10/16/2015 Education for an Information Age Presentation given by Bernard John Poole, MSIS, PGCE for the REFRESHER COURSE IN Pharmacy Education Sponsored by The University Grants Commission Directed by Dr. Jyothi Head i/c Dept. of Pharmacy Sri Padmavati Mahila Visvavidyalayam (Women’s University) Tirupati , Andhra Pradesh, India

10/16/2015 Food for Thought… As of August of 2000, all entering full time pharmacy students will be issued a personal notebook computer. The expense for the notebook computer will be incorporated into the normal tuition for the pharmacy school curriculum. Pharmacy education and pharmacy practice in the 21st century will critically depend on graduates who have mastery of information technology. All health care professionals depend on the timely delivery and use of many types of networked information resources. Pharmacists already rely extensively on information systems for the provision of pharmaceutical care to patients. Access to the world wide Internet for personal education and professional practice is no longer an option for Creighton’s future pharmacy graduates. The Internet commerce generation is ahead for all of us and we intend to insure that our graduates are well prepared to capitalize on the rich opportunities that lie ahead for education, research and professional practice using advanced information technologies.

10/16/2015 “Good tools do not make a good teacher, but a good teacher makes good use of tools.” Eleanor Doan

10/16/2015 What goes on in a good teacher’s classroom? Teacher and students seem to be involved in everything that is happening Teacher has a ready alternative whenever students fail to understand and/or perform a given task All students are actively involved in the proceedings Students show willingness or interest All students are attentive to others and the teacher Learner reactions to learning activities seem to be expected by the teacher Teacher is in possession of all the material that is required The entire classroom is buzzing with eager anticipation in the activities Excerpted from “Conceptual Inputs for Secondary Teacher Education: The Instructional Role.” by M.S. Yadav & T.K.S. Lakshmi, 2003 National Council for Teacher Education, New Delhi.

10/16/2015 Reflections on teaching from Carl Rogers “When I have been able to transform a group—and here I mean all members of a group, myself included—into a community of “learners,” then the excitement has been almost beyond belief. To free curiosity; to permit individuals to go charging off in new directions dictated by their own interests; to unleash curiosity; to open everything to questioning and exploration; to recognize that everything is in process of change—here is an experience I can never forget. I cannot always achieve it … but when it is partially or largely achieved then it becomes a never-to-be-forgotten group experience. Out of such a context arise true students, real learners, creative scientists and scholars and practitioners, the kind of individuals who can live in a delicate but ever-changing balance between what are presently known and the flowing, moving, altering problems and facts of the future.” In Rogers, Carl, Client-centered Therapy: Its Current Practices, Implications, and Theory. Boston: Houghton Mifflin

10/16/2015 Thomas Armstrong’s 12 Qualities of Genius Curiosity Playfulness Imagination Creativity Wonder Wisdom Inventiveness Vitality Sensitivity Flexibility Humor Joy

10/16/2015 Brain-based Learning and Multiple Intelligences  These qualities of genius emanate from a brain- based approach to teaching and learning  We (along with our students) have a complement of at least eight distinct intelligences, according to Howard Gardner’s Theory of Multiple IntelligencesHoward Gardner’s Theory of Multiple Intelligences  You need multimedia to stimulate these qualities of genius and to more likely tap into the intellectual potential of your students

10/16/2015 The most important multimedia element in the classroom? Insert your picture here Insert your picture here The Teacher!

10/16/2015 A Chinese proverb I hear and I forget. I see and I remember. I do and I understand.  Hence the importance of the senses in learning, because when you “do” you engage all the senses.  Data visualization, music/sound, play, physical interaction, communication—especially writing and speech communication—all help students understand and retain information.  Alan Kay: “Doing with images makes symbols.”

10/16/2015 The Affective nature of learning Feelings are important, too… A learning is ffective learning A ffective learning is E ffective learning Good teaching begins, not in the mind, but in the heart Teaching is hard work because it’s heart work

10/16/2015 Education is a balancing act between teaching and learning  The learning becomes more as the teaching becomes less  The student is at the center of the learning process  The teacher’s role is to prepare the environment  Not the sage on the stage, but the guide at the side

10/16/2015 There’s nothing new under the sun These ideas about education are as old as the hills Froebel Froebel (à la Plato and Pestalozzi)Plato Pestalozzi Educational value of play and physical activity Montessori Prepare the environment so that the student will learn “spontaneously” Dewey Learning by doing Piaget Reaffirmed Vigotsky’s ConstructivismVigotsky Bruner Discovery learning

10/16/2015 A great quote… The greatest sign of success for a teacher is to be able to say, "The children are now working as if I did not exist.” Dr. Maria Montessori ( ) Dr. Maria Montessori ( )

10/16/2015 Technology enables new/old ways of teaching and learning  Discovery methods—let them find out for themselves  Contructivism (Vigotsky)  Group work—collaboration/cooperation  Projects  Portfolios of work—alternative methods of assessment

10/16/2015 Sachin Tendulkar

10/16/2015 “I have a dream…”  …that modern, computer-based technologies for teaching and learning—in time, and as these technologies become ubiquitous at home and at school—will fundamentally change the way education is done.  For each one of us, the journey begins here; the journey begins now.

10/16/2015 Multiple Intelligences u Visual-Spatial u think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. u Bodily-kinesthetic u use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. u Musical u show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. u Interpersonal u understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, . u Intrapersonal u understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. u Linguistic u using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. u Logical –Mathematical u reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.