RESOURCE UNITS
Resource
units contain a collection of more objectives, more learning activities, more
evaluation techniques, and more bibliography entries than can possibly be used
by a given teacher for a particular classroom of pupils. A teacher can then
select those objectives, from among many, which a given classroom of pupils
needs to achieve. The teacher can also select, from among many, the learning
activities and evaluation techniques which would be appropriate to use with a
given class of pupils. Not all pupils, of course, learn equally well from
ascertain learning activity; variety in learning activities is important to
provide for individual differences. This, a pupil who reads poorly can learn
much through other learning activities such as viewing and discussing films,
filmstrips, slides, and pictures. With many kinds of learning activities
available in elementary school .
Resource
units may be developed cooperatively by teachers of a particular grade level
within an elementary school or several elementary schools. The elementary
school principal and elementary school supervisor should also be Involved in
developing resource units in leadership capacities. A resource unit may be used
on more than one specific grade level. Thus, first and second grade teachers within
an elementary school, for example, cooperatively could develop resource units.'
A resource unit is a planning aid that teachers' develop for themselves and
that includes possible learning activities, materials to support those
activities(lists of films, filmstrips, and other teaching aids and resources),
as well as references or background material.
Several formats are
available in the development of resource units. They have, however, much in
common as to the essential parts. The following outline of the different parts
should be helpful to the reader.
1.
The
title and grade level or approximate grade level
2.
Justification
for teaching the unit
3.
The
objectives of the unit
4.
Possible
questions and problems for pupils to solve
5.
Learning
activities for pupils
a)Initiating the unit
b)Developing the unit
c) Culminating or ending the unit
6. Evaluating the achievement of pupils
7. The bibliography section
1.The Title And Grade Level Or Approximate Grade Level.
Units
taught to pupils should be selected carefully. Content learned in the unit
should be on the understanding level of pupils. Pupils should develop and/or
maintain a high degree of interest when being actively involved in gaining
important understandings, skills, and attitudes from a particular unit. From
the learner's point of view, purposes need to exist for studying each
particular unit. Titles and content of commerce units should assist learners in
developing an inward desire to learn.
2.Justification For Teaching The Unit.
A vast
amount of knowledge exists in the different areas of the commerce .Knowledge in
these disciplines, no doubt, will continue to increase at a rapid rate. Teachers
of social studies, principals, and supervisors must select with great care
units which should be taught to pupils. Units which are taught must have ample
justification.
3.The Objectives Of The Unit.
A
resource unit contains, among other things, more objectives than a given class
of pupils can realize. Commerce teachers need to select those which are
attainable and provide for individual differences. Pupils in a school may be
grouped homogeneously in terms of fast, average, and slow learners. Or, they can
be grouped heterogeneously thus providing for a considerable range of
achievement within a class. Teachers must have much information about their
pupils such as interests, home background, achievement, capacity, and health in
order to select objectives intelligently for a given group of pupils. The total
pupil needs to realize optimum achievement; thus all three categories of
objectives understandings, skills, and attitudes must be emphasized.
4.Possible Questions And Problems For Pupils To Solve.
In the
Commerce curriculum, pupils must have ample opportunities to engage in problem solving
activities. For problem solving to occur, the problem must be carefully
identified and delimited. Once this task has been completed, information or
data can be gathered to develop a hypothesi.: (orhypotheses) in answer to the
problem. Further study and thought can help in testing the hypothesis or
hypotheses. It is important to have a section in the resource unit which is devoted
to possible questions and problems for pupils to solve as the unit progresses.
5.Learning Activities For Pupils.
The
teacher must select learning activities which will guide learners to realize
objectives. Each pupil must achieve important attainable objectives. Learning activities
should be selected whereby pupils may feel successful in achieving new
objectives. When starting a commerce unit, the teacher must develop within
pupils readiness to benefit adequately from new learning activities provided in
proper sequence. The commerce curriculum will need to be adjusted to each pupil
in the class. Teachers must work in the direction of getting pupils actively
involved in a variety of interesting learning activities pertaining to the
ongoing unit. Too frequently, a teacher has been enthused in a unit that is
taught, but enthusiasm for learning has been lacking on the part of children. It
is necessary to evaluate the learning activities continuously which are provided
for pupils to determine if individual differences within a class are being
provided for. Selected learning activities may be used to initiate, develop, or
culminate a unit.
