TU Initiative in
ICTs Use
In Reference to Pre-Service Teacher Education
Background



School Sector Reform Plan(2009 -2015)

ICT assisted teaching/learning in schools

ICT infrastructure development in schools

Alternative modes of schooling
Three years Plan(2011- 2013)

Schools will be encouraged to use ICT in education to
increase access and quality

Access increase in rural education

Decrease digital divide
IT Policy (2010)

Internet access expansion to schools

HR development with national and international
collaboration

Promotion of industry-academia collaboration

Formulation and implementation of special programme
Contd.

ICT in higher education Practices in the World

Open universities integrating ICTs in ODL
 First
generation to Fifth generation of ODL
– Web 2 technology use

Virtual universities
 E-resources
 E-learning
 Synchronous
and asynchronous mode of
virtualization of learning
Contd.

Hybridized system in conventional universities
 Courses/courseware(readings
and e-
materials, etc)
 Lecture
series and assignments through ICTs
use
 Uploading
assignment to the
professors/tutors

ICT in Teacher training and teacher
education programme
Pre-service Teacher Education

Pre-service teacher education programme in universities

Discussion focused in TU

Aims

To produce trained teachers to teach at different levels of
school education.
• To prepare high educational human resources such as
education administrators, curriculum designer, educational
planners and researchers.
• To provide the country with the teachers to teach visually
impaired and hard of hearing people, and also to the
differently abled pupils.
• To provide its teachers with research opportunities and
refresher training for their professional development.
• To support MOE in the formation of education policy,
programme, planning and their implementation and
evaluation.
• To work as national forum to bring about debates and
discussions in order to address the critical educational issues.
• To share and disseminate educational researches and
innovations by linking itself with the international educational
communities.
• To make its presence felt among the educational institutes of
the SAARC countries
Contd.

Programs Offered

Bachelor’s and Master’s Degree programme


Four year Bachelor proposed and preparation going on(annual and
semester mode)

Core course ( with professional courses and ICT in Education)

Content course

On school practicing
Two year Master’s (annual and semester mode)

Core curses

Contents course

On school practicing

Research

ICT Education programme( B.Ed and M.Ed)

One year B.Ed or Post-graduate Diploma programme

Mphil and PhD in Education/specialization areas

Teacher preparation courses(for Lower-secondary or Basic
School teachers)
Contd.

Mode of Course Delivery

More lecture base teaching

Very less Project and problem base

Homogeneous methods/pedagogy focused

Less ICT use in most of the campuses(affiliated
colleges/constituents)

On school activity: only 45 days practice teaching

Course nature: theoretical
Need of Change in Teacher
Education and Training

Heterogeneity addressing pedagogy to be introduced

Innovative approach of teacher education and training

Inclusive approach

Community of practice - through networking

Online professional training/education(transactional
distance theory )

Continuous upgrading

Supplementary to enhancing professional learning

Learning access to rural teachers

Real-time problem/issue of teaching addressed within network
Need of Change in TU



TU needs in introducing ICTs in teaching, learning and research

Growing number of students but inadequate physical infrastructure

Irregularity issue in conventional programme

Increasing and creating leaning opportunity to the students

Software use – research, teaching, experiments

Matching competencies of the graduates with other universities
A committee was constituted to make a study

Submitted report in 2012 to the authority

Proposed dual-mode in TU
Made a decision of making TU dual-mode university

Faculty of Education given to run pilot programme of ODL



Four subjects – Nepali, social study, health, education
Now Open and Distance Education Centre established
Promotion of ICTs use in teaching and research

Classroom use

E-library
Running Projects

Three projects are running

FOE, NCED, Yamk/Hamk university Finland
collaboration for open and distance learning
 Now
ODL is running in 6 centres
 Training

to the faculties in using VLE
NORHED, QUANTICT Project in Central
Department of Education
 Three
university collaboration TU, KU and
HiOA Norway
 Central
Department of Education
connected to two other support centres
 Runs
master’s programme in ODL –
English and Mathematics
Contd.

