Reviewing curriculum education paradigm: Survey and Analysis of Educational films in India

Reviewing curriculum education paradigm

Survey and Analysis of Educational films in India

Design Research Seminar

M.Des., Visual Communication (2009-2011) Industrial Design Centre Indian Institute of Technology Bombay

Design Research Seminar

Reviewing curriculum education paradigm Survey and analysis of educational films in India

Guided by: Prof. Phani Tetali Submitted by: Chitra Chandrashekhar Roll no: 09625804 M.Des., Visual Communication (2009-2011) Industrial Design Centre Indian Institute of Technology Bombay Date: 26.06.2011

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | i

Approval Sheet The Design Research Seminar Project titled ‘Reviewing curriculum education paradigm: Survey and analysis of educational films in India’ by Chitra Chandrashekhar (09625804) is approved towards partial fulfilment of the requirements for post graduate degree of Master of Design in Visual Communication.

Guide ________________________________

Industrial Design Centre Indian Institute of Technology, Bombay January - June 2011

ii | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | iii

Declaration I declare that this written submission represents my ideas in my own words and where others’ ideas or words have been included, I have adequately cited and referenced the original sources.

I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea/data/fact/ source in my submission.

I understand that any violation of the above will be cause for disciplinary action by the Institute and can also evoke penal action from the sources which have thus not been properly cited or from whom proper permission has not been taken when needed.

Signature: Name of the student: Chitra Chandrashekhar Roll No.: 09625804 Date: 26.06.2010 Industrial Design Centre, Indian Institute of Technology, Bombay

iv | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | v

Acknowledgements The design research seminar took it’s final shape due to the freedom offered by my guide Prof. Phani Tetali to adapt the vast field of Indian educational films and direct efforts towards a defined area of interest.

The Industrial Design Centre library and the IIT Bombay central library have been instrumental in building the necessary background knowledge of existing and upcoming developments in the field during the course of the project.

My fellow IDCians–Sushmita Chakraborty, Anindya Biswas, Deepali Thokal and Amrutha Krishnan–were very helpful in providing timely leads for the initial phase of data gathering.

Finally I thank my family, to constantly inspire me to perform with the best of my efforts at all times.

Thanking All!

Chitra Chandrashekhar

vi | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

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Prologue The motivation for the research seminar was in understanding the structure, purpose and role of educational films or videos in the Indian context of a curriculum based education system. The research kept abreast with changes in educational paradigms in schools, within and outside India, due to hybridization, using information and communication technology (ICT) for education. The review predominantly looks at secondary school education for its relevance in today’s knowledge economy. However, for solutions towards effective active learning, content developed for other age groups using diverse presentation and instruction techniques such as web-based games, television shows, teacher– student–technology models etc. were also reviewed.

The research seminar adopts an approach of understanding by survey, study and analysis of the existing system of education and curricula, various types and structure of educational films and videos and identifying areas where gaps lie in catering to the holistic growth of students in secondary level education.

It even attempts to address the polemic of the necessity of a rigid curriculum based education. In a knowledge driven economy of our times, the need to question our education paradigm is imperative in shaping a free and knowledge rich world for future generations. Thus establishing the need for a ‘designerly’ way of thinking and arriving at solutions for better ways of learning and teaching for children in their formative years.

viii | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

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Contents Acknowledgements Prologue

iii vii

Indian Education

1

Educational Films Today

7

New Paradigms

19

The Indian Way

22

Concluding Words

24

References and Bibliography

x

The system today What is a Curriculum?

Why secondary education?

Where films fit in?

Examples Comparative analysis Analytical conclusions

Hybrid learning Parallel ideologies

Is there an Indian model?

Role of a designer

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 1

Indian Education

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Fig1(a-f ): Gurukul, Nalanda, Taxila, Islamic learning, Macaulay,

Bombay Fort University

The system today To understand the education system in today’s India, it helps to trace the roots of formal education in the country. India has always been viewed as a knowledge-rich society, giving precedence to wisdom handed down through culture, tradition, storytelling and religious faiths. However, formal training of higher knowledge and administrative skills was limited to a privileged few. Earliest known and much popularized form of traditional Hindu knowledge was through the system of Gurukul. This age old system emphasized greatly on learning by serving the guru, saint or teacher in his day to day life and demanded strict discipline from the disciples throughout their youth until they perfected the art of leading a moral, dignified and political life.

remained unchanged until the intervention of Christian missionary schools and later the introduction of British government’s infamous Macaulyist method of education.

With new faiths like Buddhism and Jainism philosophies changed but knowledge dissemination continued with the teacherdisciple mode. This led to the establishment of globally significant sophisticated centres of higher education such as Taxila and Nalanda. Influence of Islam also contributed significantly to deepen the knowledge pool but essentially the Indian way of learning

Today, our education system is as if, at a crossroads of a big change that faces the entire world–profusion of information and communication technology (ICT).

Within a decade of it’s initiation, ICT has become a pervasive character embedded in every sphere of our 21st century existence. Indian education system also took account of this major global change.

Throughout history, it can be seen that formal education was a privilege accessible to a minority population either based on caste or economic status. This situation remained until Indian independence and the formulation of our Constitution, wherein, education was declared as every citizen’s fundamental right. Since then, the system has seen many waves of development where the initial state government-run education system became a central government-managed body along with many autonomous state and voluntary bodies.

2 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Fig2: Release of the National Curriculum framework for teachers.

In 2005, the Ministry of Human Resource Development unveiled a historic paradigmatic shift in education by releasing the National Curriculum Framework. In spite of several criticisms of it’s practicality, the framework has been viewed as a welcome break from decades of mechanical rote-learning. For once, the system changed it’s focus from being teacher-centric to studentcentric. The framework empathizes with the present day pressures of students to cope with a complex and competitive environment.