6.Evaluating The Achievement Of Pupils.
The
teacher wants to determine if pupils have realized stated objectives. To
indicate if objectives have been realized, evaluation is necessary. Not all evaluation
techniques will assess pupils in the same facet of development. Each evaluation
technique has strengths and weaknesses. Thus, a variety of techniques needs to
be utilized.
7.The Bibliography Section.
In
this section, the commerce teacher may
find a listing of resources for his or her own personal use. This list would elude,
for example, professional books and magazines which the teacher finds helpful
in teaching social studies. The bibliography should also contain a listing of
materials for pupils to utilize such as library books, films, tapes,
filmstrips, slides, textbooks, pictures, and models.
E CONTENT AUTHORING
E Content Authoring is the process of writing
the contents or learning materials in any electronic format. It is the
digitalization of materials. Materials that help in e learning are called e
content. It has an authoring tool (or software) and language which allows its
user to create multimedia applications for manipulating multimedia objects.
In the
development of educational software, an authoring system is a program that
allows a non-programmer to easily create software with programming features.
The programming features are built in but hidden behind buttons and other
tools, so the author does not need to know how to program. Generally authoring
systems provide lots of graphics, interaction, and other tools educational
software needs.
E-Learning
authoring tools enable trainers to integrate an array of media to create
professional, engaging and interactive training content. With an authoring
tool, one can repurpose digitized elements or learning objects from an existing
course for use in a new course. In this way, it can be realised a return on
investment for components that may have been developed using outside
programmers or graphic design resources.
Scope of E Content Authoring
Custom
content is at the forefront of the e-learning frontier. Trainers are
continually trying to identify ways to create and publish increasingly complex
custom e-learning content for use on
the internet, intranets or CD-ROMS. Some trainers seek high speed deployment of
critical information through an organisation, known as rapid e-learning, while
others want control of courseware and independence from programmers.
Many organizations are attempting
to reduce their training costs by developing e-learning materials. Some
organizations want an authoring tool that is easy to learn and can be used by a
large team of people with different skill sets; others want to move to a
blended training solution by offering a combination of classroom and e-learning
courses. Authoring tools offer a way for e-learning managers to achieve their
goals.
Different Steps in the Preparation of E- Content
1)
Planning:
The first step in preparing e- content involves the selection of topic, format,
content, language, e-content authoring tools, learning materials and media.
2)
Analysing:
Here, the teacher analyses how to prepare the e-content material in an easy
way.
3)
Organising:
It includes the collection of images, videos, audio, pdf files, and all other
materials, and arranging them in a systematic manner.
4)
Preparation
of design for e- content.
5)
Production
of e- content with the help of authoring tool.
6)
Evaluation
of e- content prepared.
7)
Obtaining
copyright on it.
E-JOURNALS
Electronic
version of a journal is called e-journal. The phrase journal or e-journal used
to denote a border category of electronic publications that may or may not have
print counterpart. Hyperlinks can be included to a journal with web
characteristics. Apart from links between the text and references or footnotes,
hyperlinks enable links to other documents. Electronic journals are becoming
quite popular because the cost of electronic equipment is falling down
considerably, thereby making e-publishing cost effective. The cost of
electronic publishing and distribution also become more economic than paper
printing.
The
importance of e-journals is given below:
§ E-journals provide multiple accesses. So, the same
resource can be used at the same time by a number of users.
§ People from all around the world can gain access to the
same e-journals as long as long as internet connection is available. The user
need not to go to library physically.
§ The student can access information from the electronic
version of the journal at any time, night, day or holidays.
§ Hyper links provide more convenient additional
information to the user from outside documents.
§ Electronic version of journals provides more comfortable
linking between test and references as well as text and footnotes.
§ Printed journals need large storage spaces. Whereas electronic
journal stored in a digital storage device takes very less space because
digital information requires very little physical space to store them.
§ Security (ie. e-journals cannot be lost).
§ Speed of access and quick searching to latest information
has led to their popularity.
§ Speed of access and quick searching to latest information
has led to their popularity.
E-READING
E-reading are playing an important
role today. They fill a void that tablets cannot fill. They patch a gap that
cannot be patched technologically. At the same time, manufactures are working
to build compelling, readable displays that are not hampered by the problems of
e-ink.
