Pages: 1 - 2 - 3 - 4 - 5

Happenings at RIESI, Bengaluru

Course: Production of Multimedia and Tele-mode Materials for Classes I, V and VIII for Kerala

The Vision:

1. The material should be based on the curriculum objectives identified for classes 1 to 8. However, they will not be textbook specific.
2. The guiding principle is to help learners enhance their English language proficiency holistically.
3. It should be presented in terms of discourses catering to multiple intelligences
4. The materials should enable the learners personalize and localize the text
5. The materials should reflect the themes and subthemes in the curriculum
6. Both the multimedia and telemode materials should cater to the development of learners in terms of skills, language elements, creativity and critical thinking
7. Though the materials would enable the learners to enhance their overall proficiency in English, an effort would be made to give greater emphasis on communicative skills with special reference to speaking.

Mode and Format:

1. The script generated can be used for producing both interactive multimedia and tele-mode materials
2. The material would be formatted in a modular mode
3. Curricular objectives for each module would be identified and specified class-wise.
4. The themes and subthemes would also be selected and enumerated.
5. The input and output discourse types would be identified showing discourse gradation in clear-cut terms.
6. A variety of discourse types would be used to deal with each theme and each discourse would be realized in a variety of themes.

Activities and Tasks: The tele-mode materials will provide a number of slots for the learners to construct various discourses both orally and in the written form.

1.Types and slots for intervention

The script writers have to select appropriate slots and modes of intervention. The slots should take care of sharing among peers, interaction between the facilitator and the learners, interaction among learners and interaction with the material.

2.Notes on audio, video and audio-video integration

Decisions regarding voice over, integration of visuals, use of film clips, use of animation, etc. will be taken by the script writers in consultation with technical experts depending on the requirement of the scripts.

3.Incorporation of assessment

Assessment will be an integral part of the multimedia package. Various assessment strategies such as self assessment, peer assessment will be built into the programme.

Multimedia Scripts: RIESI conducted a series of workshops and prepared both multimedia and tele-mode scripts. The scripts were handed over to SIET, Kerala and IT@School, Kerala on time. RIESI had conducted discussions with the Functionaries of SSA Kerala, SIET, IT @School and finalized the scripts. Both SIET and IT@School has started the production of tele-mode materials and Multimedia materials.

Objectives:         To provide support to the teachers of English in their classroom teaching by

1. familiarizing them with a variety of activities and tasks to make their classroom transaction interesting and effective
2. suggesting strategies which would expect learners to use the target language in meaningful real life situation
3. enabling them to listen to a variety of discourses in standard English
4. answering queries if any regarding personal and professional development

Programme:       Joyful English Teaching (JET) programme was designed in order to cater to the needs of the English classrooms in Karnataka. The four segments that formed a part of the first four sessions were:

‘Teacher Feature’ which focused on use of Dialogues, role-play etc in developing language.

                                ‘Dramatically Grammatical’ which focused on the problem areas in grammar

                                ‘Confusion Kamala’ focused on common errors in speaking and

                                ‘Phonetics Ponnayya’ focused on pronunciation

                                Programmes five and ten, the faculty of RIESI interacted with the teachers and answered their queries since most of the questions were based on the English Readers of classes I, II, III and VI the remaining programmes 6 – 9 focused of the 5 segments that formed a part of the curriculum

Output:                From our interaction with the teachers, it was clear that the teachers of Karnataka need many more programmes which would help them become better class teachers of English.

Programme:       The IRI project began with a workshop on Script writing for 5 day by Mr. Alvaro, an expert in IRI material production from Latin America. The technical team was also a part of the workshop and they were trained in using the new software to enhance the quality of the recording. They were scrutinized by Ms. Deepthi and handed over the Ms. Nagamani for translation. Mr. Raghavendra, Technical Assistant, RIESI was responsible for the recording. The lessons were recorded at the DSERT Studio and four students of Auden Public School, Girinagar supported the venture by lending voice support. After initial recording (lessons) they were taken to three schools for Formative Evaluation. The final editing was done in consultation with the script writer and the feedback during formative evaluation.

                                A Teacher’s Manual is prepared in order to keep the teachers informed about the content.

These lessons were prepared, recorded, edited and re-edited by RIESI, Bengaluru

Programme:
The teachers were given intensive training keeping in mind the principles of language learning, the theories of multiple intelligence and the learning styles. The participants got a hand on training of the use of the modules in the class and prepared a detailed plan to develop the competencies among their children using the modules.

Output:
The teachers were satisfied with the training and assured the Resource Persons that they will transact the materials in their respective class, but they wanted a one day follow-up programme in the month of July – August where they will get a chance to clarify their doubts regarding the use of materials, after they have used the modules in their class.

Pages: 1 - 2 - 3 - 4 - 5

Back to Top