Focus on HR development and minimum ICT infrastructure



30 teacher educators trained in VLE (started from digital literacy
to VLE)

Now prepare course

Learning materials

Assignments

Testing/assessment
One ICT lab with computers and interactive board
Universities Denmark and TU collaboration under BSU

E- learning and PBL component

Focused in PhD programme and research (in FOE and HSS of
TU)

Focus on capacity development, piloting of the programme,
research dissemination and networking

Workshops on e-learning, PBL use in education and supervision

Basic ICT infrastructure support
Contd.

FOE in transformation

Central Department of Education equipped with Internet
available within the premises, classroom with multi-media
projector, e-library, faculty and staffs training/workshop in
using ICTs in education with support from Second Higher
Education Project

Course revision


Bachelor – one course ICT in Education as core course

Master’s – one course in ICT in Education as core course

Post graduate

Every subject introduce ICT in specific subject.
Challenge : managing necessary infrastructure
HR development/capacity development
Providing access of ICT tools to students
Bandwith and power back up management
Access availability in different parts of the country
ICT Competencies

Related to MOODLE learning platform
 Modularization
of curriculum
 Use
of learning management tools
given in MOODLE
 Social
forums
 Assignment
preparation
 Podcasting
 Searching
and using free online
learning sources(courseware)
How did we prepare?





Survey of ICTs competencies in faculties
and staffs
A course for digital literacy prepared
Basic infrastructure for providing ICT
training
 Lab with computers
 Internet connectivity
 Power-back up
 MOODLE Platform Hosting in Web
TOT to dedicated few
Exposure to what ICT can do? Experiences
from the practices in the world
Contd.

Training provided to the faculties and staffs based on
the prepared digital literacy curriculum

Advance training of ICTs use in course designing

MOODLE platform orientation workshop

Writing of the curriculum in module suitable for distance
learning integrating e-learning and e-pedagogy

Preparation of assignments

Searching open courseware to use in ODL

Designing weekly course in MOODLE and uploading

Comments and Feedback sessions

Preparation of other modules

Constant IT experts support
Learning

Necessary Competencies in teachers/tutors

Computer literacy(word processing, internet use, elibrary/e-resources use)

Basic trouble shooting in using computers(hands-onexperience: learning by doing)

Course creation and implementation

Content delivery: easy upload and management of
content in variety of formats

Asynchronous discussion: discussion forum,
threads, attachment capability

Online assessment(test preparation and grading)

Student tracking (involvement of students in
learning task)

Synchronous discussion: vsee, skype, BigblueBotton
etc freely available software

Students tools: create, store, share, comments,
and learn.
Contd.
 VLE
Pedagogy
 Community
of practice/socio-cultural
learning
 Resource
 Peer
base learning
learning
 Content
led/instructive learning
 Complex
learning
 Problem
base learning
 Collaborative
 Instructor
learning
led learning
Contd.

VLE Technology

Blogs

Wikis

Podcasting

Social software

Structured conferencing

Instant messaging

E-portfolios
Contd.

Some overview

www.tucded.edu.np/moodle/

www.norhed.edu.np

http://www.odectu.edu.np
Open and Distance Education
Centre


An autonomous unit in TU for conducting open and
distance learning mode programme
Preparation of ODEC
 Data center(hosting or own?)
 E-library, learning platform and other
systems
 Distribution of e-library to each individual
students with individual ID and password
 Media lab for production
 Training/workshop hall with necessary
infrastructure
Contd.
 Preparation
of tablet in cheaper
price to increase affordability
Mobile server, router and tablet
 Massive training to the faculties on
using online learning
Preparation of basic ICT
competencies standards
Training manual preparation
Face-to-face for beginning with
basic skills of using ICT tools
and further training Online.
Contd.

Vision to be a leading centre of open and distance
learning in producing necessary human resources

Infrastructure Set up: media lab, server system,

HR management: preparation of trainers, ICT experts
trained in e-learning appointed,

Course Preparation: some courses prepared for online
learning.

HR development focus

ICT education awareness and use in school to higher
education

Online resources search and use
Contd.
 Software
use in teaching, learning and
research
 ICT
tools using competency for school
to higher education
 Curriculum
and learning resources
preparation
 Management
of classroom (using ICTs)
 Evaluation/assessment
using ICTs(e-
assessment)
 Use
of learning management system
for teaching

ODLpp

http://www.odectu.edu.np