E-reading
is the process of reading textual data-like books, news papers, magazines etc,
digitally. E-reader is a hand held electronic device designed to be used for
reading e-books and similar digital material. Mobile devices that can display
text, such as smart phones and PDAs, can also function as e-readers.
Some
advantages of e-readers are given below:
·
Better readability of their screens and
longer battery life. This is achieved by using electronic paper technology to
display content to readers.
·
Many e-book readers can use the internet
through WI-FI and the built-in software sometimes provides a link to a digital
library.
·
An e-book reader may also download material
from a computer or read it from a memory card.
·
Some e-readers are more aptly called tablets.
These devices come equipped with features like WI-FI Mp3 support and full color
touch screens. They are a lot like laptop computers.
BLOGS
A Blog can be described as a very
simple webpage where the entries are organized in reverse chronological order.
A blog is usually open to the public and many are free to create. It is
generally the work of one author but group blogs are not uncommon. Blogs can
also offer an opportunity to interact with readers. Readers can post comments
like with a guest look on a website. Blogs can also be regarded as a form of person
al publishing on the Internet.
Term blog is a blend of the terms web and log, leading to
web log and finally blog. Individual articles in a blog are called blog post or
post. A person who maintains blog is called a blogger. Now, blogs are become an
facility to author a website. Students can use blog to record what they learn,
and teachers can use blog to record what they teach.
The
following are some benefits of blogs while it is used for educational purpose.
·
Blogs can be used to motivate students to do
more reading and encourage them to improve their writing style.
·
The students become an editor and publisher
through their blogs. This will improve the responsibility in writing an
article.
·
Students can quickly catch-up if they miss a
class with the help of the blog created by teacher.
·
Blogging can also be used to create
electronic scrap books of student life.
·
The teachers and parents can monitor the
activities and performance of the students by observing student blog.
WORKBOOK
Printed material accompanying
a course text (textbook) that contains exercises, problems,
and practice material
to clarify and reinforce the lessons presented in the textbook is known as workbook.
Workbooks are usually filled with practice problems, where the answers can be
written directly in the book. Workbooks are often used in schools for younger
students, either in middle school or elementary school. They
are favored because students can work directly in their books, eliminating the
need for loose leaf and
copying questions from a textbook. In industry, they may be customized
interactive manuals which are used to help provide structure to an
otherwise complex problem.
Workbooks
also hold an advantage because they are usually smaller and lighter than
textbooks, which equates to less trouble when the student brings the book home
to complete their homework. The
term workbook is also used to describe other compilations of questions that
require the reader to complete scratch-work when dealing with higher-level
mathematics. It can also be used as a training tool for certain job positions.
More recently, electronic workbooks have permitted interactive and customized
learning. Such workbooks may be used on computers, laptops, PDAs, and may be
web-based.
HANDBOOK
Handbooks
are collection of miscellaneous facts on a particular theme or year. They
generally assume knowledge; hence they are usually used to provide answers to
specialist queries. A handbook is a type of reference work, or
other collection of instructions, that is intended to provide ready reference.
A handbook is a treatise on a special subject. Nowadays it is often a simple
but all-embracing treatment, containing concise information and being small
enough to be held in the hand.
A
handbook is sometimes referred to as a vade
mecum (Latin,
"go with me") or pocket reference that is intended to be
carried at all times. It may also be referred to as an enchiridion. Handbooks may deal with any topic, and
are generally compendiums of information in a particular field or about a
particular technique. They are designed to be easily consulted and provide
quick answers in a certain area.
ANIMATION
IN EDUCATION
Animations
produced for the specific purpose of fostering learning. The
popularity of using animations to
help learners understand and remember information has greatly increased since
the advent of powerful graphics-oriented computers. This technology allows
animations to be produced much more easily and cheaply than in former years.
Previously, traditional
animation required specialised labour-intensive
techniques that were both time-consuming and expensive. In contrast, software
is now available that makes it possible for individual educators to author their
own animations without the need for specialist expertise. Teachers are no
longer limited to relying on static graphics but can readily convert them into
educational animations.
