- Client servicing: Responsible for securing new business and managing the client deliverables (Submitting proposals, designing survey forms, data interpretation, report and overall project management)
- Operations: Responsible for data collection (Recruit survey participants directly or through vendors who collect data on their behalf, script questionnaire, provide incentives, check data quality)
- Data Processing & Analytics: Collate all the data collected, clean up data if required, generate tables, statistical models used for interpretation and provide it to the client servicing team
Education-Ideas
Saturday, October 17, 2015
Assessment of Collaborative Problem Solving Skills in Market Research Industry
Wednesday, December 25, 2013
Wednesday, December 18, 2013
Saturday, October 27, 2012
Saturday, April 3, 2010
Connecting Teachers
There are over 5.8 million teachers across 1.25 million schools across India, teaching over 185 million students in K-8 levels (2009 & 2009c). 87% of the schools are located in rural India. (Press Information Bureau, Govt. of India, 2010).
Mobile phones as an alternative to computers
· Sharing useful resources, best teaching practices
· Announce information relevant to teachers
· Support for in-service distance learning
· Platform to express views and post questions
· Recognition of special efforts/ Awards
· Enable making connections with teachers within a district and across India
How can connecting teachers help?
· Positive impact on teacher motivation
· Better access to and utilization of resources
· Bridging the gap between urban and rural India in terms of access- effectively and efficiently
· Significant improvements in their current practice
· Opportunity for continued contact rather than one time/ irregular training schedules
These would in turn have a positive impact on the quality of education the students receive and their lives.
References
Global campaign for education – more teachers needed. (2006, 24 April). Retrieved 31 Jan, 2010, from http://www.unicef.org/india/resources_1551.htm
India adds 11.08 mln GSM subscribers in November. (2009d). Retrieved 31 Jan 2010 from http://www.telecompaper.com/news/article.aspx?cid=709135
India progressing towards universal elementary education: Where goes missing 40% efficiency? [Electronic (2007). Version]. Digital Learning. Retrieved 31 Jan 2010 from http://schoolreportcards.in/Media/m52.html
Internet & Mobile Association of India. (2008). 45 Million Internet users in India. Retrieved 31 Jan 2010 from http://www.imrbint.com/media/45..pdf : Internet & Mobile Association of India
Muralidharan, K., & Sundararaman, V. (2009). Teacher performance pay: Experimental evidence from India. National Bureau of Economic Research. Retrieved 31 Jan 2010 from http://econ.ucsd.edu/~kamurali/teacher%20performance%20pay.pdf
National University of Educational Planning and Administration & Department of School Education and Literacy (2009). Elementary Education in India: (State Report Cards 2007-08). Retrieved 31 Jan 2010 from http://www.dise.in/Downloads/Publication 2007-08/src0708/SRC 2007-08.pdf
National University of Educational Planning and Administration & Department of School Education and Literacy (2009a). Elementary Education in Rural/ Urban India 2007-08: Rural India (Analytical Tables): Teacher-Related Indicators Part I. Retrieved 31 Jan 2010 from http://www.dise.in/Downloads/Publication%202007-08/Rural0708/teacher_part1.pdf
National University of Educational Planning and Administration & Department of School Education and Literacy (2009b). Elementary Education in Rural/ Urban India 2007-08: Urban India (Analytical Tables): Teacher-Related Indicators Part I. Retrieved 31 Jan 2010 from http://www.dise.in/Downloads/Publication%202007-08/Urban0708/Teacher-Part%20I.pdf
National University of Educational Planning and Administration (NUEPA) & Department of School Education and Literacy. (2009c). Flash Statistics: Elementary Education in India: Progress towards UEE. Retrieved 31 Jan 2010 from http://www.dise.in/DISE-Flash-Statistics-2008-09-nuepa.pdf
Press Information Bureau, Government of India (2010). Enrolment at primary and upper primary level increases to 134.38 million in 2008-09 from 101.16 million in 2002-03. Retrieved 31 Jan 2010 from http://pib.nic.in/release/release.asp?relid=57231
Somekh, B., & Lewin, C. (Eds.). (2007). Research Methods in the Social Sciences.