It also aims to encourage their innate sense of inquiry for self-motivation to learn that in-turn prepares them for future development of their families, community, nation and the world.

With all these new developments, one core issue is yet to be addressed.

Education is still viewed as a means to prepare students as human resources such that they contribute towards the nation’s economic stability and work for a secure livelihood for themselves. But, is this what education is truly meant for?

Doesn’t education offer wisdom for life? Or is it only a grooming system for youth to acquire certain skill sets and be a part of the nation’s workforce?

There may be no straight jacketed answer to such musings. However, by understanding and reviewing the crux of the overall system–it’s curriculum based teaching, one can attempt to answer whether the education system offers much more than mere skill sets.

What is a curriculum? What role does it have in dictating the system’s process and goals? Is it indeed the driving force of the Indian education system?

Understanding Curriculum A curriculum essentially lays down the framework of teaching. It is often formulated into a document containing the syllabus, method of teaching, objectives and goals of teaching, manner of evaluating and grading etc. A curriculum is like a mandate but often changes periodically to keep pace with technological and ideological breakthroughs. A curriculum is often confused with a syllabus, the difference lies in the scale

of operation. A curriculum targets the entire gamut of education system including syllabus and codes of practice. Whereas a syllabus is limited to the framework of each subject of teaching, it is more of micro-planning.

Almost the entire latter half of 20th century saw generations of students being taught in schools both public and private based on expected levels of learning set by the apex body of curriculum based school education in India– NCERT, National Council of Educational Research and Training. The central mandate was further regionally modified for various state schools aligning with the centre’s primary goals.

With the advent of 21st century, came the immense pressure of learning of an ever-growing pool of content and skill sets increasingly termed important for students’ knowledge.

Concerns amongst students, parents and teachers, finally resulted in another change in 2010. After years of emphasis on learning theoretical concepts through rote-learning

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 3

and written examinations, dialogues within teaching communities resulted in the centre to take notice and reformulate the goals of pedagogy in Indian education. Change came with National Council for Teacher Education being introduced to a new National Curriculum Framework.

The new framework for teachers acknowledged the students’ difficulties and urged them to attenuate complexity of the syllabus while enhancing student’s understanding of the subject by contextualizing and encouraging learning through activities, discovery and exploration in a child-centric manner. While the curriculum framework outlines what a student must learn, it also paves the way for teachers to train.

The curriculum framework also strives for inclusive education for equitable and sustainable development along with incorporation of ICT. Several social, cultural, political, economic and educational parameters guided the national framework as follows1: 1. http://www.thehindu.com/education/ article258710.ece

All citizens of India should have equal access to education. The specific needs of the disadvantaged sections of the society ought to be met through the curriculum; Education regarding India’s cultural heritage needs to be imparted to students in order to develop national identity and a spirit of togetherness; It is essential to impart knowledge of the citizens’ duties and rights, and ideals of the Constitution of India to children; In view of the erosion of values, it is imperative through the curriculum to inculcate moral and social values amongst students; Besides national identity and unity, it is also imperative to develop international understanding through the curriculum; Protection of the environment and conservation of natural resources should be major objectives of school curriculum; In view of the increasing population of the country, it is imperative to include suitable content relating to population education in the syllabi of different subjects;

The curriculum should aim at preparing a child for life, which means that relevant knowledge should be imparted and appropriate skills, competencies and values developed; Education plays a significant role in national development by increasing human resources. Therefore, the primary objective of the curriculum ought to be total development of the child’s personality; All the processes of education should be child-centred, with the teacher playing the role of a facilitator during the process of learning;

a

The curriculum should aim at developing students’ creative potential; The curriculum should develop a scientific approach amongst students; Work should not be considered as distinct from education. Instead, work should be adopted as a medium for imparting education; The process of evaluation should be continuous and comprehensive; Media and educational technology ought to be employed to make the transactions of curriculum effective.

b Fig3 (a,b): Currently available NCERT textbooks for secondary school

4 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

In a country with a vast potential of human resources, such a nationwide curriculum ensures standardised measurable levels of education and desired values. Furthermore, it helps academicians set subject syllabi that enable a wide variety of knowledge through different channels. Indeed, the curriculum forms the bedrock of the entire education system by offering guidelines for content to be delivered, methods of learning and modes of evaluation. A curriculum framework enforces codes of practice that are seemingly rigid but it also offers freedom to organizations, school boards and teachers to interpret and develop contextually appropriate holistic teaching methods.

However in practice, only a small percentage of educational institutions exploit this freedom to ensure that their students gain all-round development that equip them for life. Hence, the new curriculum looks at remodelling this approach of pedagogy. Having understood the relevance of a curriculum framework it helps to see how the new framework can help students in the secondary level of education.

Why secondary education?

With initiatives like, Sarva Shiksha Abhiyan (SSA) or ‘mission for education for all’, bringing considerable change in the levels of basic primary education, concern and efforts are now beginning directed to the next crucial levels of learning namely–upper primary or middle and secondary. Reports show negligence at the secondary school level curriculum and infrastructure, with many student drop-outs and low levels of skills to fit the economic standards.

These formative years are important learning phases for children. This age group is appropriate to learn deeper matters of life, society, government, creative interests etc. Children of this age also need to cognitively and emotionally cope with different spheres of practical life. Secondary education plays an important role in preparing children to make clear decisions about their lives and if required, even earn for a livelihood or pursue higher education. Also, right education can help form important world views in the future global citizens for a better world.

In India, some of the key stakeholders governing the Indian education system at secondary level are: National Council of Educational Research & Training; State Council of Educational Research and Training; National Council for Teacher Education; Council of Boards of SecondaryEducation; Central Board of Secondary Education; Indian Certificate of Secondary Education; Kendriya Vidyalaya Sangathan; Navodaya Vidyalaya Samiti; National Institute of Open Schooling; While NCERT provides the curricular framework and educational content, CBSE, ICSE and different state boards ensure evaluation through central and regional examinations. These exams mark the culmination of school level education before students choose their respective career paths or higher education. The new curriculum has relaxed the students from a secondary level board exam but still rests importance of the senior secondary level exams.

a

b

c

d Fig4 (a-d): Secondary School

academics in India

and Outside

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Where films fit in?

