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     EduGorilla 
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    Direction : Read the following passage carefully and answer the questions given below it. Certain words have been printed in the bold to help you locate them while answering some of the questions.

    We should never confuse education with training or the ‘tools’ the educators use. Education is no more a computer or an online class than it is a chalkboard – those are simply tools. Additionally, precious few new and relevant findings have been added to our insights into the learning process; much of what many proclaim to be insightful turns out to be faddish and misguided. What we need for learning to occur are well-prepared and motivated teachers, students who are willing and able to learn, and a social system that values educational attainment. Many might take exception to these assertions, raising a host of ancillary social, economic, nutritional, and sociological issues. However, decades of data from failed public experiments aimed at mitigating these problems argue to the contrary.

    What are we to do? Create a wave of educational entrepreneurship? Despite all of the hype and media attention, no one currently knows the best way forward. We must incentivize educationalists, technologists, and classroom teachers/professors to experiment and innovate. Such partnerships should freely explore alternatives as we seek to define the blended, face-to-face, and online classrooms of the future. Some approaches will fail, but that is part of the change process

    There will be no one-size-fits-all experience; success will vary by discipline and educational objectives. Unless everyone involved in this process is inspired to take risks, we will not enjoy the full potential these new approaches represent. Also, we should not forget the extent to which those who most benefit from the current system will attempt to hijack this change process for their own purposes.

    With these issues in mind, consider the following vision of the change process to the classroom of tomorrow — a vision that leverages technology to create a more personalized learning experience. With the onset of this vision the professor – student relationship will change. What is not likely to survive is the large class in which everyone progresses at the same place.

    That paradigm will be replaced by a more customized and collaborative learning process. The reality of a technology-enabled personalized learning environment is still evolving. What seems clear is that at its heart is a more collaborative and partially student-mapped and -paced process. The function of the professor, aided by educationalists, will also change.

    Student–professor collaboration will now determine both what content can be assigned to drill/practice methods and how the student demonstrates mastery of that content. In such cases, timing issues will most likely be left entirely in the student’s hands, while technology specialists recommend the best hardware and software solutions.

    Critical thinking/application ideas will involve more specialized, face-to-face, and interactive online approaches geared to the real-time needs and progress the student is making. Thus, the professor — with the student’s help — will vigilantly mix and blend the learning ingredients to produce a new learning environment. How this process plays out in reality will be the result of educational entrepreneurship, but it will surely entail both successes and some failures.

    The administration and accreditation of education will also have to change. As more education occurs outside the bricks and mortar framework and is more centered on the student–professor interaction, the role of all non-teaching staff will need to be reassessed. As students and faculty increase their use of technology to personalize their formal and informal learning, educational technologists must be on hand to facilitate the effective use of that technology. Also, the current hierarchical and standardized outcomes formulas for administration and accreditation of our colleges and universities are no longer tenable. Realistically, they are an impediment to the change needed.

    Finally, we must address one of the most serious challenges facing online education — cheating. Simply put, cheating is rampant, and we are turning a blind eye to the problem. Presumably tuition revenues and the convenience of online classes are the primary reasons for inaction. Cheating threatens the integrity of the educational process, however, and the value-added of the degree. Solutions must be found and implemented — or all changes will be for naught.


    Which of the following is most opposite in meaning to the word given in bold as used in the passage?
    Mitigating

    Options :-

    1. Aggravating 
    2. Irritating
    3. Annoying
    4. Frustrating
    5. Infuriating
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