Traxler, J. (2007). Using mobile phones: Training teachers with text messages, Footsteps (71). Retrieved 31 Jan, 2010, from http://tilz.tearfund.org/Publications/Footsteps+71-80/Footsteps+71/Using+mobile+phones+-+Training+teachers+with+text+messages.htm
Weller, M. (2007). The distance from isolation: Why communities are the logical conclusion in e-learning. Computers & Education, 49(2), 148-159.
Monday, March 1, 2010
Using concepts from advertising in education
What is “learning”? According to the dictionary, it is to gain knowledge or skill by study, by experience or being taught, to become aware of through information or observation, to memorize or to realize.
Advertising, irrespective of the medium, aims to tell us something. In most cases it seeks to sell us something or make us part with our money. And it does that in thirty seconds on TV! I am sure there are times when you see the commercial just once and you feel like buying the product or service. You are convinced that you need it and the next time you visit the grocery store, you ask for it by name or look for it on the shelves.
How many times we see a commercial does impact our ability to remember it. However, there are instances when we remember the commercial even after seeing it just once and sometimes we remember advertising that we saw years ago. On the other hand, we have difficulty in remembering at an exam, what we studied the night before! Perhaps there is something that can be borrowed from advertising here.
In preparing a TV commercial, an advertising brief is translated into a 30 sec commercial. A typical brief covers the following aspects:
- An understanding of the consumer, the purchaser, the influencer in terms of demographics and psychographics
- Details about the product or service to be promoted, it’s price, purchase occasion
- The brand image and the direction it is to take
- The call to action- purchase a product/ call a number/ donate money/ join an organization
- A listing of the competitive set which can range within or across category
- The output required and the media to be used
How does all this get translated into a 60 or a 30 sec TV commercial? The creative teams are adept at doing this. They take special care of the executional aspects-the setting, the music, the actors, the dialogue, the colors used. All these work in a synergistic manner to ensure that you remember the brand name and the message about the brand.
How does the advertising work? Advertising messages tell a story in less than 60 seconds, sometimes even 30 seconds. Teaching can be as simple or exciting as telling a story. Teaching science can be a story too- for instance- what scientists originally thought about a phenomenon, how they experimented, how more modern research confirmed or disproved theories on a subject and what are the applications and relevance for today, and where do they expect the subject in study to find applications in future, which organizations or institutions are now working on that particular subject. By providing a more complete picture, learning the subject does not become memorizing a set of answers but rather understanding the subject and it’s relevance to their study and in life.
For an advertising campaign to be effective, the advertising message has to be seen by the potential customer a few times. Traditional theory puts this at a minimum of three exposures. The more recent theory of “recency” relies on the idea that a message will be retained at a time when it’s most relevant- a detergent ad is most remembered when the box in your house is about to get over, you are most likely to notice advertising for cars when you are about to buy one. In such situations, the impact of the most recent exposure will be the highest. Schools, libraries, websites, museums and science centers must use this idea and tailor the promotions and activities in accordance with the school syllabus.
Advertising messages that are liked, that are enjoyable are remembered most easily. That means if we are able to make learning experiences more enjoyable, more relevant, they will be more memorable. The converse is true as well-advertising that does not offer a pleasant experience will have a negative impact on the brand. Similarly, learning that is not pleasant or that is being forced on a student who is not interested is bound to go waste. (Was I happy when I could opt out of Physics at senior college!)
Just as an advertiser keeps you interested in his brand over a number of years, the teacher/ school/ website has to find ways to sustain a student’s interest in a subject over a number of years. To maintain continuity and sustain interest, we should treat knowledge as building blocks, adding one block at a time, moving from the know to unknown. Identify concepts which are key, finding applications in the future years of education or work and pay special attention to them, reminding about them at periodic intervals.