In traditional educational practice, formal instructions have predominantly been oral, textual or illustrative in nature in. With growing technology and its adaptation in education many other forms of instruction tools came into being such as slide projectors, 16mm films, computer presentations, audio-visuals, audio recordings, films, videos, projection, interactive white boards etc.

Ever since the invention of the first motion picture camera and various early experiments with the movie camera,it’s potential advantages as a useful educational tools were realised.

Unlike popular notion, the earliest use of films helped the documentation and study of natural phenomenae by capturing daily human and animal life rather than fiction. Some of the earliest filmmakers pioneered the genre of documentaries as we know them today for many uses such as instruction, education and entertainment purposes. One of the best examples of groundbreaking films are Robert Flaherty’s Nanook of the North,

Dziga Vertov’s Man with a movie camera and Edward Muybridges’ shorts on motion studies of animals and humans.

Besides, first hand demonstrations, films have been rated as one of the most effective forms of communication. Films have an advantage of high fidelity to reality that speeds up visual comprehension and hence quicker understanding of a subject than textbooks or drawings. They also wonderfully preserve life and action for repeated references and interpretations. Best explained by Dale’s cone, films are in an intermediate level of engagement. As Thomas Edison, the inventor of Kinetoscope, also commented on educatoinal films: “The moving object on the screen, the closest possible approximation to reality, is almost the same as bringing that object itself before the child or taking the child to that object” 1 1. “Edison on educationals,” 1919, p. 47; www.ohio.edu/visualliteracy/

JVL.../28_1_SnelsonPerkins.pdf

Fig5: Dale’s Cone of learning

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Fig 6 (a-d): Documentaries that informed and were meant to educate and communicate: Nanook of the North, Man with a movie camera,

6 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Like most inventions, film technology too spread rapidly across continents.

In India, while Dadasaheb Phalke is considered the father of Indian Cinema, it was Ram Chandra Gopal “Dadasaheb” Torne who shot the first narrative film called Pundalik recording of a play. Soon film technology grew in usage to document historic and cultural events such as the Independence struggle along with fiction or popular entertainment cinema. The 16mm film about Indian folk music Music From India - Folk Music Of Maharashtra illustrates early Indian documentary format of films.

However, what is conventionally termed as formal educational content, began from the 60’s when satellite broadcast and televisions were increasingly becoming part of day to day lives in India. Programmes such as the IGNOU’s open schooling, distance education could utilise the effectiveness of the viewership that television gained. Early in the 60’s adult education for farmers called ‘Krishi Darshan’ was one of the earliest forms of instruction in a film or video format. Notable effort was initiated by Department of Science and Technology was the ‘Bharat ki

c

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Fig7(a-d): 1st Indian documentary, Music From India - Folk Music Of Maharashtra, Bharat ki Chaap, Turning Point on Doordarshan

Chaap’ series on the history of science and technology in India. Gradually, with the country’s future endeavors in the 80’s, in launching more satellites and television shows the target audience for educational content included school students. With shows such as CIET’s Tarang, Ank Ajuba, Turning point etc. on the country’s national channel called DoorDarshan educational content was made to be more entertaining. The idea that this is content outside of a classroom, gave freedom to spice up regular classroom knowledge with narratives,

audiovisuals, demonstrations etc.

Much later Gyan Darshan was developed as a more focussed educational channel that re-introduced the classroom lecture style for school students along with less frequent film or video content using Edusat.

The 90’s saw the growth of the internet, and only in the latter part of the 90’s was when the concept of e-learning beginning to gain acceptance. Today our country offers multitude of channels of accessing educational content, some of which can easily appeal the youth.

What one observes however is how a gradual drift of films being termed as educational and recreational determined the manner in which students and audiences learned. It is interesting to note, when films started as documentaries they were equally informative with a narrative to hold one’s interest. However, with the codes of formal education and syllabus requirements films were being turned into audiovisual format of what the textbook holds. There have been further classifications and hybrids on television where popular shows were following the path of ‘edutainment’ where information was infused with fun and entertainment.

It was only in 21st century, that technology’s full potential was known to educators, audiences, students as they could transcend beyond the restrictions of the medium of television or video tapes. Now they are flooded with digital content and opportunities to create content for multiple views and reviews. Learning is evolving into newer dimensions from one-way passive to two-way active and interactive means. The following sections illustrate this with many examples from industry.

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Educational Films Today Examples Today films have taken on myriad meanings for people. To some they are expressions of art and emotions, to some it is a means to document, communicate, to some, a source of valuable knowledge, means to instruct, experiment etc. In today’s educational context however, while it is easy to tell the difference between entertainment cinema, documentary, edutainment, educational; it is increasingly difficult to distinguish clear boundaries between films, videos, audio visuals, shows, web sites, games etc. They are all seen collectively as the moving images media, also thanks to the digital age which has lifted the technological constraints of production from each of these media.

The media can be distributed in many ways such as the internet, television, CD’s, DVD’s, etc. which also affects its outreach and accessibility to the target audience.

Fig8: Examples of educational content in the Indian context–Video tutorials, TV shows, Online tutorials, E-learning portals etc.

What will be interesting to find out is how the medium changes its character depending on the nature of learning styles, purpose and application for educational purpose.

Whether it is informal or formal? Does it add value to the overall educational experience? A few examples from India, across various channels of distribution and with varying content for predominantly secondary school have been selectively chosen and compared. This analysis is important to see how important the film/ video format is to the education system, whether they play any role in shaping the future and the lives of the students.

