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Defence

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yogendra pal

on 23 March 2017

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Transcript of Defence

Terminology / Annotation used in this presentation
Vernacular medium student
English medium student
Classroom recorded video with English MoI*
Classroom recorded video with Hindi MoI*
Screencast with English MoI*
Screencast with Hindi MoI*
Learning material in English
Learning Material in local language
MoI in
K12

MoI in
Engg.

How to fill this gap?
*MoI = Medium of Instructions
Limitations of practical context
English major classroom
Limited time
Non-Availability of local language
learning material
Exams in English
Assignment
Quiz
Revision
Goals of Bilingual Education
Students will be able to understand the concepts better.

Make learners high level of proficient in second language
Research Question
How to scaffold a vernacular medium student within the limitations of practical context to achieve the goals of bilingual education?
Teaching-Learning Problem addressed in this thesis
Education Design Research
Development Study
Iterations of EDR used in this Study
Generic design research model
RC1
Scaffolding Framework
Design and Develop Prototype Phase
Introduction to computers
introduction to CPP
Numerical computing
31
31
31
Need analysis phase
Consult with teachers
Interviewed students
Academic problems
Affective problems
Extra classes
Sometimes explain in local language
Evaluation Phase
Problem resolution phase
Treatment
Instrument
Topic
RQ1: What is the impact of the MoI on the programming abilities of learners from various mediums?
RQ1.1: Do undergraduate Hindi medium students learning introductory programming by watching video lectures in Hindi, perform better than similar students who watch the same lectures in English?
RC2
Design and Develop Prototype Phase
5
5
Need analysis phase
Evaluation Phase
Problem resolution phase
Instructional Content
Topic
RQ2.1: What is the expected and actual effectiveness of educational screencasts recorded in
English MoI
to teach programming to vernacular medium students?

RQ2.2: What is the expected and actual effectiveness of educational screencasts recorded in
Hindi
MoI
to teach programming to vernacular medium students?
Treatment
Topic
Instrument
ACM CS Curricula
Content of second prototype
Instructional Gap
instructor of Hindi screencast didn’t maintain the consistency while dealing with subject-specific words.
RC3
Design and Develop Prototype Phase
5
Need analysis phase
Evaluation Phase
Problem resolution phase
Instructional Content
RQ3.1: What is the actual effectiveness of using transliteration of subject-specific terms in Hindi MoI screencasts to teach computer programming to vernacular medium students?
RQ3.2: What is the actual effectiveness of Hindi MoI screencasts, planned using instructional design principles, to teach vernacular medium students to teach computer programming?
RQ3.3: What is the actual effectiveness of Hindi MoI screencasts, created using visualization guidelines of educational content types, to teach vernacular medium students computer programming?
RQ3.4: What is the actual effectiveness of Hindi MoI screencasts, created using multimedia principles, to teach vernacular medium students computer programming?
RQ3.5: What is the actual effectiveness of educational screencasts recorded in Hindi MoI to teach vernacular medium students?
Content of third prototype
Learning material in Hindi is not required.
Topic
How to teach programming
Bilingual Education
How to present English words for vernacular medium students?
Multimedia principles
How to teach educational content types.
• Do not present a written source-code to the student, instead write the source-code at the time of teaching. This method is known as live-coding(Gaspar & Langevin, 2007) and help students to gain confidence on overall process of writing code.

• Do not show the output directly but compile and execute the code at the time of writing. If some small error occurred at the compile or run time explain the reason for error, this will improve their knowledge and understanding on source-code writing.

Programming pedagogy
All terms that belongs to semi-specialized or specialized vocabulary should be explained in detail at its first occurrence
Bilingual Education
• Explain new specialized word with graphics and explain its meaning by showing the use in the context of subject.
• Use consistent graphics, style throughout the learning material or screencast.
• Focus attention on important areas with visual or verbal cues.
Multimedia principles
Students complained about
Hindi text on slides
RC4
Design and Develop Prototype Phase
35
35
35
Need analysis phase
Evaluation Phase
Problem resolution phase
RQ4.1: Do undergraduate Hindi medium students learning introductory programming in classroom in Hindi perform better than similar students who learn programming in classroom in English?

RQ4.2: What is the effect of MoI for varying content types in programming instruction provided in general classroom setting?
Bilingual Education
How to create bilingual learning material for vernacular medium students
How does teachers teach vernacular medium students in two languages
Treatment
Students are unable to be actively engaged in classroom environment for continuous 1-hour.

No match with the pace.