Call to action - The advertiser expects the commercial to have some impact on you- in most situations; the expectation is that you rush out to buy the product. Similarly, what should the student do after learning something on a particular subject? Forget it just after the exams are over? If the education offers a call to action, say a real life project, where the concepts learnt in the classroom are applied, not only will the retention be better but its relevance will also be appreciated. Special attention should be given to those students who are ahead of the curve and want to know more about that subject. The teacher must be able to advise where the student can go to learn more on a particular topic.
Media multiplier effect- How can we use that in education?
What is media multiplier effect? Media multiplier works in two ways-
- When more than one medium is used in advertising communication, it helps increase reach as there will be people who will be reached by only one of those media
- When the same audience is reached by the same message in different media, it has an incremental effect- those people will have a stronger retention of the brand name and the message and would be more likely to have a positive inclination in purchasing the product or service
How can we use this effect in teaching?
Integrate classroom learning with what students learn from various educational websites, TV channels, Educational DVDs and VCDs, Museums, Science centers, Libraries.
With repeated “exposures” across media, the retention of the message will be stronger. Some media agencies treat the different media as “touchpoints” and ensure that the potential consumer is reached via every possible touchpoint.
As all students will not have opportunities to be exposed to all these media, the net reach among this audience will be higher.
The key thing is timing. These exposures across media should be about the same time for the multimedia effect to work.
We should explore borrowing such concepts into school education and measure the impact as the advertising industry measures the return on advertising investment.
Thursday, November 26, 2009
Using Web-based Resources in Teaching Mathematics
Introduction
The scope of this study is to assess the impact of using web-based resources in the teaching of mathematics on students’ attitude and learning.
Three factors define the scope of this study:
- To determine if visual representation of mathematical concepts and interactivity enhances learning
- Impact on student attitude and motivation
- To determine feasibility of using of tools that are freely available from the perspective that limited financial resources should not constrain teachers from use of computers in classroom teaching.
8 students of Grade VIII and 7 students of Grade VII at an international school in Bangalore, India were a part of this study. Given the qualitative nature of the study, the small sample size enabled interaction and discussion at depth.
Student profile
Most students had access to computers at home and used it mostly to play games, watch videos and search for information on school projects. Only a few of them used computers for accessing educational websites/ CDs or doing homework assignments. Their past academic performance varied significantly, indicating that the student representation was not homogeneous.
Current practice
The school chosen for the study is a new school, only in its second year of operation. The school has a computer lab with internet access but it was not yet used in teaching any subject. It served more as a resource center for staff and also for students to create their project reports.
The regular mathematics teachers are aware that web-based resources can be used in teaching. However, practical difficulties in structuring lessons and lack of awareness of specific resources that suit the curriculum limit them from actually incorporating web and other computer based resources in teaching of mathematics.
Strategy
The first step was to identify freely available web-based resources relevant to the school curriculum and due to be covered in the first semester of the current academic year (2009-10).
The next step was to teach the students the selected topics over a 3-day period. The motivation levels and attitudes were assessed through observation, feedback collected in writing at the end of every class and finally a group discussion. Learning was assessed through a short pen and paper test covering the topics that were taught using the web-based resources.
Identifying the web-based resources
The web-based resources were identified through internet search and from educational resources such as MERLOT (Multimedia Educational Resource for Learning and Online Teaching). The topics covered (sources listed in Appendix 1):
Grade VIII
· Introduction to quadrilaterals
· Nets
· Linear equations in 1 and 2 variables
· Time- distance & velocity
Grade VII
· Fractions
· Linear equations in one variable
The resources were identified keeping in mind the following criteria:
· Provide an opportunity for interactivity
· Show dynamically the impact of manipulation
· Allow students to investigate without the fear of going wrong
· Did not require any training for use
Research process
The sessions were conducted in the computer laboratory and it was possible to alternate between using a whiteboard and the computers.
A text file containing links to the web-based resources was copied onto each computer. Students were first introduced to the topic using a regular whiteboard and then a brief instruction was given to the students on how to use the web resource.
Given the limited number of computers available, most students had to share them, with one computer to two students.
As this was the first time the computers were being used, it was decided that the scores of the test would not count towards their annual assessment. Feedback was collected in writing at the end of each day. The group discussions were conducted on the third day, after the test.