8 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Topper online learning Is a Network 18 and Educomp collaborated online platform that started with coaching students in learning NCERT Science and Mathematics syllabus for classes 9th -12th. They provide an integrated platform that can be adopted in classrooms or at home.

With time, their online portal has grown into a network for students, parents and teachers to come and learn, track, teach and monitor respectively.

Growing stress amongst students has also been addressed with a new link that counsel’s on good health and worklife balance at the school level. Recently TopperLearning started a portal for juniors catering to 6th-8th level students. The look and feel and method is stylised to cater to be more playful and attractive than the seniors’.

Learning content presentation format Duration of presentation Content depth

Variable from subject to subject

As per the NCERT syllabus requirements. Scope for extra comes from messageboard queries.

Engagement level Merits

AV Lessons along with online tests, questionbanks, sample papers, messageboards for queries and feedback, and other channels for social networking etc.

Low to medium depending upon learning size and place of use like home or school.

This unique method blends curriculum learning in a flexible environment with accessible content and anytime learning concept. content and anytime learning concept. Faster students need not wait for everyone to get to the same level.

Demerits

Makes learning more as show and tell or one-way and sedentary instead of practical and activity based.

May have the risk of passive learning. Pre-defined content loses face-face learning advantage of learning advanced deeper concepts on accomplishing desired level of learning as approved by the curriculum.

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Edusat: ViCTERS (Virtual Class Technology on Edusat for Rural Schools) This is a Kerala Governement initiative and India’s first broadband network on EDUSAT (first satellite service dedicated to distance education) for schools. It works on both interactive IP-based technology and non-interactive DTH (Direct-to Home) television channel. It is a 12 hr educational channel from 6 a.m.-11 p.m and is to be used as an aid to conventional classroom teaching. Content includes video based lectures and demonstrations with an on-screen classroom for perceived interactivity across all school levels.

These videos are on various state syllabus subjects are repeated based on requests from students, teachers and institutions. Nowadays, shorter version of these videos are also available on open platforms such as Youtube.

This technology aims to help poor students who are slow in grasping and cannot afford additional tution classes. It was also envisioned to be a nation-wide Model of modern teaching.

Learning content presentation format Duration of presentation Content depth

Variable ranging from half hour to one hour or more also variable from subject to subject.

As per the SCERT and SIET syllabus requirements. Scope for extra may come from on-the-spot teacher’s lectures.

Engagement level Merits

Video capture of face-face learning using demos, whiteboard and faceface interaction, along with pdf text books provided online.

Medium to high depending upon place of use like home or school.

This system uses technology to reach many remote students and teachers. Face-face teaching benefits grasping like in traditional classrooms. Option of iternet and DTH makes it more accessible. ‘Video on Demand’ offers freedom of choice to students and teachers.

Demerits

May have the risk of passive learning if chosen to be the sole learning medium. Scheduled classes on the educational channel that is 12 hrs long restricts time to learn. Recording a face-face lecture imitates a chalk and talk mode and has risk of information overload. It also misses out on freedom for student to access content also students may refer to videos as textbooks without cross-checking. Feedback and evaluation follow curriculum based tests and question banks.

10 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Sundaram Edusys: E-class Is a USB drive-multimedia player based product by Sundaram Edusys. It contains cross-platform software and interface for video content for Maharashtra state board syllabus from 1st to 10th classes. It is available in three languages–English, Marathi and Semi-English. Content is largely animation and narration based. It begins with a virtual classroom and an instructor.

Learning content presentation format Duration of presentation Content depth

Variable ranging from fifteen minutes to half hour to one hour.

As per Maharashtra state board.

Engagement level Merits

Animation/ video, Instructor’s face-face introduction and multiple choice question testing.

Medium to high depending upon learning group size and place of use like home or school or coaching centre.

It is a portable format, relatively cost effective with reasonable content quality. Its application can help schools reformulate their time-table for other activities. Availability in many languages offers an edge in reaching out to larger audience. The animation and effects can hold the students attention and aid learning. It provides alternatives to textbook-learning.

It also lifts the constraint of a school infrastructure.

Demerits

It is a system that aims to replace the conventional teacherstudent model since students may not feel the need of a teacher anymore. It gives ready-made content with objective factual multiple choice questions to test the student’s understanding but it may be insufficient and superficial. This will also lead to passive learning if chosen as a sole medium of instruction and testing.

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Educomp Solutions Ltd. - Smart Class Educomp is a multimedia content provider and has innovative ways of deploying these using many systems such as Learning hub, Aha! Science, Edulearn etc. Smart class is one such module where multimedia teaching aids are provided to schools and teachers that helps improve traditional blackboard instructions. The multimedia content uses audiovisuals with both 2D and 3D animations to attract the student’s attention while explaining concepts using visualisations. Their format ends with a summary of points learned completing the learning loop. It is available for various secondary level subjects like science, history, maths etc.

Learning content presentation format Duration of presentation Content depth

Variable, ranging from 15-20 or 30 minutes per topic.

As per NCERT syllabus and other relevant syllabi for other countries.

Engagement level Merits

Audio-visual 2D and 3D animation videos for various topics in different subjects from different countries and in regional and multi-national languages.

Medium to high when used as teaching aid in regular classrooms.

Smart class videos are high quality digital content that can spark student’s imagination. Its use to help instructors maintains the student-teacher interaction rather than a tutorial or a self-study video. It also segregates learning of topics in small portions ensuring maximum attention.

With adequate recapitulation for full learning there is also scope for good amount of knowledge retention.

Demerits

A major demerit is that the power of content provision lies with organized channels such as school organizations or institutions rather than free distribution or presentation which students can access anytime anywhere. Teachers have very little explaining when content is self explanatory. Videos like chemistry in day to day life, displays greater emphasis on animation and realism rather than understanding of the concepts. Which on the other hand, can happen better with first hand experience instead of audiovisuals.

