.S.

Selection Procedure

Aptitude Test: After scrutiny of application forms and based on the

performance in the Board Examination(s), all the eligible candidates from

Streams SA, SX and SB have to appear for a written aptitude test
(conducted both in Hindi and English). The test will be conducted at
different centers across the country on 4th November 2012. The details of
the venue of the aptitude tests and their seat number will be put on the
KVPY website in first week of October 2012.

Interview: Candidates will be called for the interview based on the

performance in the aptitude test, which is the final stage of the selection
procedure.

44
Admit Card:

1. Students who have applied online may download the admit card for
the aptitude test from the website from the second week of October
2012.
2. Students, who have applied with a hard copy, admit card will be sent
by speed post.
Exam Pattern:

1. The question paper in SA Stream will be both multiple choice

objective and descriptive types.
2. In the objective type, 4 choices for the correct answer will be provided
and the choice for the correct answer has to be made.
3. In the descriptive type solution to a problem, formula for a sum, etc.,
has to be worked out and written.
4. There is no negative marking.

Cop yrig h t © ww w. www .e xamr ace .c om

HBCSE Olympiad

Homi Bhabha Centre for Science Education (HBCSE) is a National Centre of

the Tata Institute of Fundamental Research (TIFR), Mumbai. The broad goals of
the Centre are to promote equity and excellence in science and mathematics
education from primary school to undergraduate college level, and encourage the
growth of scientific literacy in the country.

45
Activities
To these ends it carries out a wide spectrum of inter-related activities, which may
be viewed under three broad categories:
 Research and Development
 Teacher Education and Science Popularisation
 Olympiads, NIUS and other Students' Nurture Programmes.
HBCSE is the premier institution in the country for research and development in
science, technology and mathematics education. It is India's nodal centre for
Olympiad programmes in mathematics, physics, chemistry, biology, astronomy
and junior science.

Graduate School
HBCSE (TIFR) runs a Graduate School in Science Education. Students admitted to
HBCSE Graduate School work towards the Ph.D. degree of the Tata Institute of
Fundamental Research (TIFR) which is a Deemed University.

46