Assessment of Learning
Grade VIII
Time-distance:
The relationship between time, distance and speed was understood by most students. However, only the academically stronger students managed to produce a correct graph using the information provided in the question.
Linear equations:
While students understood that a linear equation in two variables represents a straight line, identifying points on the line by x and y coordinates and the concept of slope seemed to be difficult. This was their first exposure to the coordinate geometry and the students clearly needed more preparation before introduction of (and more time with) the web based resources.
Quadrilaterals:
During the computer lab session, the students were able to independently identify relationships between the sides and the angles and summarize the properties of various quadrilaterals by manipulating the figures in the web-based resource. However, in the test, they struggled when they were expected to determine the measure of an angle or length of a side in a trapezium.
Nets:
In a quiz conducted just after this session, most students were able to match a polyhedron and the corresponding net. However, in the final test conducted on the third day, the students did not fare as well as anticipated. Students could identify a pyramid but encountered difficulty in identifying a tetrahedron. More students had success with a simple application of Euler’s formula.
Grade VII
Fractions:
As there was some prior exposure to this topic, it helped students in understanding the concepts. Most students were able to answer the related questions in the test.
Linear equations in one variable:
Students did not appreciate the analogy of a balance. While this was not investigated at depth, it is attributed to a great extent to students carrying out mathematical operations mechanically, without trying to understand the reason why a certain term was added to or subtracted from both sides of an equation. Observations, Feedback & Discussion
Access to a computer is fairly easy with most students already having a computer at home. All students were quite familiar with the use of the computer and relevant software.
Student feedback
Grade VIII
“The websites were fun and creative as we ourselves could solve our doubts. Before I found all these shapes to be complicated and boring, but these seem to be very easy now “Student A
“I liked the opening and closing up of the nets and playing with the figures” Student B
“We could really see the object and play around with it…This has been one of the most interesting class I had even though I do not like maths” Student C
“It was good but quite confusing” Student B
“I haven’t understood everything yet but I liked the software a lot” Student C
Grade VII
“We learnt something completely unknown to us and I found it very interesting” Student D
“At first I didn’t understand how to do the algebra but when I understood about it I felt very happy” Student E
“The class was interesting but I did not understand algebraic expression” Student F
The motivation levels were high and there was substantial participation in the class across both the grades. All the students enjoyed learning mathematics using the web based resources. They enjoyed self discovery by manipulation of sliders, interaction with figures representing fractions, quadrilaterals, nets and straight lines. The feedback at the end of everyday indicated that the students clearly enjoyed the sessions and found them interesting. They wanted their future lessons to incorporate the web-based resources. Students were eager to note down the links so that they could practice at home as well.
About half the students felt they now liked learning mathematics more. Some students were keen that the software provides them with feedback when a particular input/ action is wrong. These observations are consistent with those reported elsewhere (Hannafin, Burruss and Little, 2001).
Students reported difficulty in understanding linear equations, evident from the quotes above.
Student pairing
Student pairing does seem to have a powerful role to play. In pairs with students of differing abilities, the weaker ones also demonstrated increased interest and participation. In pairs, where both the students were academically strong, they explored the resources provided to a greater extent and asked more questions. Weak students were not paired together.
The students expressed a need to record on paper what was learnt using the computer as the on- screen manipulations are not accessible in preparation for a written test.
To summarize the differences observed between students, they have been grouped into: “Strong” and “Challenged” based on their past performance in examinations and meaningful classroom participation. These are not meant to reflect their intelligence or any other such measure. “Strong” implies better academic performance and constructive participation in the classroom while “Challenged” implies relatively weaker academic performance.