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FAQ, Pogo Channel FAQ is a TV show aired on POGO channel that is hosted by two characters, Prateek the demonstrator and his assistant robot called CRASH. The show is formatted to have 2-3 short experiements to help learn scientific facts. FAQ also has a web presence filled with dashboard, TV show recaps, DIY experiments and games. The content of the show is highly entertaining with apparatus, sets and special effects. It is filled with scientific concepts explained through action or simulation rather than the tutorial mode.

Learning content presentation format Duration of presentation Content depth

7 minutes to half an hour. Short time fillers and full half hour shows, and shorter videos on webpage.

Overview of scientific concepts hidden behind unique experiments with materials and gadgets.

Engagement level Merits

Animation/ video, Live video shoot, special effects

High due to the short catchy show format.

Its a fun-filled educational show that goes beyond regular curriculum content. It is colourful and captivating to watch and learn about quick concepts it is also informative. Its web presence adds to the extended experience with further feedback and interaction through ask the expert option. It is an example of edutainment where games and trivia add to the entertainment part of the experience. It also encourages viewers to try out more experiments themselves.

Demerits

Being an audiovisual television show it tends to become a mode of passive entertainment. Conceptually there is more stress on catching the attention of the viewer and making the content playful, flashy and unique more than adding truly informative and educative content in terms of daily usage. Also the experiments on television are uneconomical for viewers to repeat for themselves. The onlune platform also does not offer instant realtime expert feedback for the truly interested learner.

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Eureka Child- Aid India Eureka child is an English learning programme organised by Aid India an NGO working with less previlleged children.

Its meant for young primary schoolers.

It is interesting to note how anybody can find the format exciting and adaptable to another platform. They have intelligently used characters of a magician lady, sets, tactile letters and objects, a blackboard that turns into an animated screen, music and rhyming words etc. For a secondary level this may be too juvenile but the complexity of mixing media to reinforce understanding of one concept is useful learning.

Learning content presentation format Duration of presentation Content depth

Variable, ranging from 20-30 minutes per topic.

As per relevant linguistic requirements to learn alphabets and basic English.

Engagement level Merits

Video shoot, animation, sets, songs, props etc.

Medium to high depending upon the change in the medium from dialogues to songs to animation.

The medium is interesting and can attract the age group it targets. It also allows viewing audience to sing along as they watch the show. The change in medium is interesting as it blends in with the storyline and nature of learning. Use of props is also good. Also this method helped rural children proving its success.

Demerits

It is only accessible through satellite television, hence it has minimum outreach for a larger audience. Television viewing might make it a passive entertainment, using it in classrooms might make it more interactive and entertaining.

14 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Think quest.org, Oracle Is an online platform developed by the Oracle foundation, that brings together teachers and students in a collaborative environment. It is not clearly a film or video but serves as a host where one can share such media. A tutorial online, shows the various interfaces of how a student can manage one’s account, dashboard, maintain notes, upload content etc. Their unique competition and projects ensures teachers also collaborate and come up with innovative solutions enriching the traditional curriculum learning instead of discarding it. Think quest does not offer textbooks but provides links to many other resources to learn about a subject.

Learning content presentation format Duration of presentation Content depth

No duration limit.

In addition to curriculum learning. Problem solving of real world issues. Created by students.

Engagement level Merits

Interactive web interface with hyperlinks on related subjects.

Medium to high depending upon learning group size and project work.

Think quest offers an innovative and flexible platform for students and teachers to communicate and share learning, notes and media. It also helps students create content for the peer groups. With the competitions it also makes teachers and students work together to create digital content. It is aimed at providing students with the much talked about 21st century skillsets. It is also available in Hindi.

Demerits

Only demerit is that it is not yet extensively applied across different regions in India. It might be seen as additional knowledge while curriculum as the mainstream.

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Intel, Skoool.com; Design and discovery Skoool.com (Kerala) is an Intel initiative in providing learning content for upper primary and secondary level maths and science. It is an integrated learning approach showing students cross overs of one subject to another. The website has online interactive content and simulations based on Managed Learning Environment (MLE) using IP-based Multimedia Subsystem (IMS) and Sharable Content Object Reference Model (SCORM) industry standards. It also offers objective questions to recall the learning.

Learning content presentation format Duration of presentation Content depth

Variable, ranging from 15-20 or 30 minutes per topic.

As per universal learning concepts of K-12 Maths and Science irrespective of mainstream local curriculum.

Engagement level Merits

2D animations limited to interactive buttons and actions, with multiple choice questions and tests.

Design and Discovery is a project based learning model for K-12 classes whose curriculum let students solve real life design problems, with critical and creative thinking and come up with a final solution. Films and videos are not a directly related hence it is not discussed further.

Medium, unlike animation videos, here motion is generated partially where concepts demand its need.

Its a fresh perspective that is learning focussed as opposed to other educational products that are either commercially driven and/or force the curriculum content with superfluous audiovisuals. It is an open and free platform to learn playfully anytime. It offers flexibility in language of learning. It also involves parents and teachers to be a part of the learning process. It is also available offline as myskoool.

Demerits

It could get boring with minimum animation and dull interface.

The instructional content and evaluation content are still theoretical and not on practical grounds. The content is not self updating so students have the risk of memorizing instead of learning. Since the interactivity is response driven by single action it has low level of team work or interpersonal interactions.

16 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Comparative Analysis Educational benefits

Subjective parameters of comparison

E-learning/ Tutorial videos Sundaram Edusys Topper online learning Victers (Edusat) Educomp

Television/ shows FAQ, Pogo India Eureka Child, Aid India (NGO)

Games/ simulations/ Interactives

skool.com (Intel) Thinkquest.org (Oracle)

Format/ presentation style

Animation, Live video capture

Animation, Live video capture, online game

Simulations/ animation, interactive web pages

Duration for attention/ Engagement level

Low to high depending upon the content duration

Moderate to high due to activities based videos

High due to user’s action for responses to appear

Content depth and quality

Majority low, only Educomp high

High and medium

High quality

Accessibility

Victers is freely accessible, Topper learning with membership login, and rest need to buy necessary package.

