*Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best… DOI: http://dx.doi.org/10.5772/intechopen.102032*

#### **Figure 3.**

*Case study 2: Techno pedagogical applications while planning a discussion on topic.*

and class room activity makes both teacher and students increase their level of comfort in the chosen topic. It is best that an institution focuses on a particular leaning management system for all the courses. This provides ease of access and ease of use to the students. However, the digital tools used for instructional activity may be at the discretion of the instructor and will rely on the resourcefulness of the instructor. Such successful practices and interventions need to be communicated and shared with other members of the teaching community in the best interest of the student community.

#### **4.2 Selection of appropriate digital resources**

For the introductory lesson and for introducing concepts, digital resources that are identified need to be easily understandable and comprehended by the learners.

**Figure 4.**

*Case study 3: Techno pedagogical applications while concluding the lesson after all student activities and student assessments.*

#### **Figure 5.**

*Case study 4: Techno pedagogical applications while assessing students.*

These in itself should be interesting and engaging so as to enable sustained interest in the topic that is be discussed subsequently. The teacher notes also could be used as digital resources as it is likely to be in simple language and enable better understanding of the corresponding lecture. Very long resource materials which cover more than 10 pages need to be discouraged and in such contexts the page numbers highlighting most relevant and related concepts need to be indicated. The selected reading resources need to be closely corresponding to the topics to be studied and under discussion. Very

*Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best… DOI: http://dx.doi.org/10.5772/intechopen.102032*

elaborative and detailed resources may be given in the concluding sessions so as to encourage students who wish to further their understanding on the underlying scope for research. Kognity is a fantastic tool because you can set reading assignments for students. The website allows you to check who has completed the assignments by a set deadline and you can assign questions to check understanding. Another tip is to create short video tutorials to allow students to work independently and to understand instructions [4].

#### **4.3 Assessments of learning outcomes: remote learning**

Limiting the mode of online assessments to select few and most appropriate for the student activity and compatible with objectives of the instruction, so that the most relevant learning outcomes are attended to. Though it is recommended to experiment with various modes of assessments, it is necessary that students are made familiar with the technology before implementation in the class. It is best to rely on cloud based tools which saves time of installing and saves disk space. However, the level of net connectivity required should not be a hindrance in use of these tools. Research shows that students learn more in active learning classes, and in fact perform better on assessments, but still feel they learned less [8, 9].

Studies have reported that Digital rubrics are an excellent way to provide meaningful and uniform feedback as a department. Online quizzes can also be assigned to provide instant feedback. Game-based formative assessment tools like Kahoot!, Quizizz, and Quizlet Live have been found to be excellent online student assessment applications [3].

#### **5. Communications to students: tips for teachers**

Derby, Flora (2017) has listed the following tips for teachers resorting to teaching in remote mode


#### **6. Discussion**

The case studies described here are pointers to feasible and practical solutions to instructional strategies that are deemed suitable for remote teaching and learning contexts. The fact that these were implemented by teacher educators and pre service teachers reflect their ease of deployment. The case studies were identified as best practices based on the select criteria.

Case study 2 highlights a lesson where a topic is introduced. A topic where students do not have any background knowledge. The strategies used for making it as interactive as possible with considerable level of student engagement is by making available recording of lectures, exposure to multimedia content on YouTube [10].

Case study 3 highlights Techno pedagogical application comprising of student activities which encompasses blended learning. Learning of the topic commences before the assembly of students and teachers. Making use of videos and audio for capturing live discussion among students engage interest and sustain different modes of student assessments through poll surveys and quizzes. Studies have reported similar applications in higher education learning contexts [3, 11, 12].

Case study 4 highlights Teacher activity on concluding a topic and imparts additional resources for reading to reinforcing learning. The remote teaching/learning platform provides contexts to the teacher to deliver concluding remarks and stimulate students to comment on the further applications of the topic. It also provides scope for students to explore current developments on the topic and direct attention to real world problems related to the topic [10, 12–14].

Case study 5 reports on teacher activities that occur also in traditional classroom activities. But, these are assessments of submissions of students uploaded on online platforms viz., Moodle, Mail, Google classroom. There are AI applications which can assess the student submissions too based on text analysis whereby saving time for teachers. Activities like recording of presentations, Inviting feedback from participants via poll survey/chat box, Critical review of responses, Peer feedback and review provides opportunities to learn from the mistakes and correct responses of peers [3, 10–14].

#### **7. Conclusion**

The activity centered classroom of remote learning mandates multi learning and multi instructional tasks. Verbal and nonverbal cues are not observed in such classrooms so teachers need to plan and design activities to sustain the interest and attention of students. What is required of teachers is to judiciously use and select the most appropriate digital resources and tools which takes into consideration constraints of time, net connectivity and class size. Teachers need to take time to plan and acquire competency in deploying these tools for remote learning in the best interest of students.

*Techno Pedagogical Applications in the Context of Remote Learning - Case Studies and Best… DOI: http://dx.doi.org/10.5772/intechopen.102032*