Strong students | Challenged students |
High motivation levels through all sessions and desire to use computers more in their learning | High motivation levels initially but lost interest if unable to cope, leading to seeking distractions- clicking on irrelevant icons, changing screen magnifications, going to other sites etc. |
High interest levels in mathematics continue to hold | Significantly increased interest expressed in learning mathematics |
Seek independence requesting that the computer program prompt them if a suggested solution is wrong | Expressed need for guidance, simpler visual representation and more preparation in terms of raising the level of prior knowledge. |
Prior mathematical techniques used sometimes posed a challenge. e.g. mechanically transferring terms from left hand side to the right hand side by changing the sign in a balanced equation as against adding/ subtracting the same term from both sides | In simplifying a balanced equation (to find the value of a variable), identifying which term needs to be added/ subtracted was not easy |
Had used the computer as a tool for learning and doing school projects. | Comfortable in using a computer but had never used it as a tool for learning |
Concerns such as those expressed by prospective teachers in Hazzan (2002/2003) become evident. Representing mathematical ideas on a computer did help visualization and stimulate thinking but inadequate preparation on manipulation of algebraic expressions posed difficulties.
Conclusion
- Visual representation and interactivity does enhance student learning and motivation.
- It is possible that the stronger students may gain more in the short term. Given the high motivation levels, over a longer period of time, it is anticipated to be beneficial to all the students. To ensure that this happens, student pairing needs to have a strategic approach. The suggested approach is to group together students of different abilities and shuffle partners periodically, monitoring the groups to ensure that they remain cohesive.
- It is possible to use freely available/ inexpensive web based resources and applications for the teaching of mathematics. However, a limitation of using these freely available resources is that it is not be possible to have a consistent pedagogical approach and on- screen environment, given that sources would be different.
- An instructivist learning environment as advocated by Hannafin et al. (2001) would work well: Accommodating learners’ needs and prior knowledge but limiting the amount of content available. Wherever possible, the on-screen information should be limited to what is needed for a student at a particular level- if fractions to be taught are limited to denominator less than 20, the teacher must have the option to restrict the application accordingly.
- Worksheets need to be devised based on the activities done using the computer so that students have a record for revision and can also share it with parents at home.
- The activities need to well planned and integrated into the classroom routines. Introduction to the topic, preparing students for what to expect is important before the computers are switched on. Students must be asked to switch the monitors off when their attention needs to be diverted to the whiteboard.
- Given that the students in Grade VIII and VII consistently expressed their discomfort with Algebra, it would be advisable to adopt an embodied approach with visualization as recommended by Tall (2009), to ensure that students are comfortable with Algebra at higher levels.
Appendix: List of resources used
Grade VII
Lesson 1: Linear equations
http://nlvm.usu.edu/en/nav/frames_asid_324_g_3_t_2.html?open=instructions&hidepanel=true&from=vlibrary.html
Lesson 2: Fractions
http://nlvm.usu.edu/en/nav/frames_asid_102_g_1_t_1.html?from=topic_t_1.html
http://illuminations.nctm.org/ActivityDetail.aspx?ID=45
http://nlvm.usu.edu/en/nav/frames_asid_159_g_2_t_1.html
Grade VIII
Lesson 1a: Quadrilaterals
Lesson 1b: Nets
Lesson 2: Linear Equations
http://www.waldomaths.com/Linear2NLW.jsp
http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/graphsact.shtml
Lesson 3: TIME DISTANCE
http://mathdemos.gcsu.edu/mathdemos/jogger/jogger.html
Hannafin, R. D., Burruss, J. D., & Little, C. (2001). Learning With Dynamic Geometry Programs: Perspectives of Teachers and Learners. The Journal of Educational Research, 94(3), 132-144.
Hazzan, O. (2002/2003). Prospective High School Mathematics Teachers’ Attitudes toward Integrating Computers in Their Future Teaching. Journal of Research on Technology in Education, 35(2), 213-225.
Tall, D. (2003). Using Technology to Support an Embodied Approach to Learning Concepts in Mathematics. In L. M. Carvalho & L. C. Guimarães (Eds.), História e Tecnologia no Ensino da Matemática (Vol. 1, pp. 1-28). Rio de Janeiro, Brasil. Retrieved 31-Aug-2009 from http://www.warwick.ac.uk/staff/David.Tall/pdfs/dot2003a-rio-plenary.pdf