Based on television so highly accessible.

Highly, as skoool is free to use on internet, while thinkquest needs a login ID.

Low to moderate if not used in group learning.

Low, due to passive viewing.

Skool.com low but Oracle high due to virtual networking.

Decision-making/ creativity

Nil

Low and mediocre in the game interface

Moderate in skool.com but high in ThinkQuest.

Revision/repetability

Moderate to high

Low for Aid India and high for FAQ due to online presence.

High due to online framework

Problem solving

Low, only Topper Learning has medium to high level due to online question banks.

Nil, Low in the game interface

Low in learning content, but medium in simulations in skool. com. But high in Thinkquest.

Inter-personal interactions

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 17

Analytical conclusions It is interesting and over-whelming to find a variety of content at the disposal of schools, institutions, organizations and students to access, that helps them learn better. Visualizations, walkthroughs etc are useful teaching aids and have good recall value to students in understanding complex concepts.

However, barring thinkquest, the simulations from Skool.com, project based activities by intel.com and the experiment guidelines from FAQ, Pogo website and live demos in Victers videos; in general most videos/films/ interactives either only translate the chalk and talk model or convert the textbook language into audiovisuals using attractive animation.

Even the use of avatars and characters such as Topper.com and E-class makes the format limited to one-way viewing and answering multiple choice questions. There is little emphasis on providing experiences where the student is asked to do challenging tasks or get real time responses that will ensure learning to be more memorable and fully understood. Oracle’s think quest was felt to be innovative and useful.

Being an online platform it can be tapped into by institutions, organizations and the student-teacher community with the combination of other practical activities and media. This has been the most appropriate initiate that integrates project based thinking with the regular curriculum.

It also brings teachers and students to collaborate in creating projects together.

On the other hand, Educomp, E-class and other videos can always be used to replace the blackboard but conceptually they are still relying on a teacher to instruct. While the self-explanatory videos must be independently accessed by students as references instead of textbooks to learn or memorise from.

It can be said that there is still a lot of emphasis given to presentation of curriculum content rather than encouraging content creation by students which is the best form of testing their level of understanding. There is still a vast gap here in providing students a platform to interact amongst themselves using multimedia as their tools of expression instead of passively digesting multimedia as technologically improved textbooks.

This calls for some paradigmatic change on the lines of ThinkQuest and Intel’s Design and Discovery project based learning model, rather than cosmetic rectifications in delivering high quality content. Hence this next section looks at the global scenario of change in paradigms of learning and other philosophies that advocate ‘true education’ before returning to the Indian context of better educational films/ videos that go beyond curricula and textbooks.

18 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

David Gautlett– Web

2.0, Participation Culture, Making is Connecting

Salman Khan, Khan Academy

“one world classroom”

The 21st Century Paradigms

Blended Learning

A decade into the 21st century and we see a sea change in the knowledge landscape from the way content is created, shared and recreated for greater learning.

One sees a constant rewriting of conventions.

Sir Ken Robinson “Do

schools kill creativity?”

New generation’s learning and teaching styles

Saugata Mitra–New

experiments in self-teaching

“Once I do something, I want to do something else.”

Clifford Stoll

New Paradigms

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 19

“Most education models are about everyone going at the same pace. Technology... helps a student go at his or her own pace.”

–Robert Fogel Long established learning theories by stalwarts like Piaget, B.F. Skinner, Montessari and many others, that aim at cognitive, affective, behavioural aspects are now being relooked. Since, with technology comes many new paradigms of 21st century. Principal Architect, Intel World Ahead Skills for the 21st Century says: “Tomorrow’s citizens and workers deserve an education that prepares them—and their nation’s economy—to thrive in a world of rapid change and widespread globalization. “ The International Society for Technology in Education (ISTE) has identified a range of skills that students need to work and live in the 21st century such as–the ability to conduct independent research, think critically and solve problems, use technology to communicate and collaborate, and understand societal issues related to digital citizenship.1 1. http://download.intel.com/pressroom/archive/ reference/ Positive_Benefits_of_eLearning_ whitepaper.pdf

Fig9: 21st Century learning paradigm– teaching and learning modes

Hybrid Learning As technologies are just beginning to prevail in the Indian education scenario for most urban and few rural centres, it helps to review the model of blended or hybrid learning, in the intermediate spectrum between tradition and new. In an age of ubiquitous and mobile information, blended or hybrid learning has been seen as the way ahead.

So, what is blended learning? It is not the blend of mere modes or techniques of accessing learning content but a mix or hybrid of various learning theories that suit better grasp of various subjects. The aim of hybrid learning lies in offering holistic wisdom and knowledge through hybridisation of interaction, technology, subjects, philosophies, and learning styles. Some prevelant knowledge in this regard also attribute certain characteristics to hybrid learning programme.

The learning programme is a function of Time. Courses are designed for durations that complement present day attention spans. Courses are also contextualised for Relevance, since learning is increasingly required to be effective by making it relevant for the students. There is also importance given to Presence. The student and teacher could be interacting either by synchronous or asynchronous means, learning must be flexible to both conditions. Teachers are seen as Coaches who monitor and track students’ successful understanding of concepts. Great deal of importance is given to collaboration in different strategies of web-based, game-based or projectbased learning rather than lecture or tutorial approach. Hybrid learning trusts student’s power to create rather than simply consume content. Lastly, content is also designed in depth, complexity and breadth based upon available time and cognitive level rather than one fits all approach.

There are many examples that adopt the hybrid learning approach and research is underway to fully understand the effective potential of empowering students. One such example is VISOLE, Virtual Interactive StudentOriented Learning Environment which proposes to create a platform that transcends learning from school environment alone.