Task of HE group become threefold as they need to listen, translate and comprehend at the same time
RC5
Design and Develop Prototype Phase
35
35
35
Need analysis phase
Evaluation Phase
Problem resolution phase
RQ5.1: Do undergraduate Hindi medium students learning introductory programming by watching screencasts in Hindi, perform better than similar students who watch the same screencast in English?

RQ5.4: Do undergraduate Hindi medium students learning introductory programming by watching Hindi screencast perform better than similar students who learn programming in Hindi in Classroom environment?
Problems of classroom environment
classroom environment does not provide the self-paced instructions and teacher remain unable to match the pace of all students.
Students do not learn in either case if pace is slow or fast then their pace.
Use Hindi MoI for vocal explanation
Translate specialized and
semi-specialized words

HH
HH and HE
Simple Hindi MoI for
vocal explanation

Transliterate specialized and
semi-specialized words for
on-screen text

Hindi MoI for on-screen text
Code switching
Use English for specialized and
semi-specialized words for
on-screen text and
vocal explanation

Use simple English MoI for
on-screen text

Explain specialized and semi-specialized words on first occurrence
HE
Simple English MoI for
vocal explanation

Use of slow pace English
MoI for vocal explanation

HH and HE
Use of visualization guidelines
Use of multimedia principles
for content presentation

Cognitive scaffolding
Language-based scaffolding
Hindi MoI for vocal explanation (HH).
Use simple English MoI for on-screen text (HH & HE).
Simple English MoI for vocal explanation (HE).
Language based scaffolding
Language-based Scaffolding
Hindi only MoI for vocal explanation. (HH)
Translate specialized and semi-specialized words. (HH)
Use simple English MoI for on-screen text. (HH & HE)
Simple English MoI for vocal explanation. (HE)
Use of slow pace English MoI for vocal explanation. (HE)
3
Analysis of the video tutorial transcripts
Expected Effectiveness
Language based problems
Simple English MoI
Students will not find difficulty in learning from simple English MoI.
Increase English competency.
Hindi only MoI
Hindi MoI is complex.
Translating technical terms in Hindi is not appropriate for future of students.
Instructional design believes
More than one programming language.
Instructional gap and content sequencing.
Pre-written source code.
Choice of environment / tool
Use of linux OS.
Use of GEDIT and/or terminal.
Presentation based believes
Monotonous presentation
Use flowcharts and other graphics.
Use animation if required.
Use interesting examples.
Actual Effectiveness
Language based problems
Simple English MoI
Unable to comprehend because of complex words like 'execute'.
Pace of vocal explanation is fine.
Hindi only MoI
Unable to comprehend because of complex Hindi words like
"nishpaadit".
Instructional design problems
Unknown terms like data type, arguments, pointers etc.
Some constructs are not explained but used many times.
Choice of environment / tool
Use of linux OS.
Use of GEDIT and/or terminal.
Presentation based believes
Monotonous presentation
Scaffolding used in RC3
Language based scaffold
Simple Hindi MoI for vocal explanation. (HH)
Transliterate specialized and semi-specialized words for on-screen text.
Hindi MoI for on-screen text. (HH)
Code switching. (HH)
Explain specialized and semi-specialized words on first occurrence (HH and HE)
Cognitive Scaffolding
Use of visualization guidelines.
Use of multimedia principles for content presentation.
Scaffolding used in RC4
Language-based scaffolds
Simple Hindi MOI for vocal explanation (HH)
Code switching (HH)
Use English for Specialized and semi-specialized words for on-screen text and vocal explanation (HH)
Use simple English MoI for on-screen text (HE & HH))
Explain specialized and semi-specialised words on first occurrence (HH & HE)
Simple English MOI for vocal explanation (HE)
Use of slow pace English MoI for vocal explanation (HE)
Cognitive Scaffolds
use of visualization guidelines
use of multimedia principles for content presentation
Scaffolding used in RC4
Language-based scaffolds
Simple Hindi MOI for vocal explanation (HH)
Code switching (HH)
Use English for Specialized and semi-specialized words for on-screen text and vocal explanation (HH)
Use simple English MoI for on-screen text (HE & HH))
Explain specialized and semi-specialised words on first occurrence (HH & HE)
Simple English MOI for vocal explanation (HE)
Use of slow pace English MoI for vocal explanation (HE)
Cognitive Scaffolds
use of visualization guidelines
use of multimedia principles for content presentation
Scaffolding framework for vernacular medium students
A Framework for Scaffolding to Teach Programming to Vernacular Medium Learners
Yogendra Pal
yogendra.pal3@gmail.com
Roll no: 10438001
Supervisor
Prof. Sridhar Iyer
Full transcript