20 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

It suggests the usefulness of a web-based situated learning which brings with it contextuality that engages students. VISOLE explores web’s full potential to make teaching more efficient by using it for– knowledge pool, class administration, information dissemination, student-teacher interaction, ubiquitous learning, search agent and examination medium. First of the VISOLE model’s application is in the online gamebased collaborative, interactive web environment called FARMTASIA. FARMTASIA, is a virtual world of a farming system that creatively involves within it a blend of a range of subjects such as biology, government, economics, technology, production system and natural environment.

While letting students learn by roleplaying in a near to life situation in the virtual environment, traditional rote-learning and lecture mode is done away with. The teacher also has more time monitoring and helping students cope with difficulties.

Results show the level of satisfaction by both teachers and students.

The seemingly informal game environment, offers options for synchronous and asynchronous interaction and also lets the teacher intervene in setting situational challenges to test decision making and problem solving skills. The almost real scenarios prepare students with processes, procedures and protocols that affect the theme of real-life agriculture.

FARMTASIA and VISOLE display how films, videos or animation, used on a web-platform can successfully help a better grasp of factual information in an interesting and engaging manner without even the slightest knowledge or feeling of pressure that in the process the student holistically imbibes a range of subjects unlike conventional subjectwise classified lecture sessions. In this way, students especially in the secondary level begin to see how the contents of learning are all interrelated in real life. This will in turn guide their decision and interest to pursue a certain subject in greater detail as they move on to higher studies or further career choices.

Fig10: FARMTASIA learning based on VISOLE model, technical system, Characters in game and game interfaces, simulated difficulties and feedback.

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 21

Parallel Ideologies While there is a lot of emphasis in today’s education on learning to read, write, work with computers, blog, email, chat, along with traditional expectations of mastering arithmetic, mathematics, science, languages etc.; one major concern remains about where does learning life skills figure? How much importance does the system place on non-material knowledge?

Many visionaries in this field have conjectured, debated and opined on the increasing relevance of learning these aspects. The curriculum framework rightly states the importance of life skills but in reality it is regarded secondary to learning subjects that would lead one to a secure profession. In a certain UGC video from internet, a forum for teen students discussed this importance and outline 10 core life skills.

Visionaries like J.Krishnamurthy and Mathew Lippman assert the importance philosophical thinking to enhance the students’ mental abilities for critical thinking, reasoning, empathy, articulation etc. Mathew Lipman’s theory is well proven even in younger primary level students. He opines that, philosophical way of thinking stretches one’s minds and imagination to think higher and deeper, which he was convinced that conventional educational curriculum did not attempt to address. Thus he began writing fiction narratives, that students would read out in a gathering and listen to each other’s opinions, as coordinated by the teacher. Interpretation of the text forced the students to find answers, reasons and question most importantly.

emphasis on more visual content than audio content, ability to scan content, interpersonal skills that help tribalism (groupism), ample exposure to help students develop their own world views and insights along with a foresight. Education and teachers must prepare them for virtual working, virtual management, radical thinking, passion for single issue activism, ethics of real success and its measurement. work-life balance, passion to contribute to community. All these attributes together formed what he called mature education that embedded bedrock values for students to have a better world for themselves, family, community, country, world and humanity in totality.

Self awareness Empathy Critical thinking Creative thinking Problem solving Decision making Interpersonal relationships Effective communication Coping with stress Coping with emotions

Another important view from Patrick Dixon, of the National Association of Independent schools reiterated the idea that education must be preparing students for the future. A future filled with emotion, faster perception of time, speed, relationships, personal life management, urban lifestykes, computer skills, research skills, remix talents, multichannel multitasking, multitasking, 120wordspmin, more visual content than audio content, scan content, tribalism (groupism), worldview global,

In this context, as teachers they must necessarily help students develop such crucial skills for life. Film/ videos available for secondary students, at present do not cover these non-academic ideals.

Hence, this is seen as an important area to cater to by educationists.

22 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

The Indian Way Is there an Indian model?

Can it change?

Suggestive model towards a more universally interactive environments where teachers oversee and challenge students with content interaction and intervene at times of difficulties.

This further leads to more fuid interaction across many levels–among students, teachers and content.

India being the world’s largest democracy, with a diverse set of constraints and variables cannot duplicate world standards, there is an urgent need to unify best practices and contextualise for different scenarios– urban-rural, socio-economic, cultural, political, technological etc. While urban areas are on the move towards a global culture, rural areas still hold on to the roots while learning to cope with the global changes as they move towards the urban status.

At this juncture it helps to know what is this Indian characteristic that the learning model must reflect? Indian society is in a state of flux with a mix of both global western objective lifestyle and traditional Indian ambiguous way of life. There might be a need to customise the learning model rather than standardizing, since needs are non-standard. As Indians, even if lifestyles change from rural ro urban, traditional to contemporary, a deep rooted set of

Content Accessibility: While traditional teaching has moved on from textbooks, blackboards and slide shows, it has not yet captured the students’ interests. ICT introduction is limited to students accessing multimedia but the true Indian habits of socially discussing, debating, verbal articulation, storytelling, learning by making models, crafts, tangibles etc.

For education to be effective, appealing are neglected and marginalized as to today’s youth, these Indian qualities additional skills instead of cores skills. must be included as a part of pedagogy Evaluation: The new curriculum along with developments like ICT. Areas where this could be reflected are: framework insists on continuous and comprehensive evaluation, and fewer intimidating exams. However, in Content: Existing content in textbooks, internet and other resources practice, these are merely translated into tests, quizzes that continue to are essentially foreign or western gauge student’s recall of facts, concepts concepts (however universal). These rather than challenging the student’s have been merely translated or wisdom at handling real-life situations superficially transformed for Indian where application of facts and concepts students. Instead there is a necessity would be inevitable. Such activities do of re-contextualising these concepts not require memorizing and recalling. such that not just the language but the entire framework fits into the myriad traditions, cultures and mindsets of the students. societal values, beliefs, mannerisms, atittude, behaviour, habits and needs material and non-material etc., still form an intrinsic part of our lives.

This applies to the youth as well, they may be more global in the ways of the professional world but the emotional and personal life is still connected to indigenous patterns.

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 23

Role of a designer

Having identified a future direction for Indian education system, what follows from here is to know how to implement the brief. How do teachers ensure students get to learn better? How to access content that changes ethnically while retaining the essence of the concept and central wisdom. How to ensure evaluation is done well without demoralizing or penalizing the student?

How to adopt merits of developments from outside without alienating or ignoring the local context? How can films/ videos still be valid in the future of education in India?

In this scenario, a designer could serve to make the system better right from the curriculum and content level to providing practical solutions to the teachers and students. A designer can architect the relevant content, by interpreting the curriculum to suit the needs and generating appropriate media. The designer can also facilitate by offering a platform which enables content accessibility with minimum efforts and resources by both teachers and students.

The designer can create an environment to foster students’ creativity and cognitive skills using emergent technology such as networks, messageboards, content sharing etc.

Designer can also assist the teachers in offering student-friendly evaluation systems. The designer can help the teacher maintain records, check and monitor student progress. With major work of the traditional system being taken care of by the designer, teachers now get more time to interact with the students and update their knowledge more frequently.

be a composite of textbook content, audiovisual tutorials, audiovisual or multimedia student homework etc. It could be the role of a designer to allow these exchanges to happen such that education as a process is more meaningful, enjoyable and stress-free. By building interfaces that subtly imply collaborative approach to work, important values are learned as a habit.

The designer also mediates between teachers and students by connecting them through various channels, strengthening studentteacher interactions. The designer can also provide knowledge reserves that are common to both teachers and students in learning new concepts, technologies etc. thus bridging technical learning gaps.

This way, designers can play complex tasks of juggling between content, teaching and students. with a clear vision of holistic learning that can be ubiquitous. Films and videos are one of their tools that, unlike traditional one-way communication, can be increasingly evolved into interactive active learning media allowing students ample room for critical and creative thinking.

The designer can also be a troubleshooter in the system to streamline specific problem areas like cultural barrier, technological constraints, new content generation, new network building etc.

Film/Video content has always been unidirectional, with the new paradigm, it could foster creation of such media from the students. The knowledge reserve would then

24 | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

Concluding Words The new curriculum framework is indeed a very significant step towards free education as it is formulated to be student-friendly while giving incentives to teachers for better pedagogical practices. But, the curriculum requires to be further interpreted such that the teacher is relieved from an instructional role to a directorial role of governing the student’s learning process. The curriculum must allow flexibility for individualized learning styles. This calls for a fresh look at the role of a teacher, different from conventional ways.

As we move ahead into the 21st century, it is important that the teacher moves out of content presentation to enter other roles of content selection, subject expertise, content validation, student help, evaluation and better inter-personal relations.

Educational films/videos at present are vehicles of knowledge for students to consume. But, this could be redesigned

for greater participation from students. These forms of media could also be turned around from being passive sources of instruction to active catalysts of learning. By encouraging students to engage in project-based exercises, a culture of active-learning can be nurtured. This is to say, that films and videos could be one of the many ways in which students can exhibit their ingenuity of presentation and understanding of concepts and subjects.

In order to realize these ideas, a designer or a designerly way of thinking can be useful to hone and foster skills for both teachers and students. The research has been eye-opening in learning the history and current status of education in India, analyzing variety of films/ videos as learning aids and finding out how the future brings with it many prospects for a better world.

Reviewing curriculum education paradigm–Survey and analysis of educational films in India | Design Research Seminar | 25

“Who dares to teach must never cease to learn.”

John Cotton Dana

x | Chitra Chandrashekhar | M.Des. Visual Communication 2009-2011

References and Bibliography Websites, Online videos and documents:

Books:

http://educate.intel.com/EducationTransformation/ http://www.intel.com/about/corporateresponsibility/education/transformation/curriculum.htm http://download.intel.com/education/transformation/322250-002_PositiveImpact_WP.pdf http://www.intel.com/about/map/ http://www.p21.org/ http://educate.intel.com/en/ThinkingTools/SeeingReason/ProjectExamples/ UnitPlans/EcologyExplorers/ http://www.corestandards.org/ http://www.iste.org/welcome.aspx http://atc21s.org/ http://rliberni.files.wordpress.com/2010/02/learning_in_the_21st_century. png http://aidindia.org/main/component/option,com_wrapper/Itemid,393/ http://www.topperlearning.com http://www.e-class.in/ http://nataliearthurgdlt.blogspot.com/2010/03/education-or-entertainmentwhat-do-21st.html http://www.youtube.com/watch?v=iG9CE55wbtY&feature=related http://www.youtube.com/watch?v=dk60sYrU2RU http://www.youtube.com/watch?v=Gj8IA6xOpSk&feature=relmfu http://www.educomp.com/Partners/Greycells18Media.aspx www.youtube.com/watch?v=PU85gPt4FMY http://www.youtube.com/watch?v=gM95HHI4gLk http://www.skoool.com/; http://kerala.skoool.in/

Curricular learning for secondary school students, Shreyasi Roy, IDC, 2007 Kumar, K.L., Educational Technology- A practical textbooks for students, Teachers, Professionals and Trainers, New Age International (P) Limited, Publishers, New Delhi, 1996; ISBN:81-224-0833-8 Fong, Joseph, et.al., Hybrid Learning and Education, First International Conference, ICHL, LNCS 5169, Springer, China, 2008; ISBN-10: 3-540-85169-0