Educators
are enthusiastically taking up the opportunities that computer
animation offers for depicting dynamic content. For example, PowerPoint now
has an easy-to-use animation facility
that, in the right hands, can produce very effective educational
animations. Because animations can explicitly depict changes over time (temporal changes), they seem
ideally suited to the teaching of processes and procedures. When used to
present dynamic content, animations can mirror both the changes
in position (translation), and
the changes in form (transformation) that
are fundamental to learning this type of subject matter.
Benefits
of Using Animation in Education
1.
Communication
Skills
The
traditional pen and paper essay-writing format isn’t for every student.
Animation is a brilliant and innovative new way to encourage children to
communicate stories, ideas and concepts in a creative and original way. It can
be particularly useful as a tool to encourage the creativity of students who
find spelling and grammar a challenge, because it liberates them from the
anxiety of always worrying about technicalities and enables them just to
concentrate on the story instead. Domo is a
great animation tool to encourage students to get started, as it provides a
clear, colourful cartoon environment but also introduces ready-formed
characters children can relate too, with their own personalities and habits,
which give a helpful springboard to possible plot ideas.
2.
Building Bridges
The
process on many websites now also involves sharing your creations with your
peer group, whether within the classroom or further afield by making students’
movies visible to others using the same tool. The opportunities this provides
for collaboration with students from all over the world should not be
underestimated, and it carries the additional benefit that a language barrier
can be immediately overcome through the medium of animation, so it is a
fantastic starting point for building up ties and a sense of community across
borders with your students.
3.
Self-expression
For
many students, self-expression can be a huge challenge, and traditional methods
of art such as drawing and painting, while hugely enjoyable for some, can feel
difficult and worrying for those who don’t necessarily have a huge amount of
natural artistic talent. But the beauty of animation is that ready-made
characters can be placed into pre-drawn environments, while students still
retain the creative reins by choosing everything from plot to speech bubbles
4.
Technical Skills
While there are a range of
fantastically simple animation tools available for younger children, it can
also be a great gateway for older students to learn much more difficult
technical skills too.
5.
Presentation Skills
The
other brilliant thing about animation is that it provides an exciting and
dynamic platform to encourage students to give interesting, engaging class presentations.
Gone are the days of students falling asleep in the back of the class while
their classmates stood at the front of the room, reading from a sheet of paper!
Animation is a great way to encourage students to put greater effort into their
presentations, making slide shows, visual explanations of concepts and really
visually connecting with their audience, a great skill for the future.
USE OF
WORLD WIDE WEB IN EDUCATION
The
use of the World Wide Web (WWW) as an instructional tool is gaining momentum as
more teachers, instructors, and trainers incorporate it into their repertoire. Those
strategies that employ the Web as the repository for instructional information
are known as Web-Based Instruction (WBI). WBI can be employed in a distance
education model or as an adjunct to teacher-led classrooms. Specifically, WBI
can be used to meet the needs of a more diverse student group. Typical classes
consist of students with varying abilities and previous knowledge, and WBI can
help a teacher address these differences. WBI also allows students to work a
pace that is more comfortable - some students work faster than their peers
while others may wish to take longer. In addition, the use of WBI provides the
opportunity for multiple grade levels to be accommodated in the same classroom
at the same time.
From a
teacher's perspective, WBI can help with many daily management tasks by
reducing the paper flow required for paper-based instruction, allowing for
quick and easy revisions to instructional materials, and ensuring that
instructional materials are always available to students. In addition, because
the bulk of instruction is delivered via the Web, the teacher is free to spend
time working with individual students and small groups; less time is spent in
whole-class instruction. An added bonus of Web-Based Instruction is the fact
that it can offer students a "virtual teacher" because students can
access the instructional materials anytime, anywhere. This allows students who
were absent the opportunity to access instructional materials away from school,
and even the possibility to accommodate students in a course when their
schedule is full.
There
are a number of reasons why a teacher might choose to use Web-Based
Instruction, including:
·
Enhancing student learning;
·
Spending more time with students working in
small groups or one-on-one;
·
Reducing repetitive teaching tasks;
·
Reducing paper flow and management, and;
·
Providing improved instructional materials.
You tube is one of the important contribution of Google
not only for getting videos for entertainment but also for the effectiveness of
learning. Lots of videos are available to give a n interesting and simulated
learning experience in the classroom. Teachers can either download it or
present directly with support of internet in the classroom.
Online education is becoming virally spreading across
every corner. Many students and even lecturers are moving away from the
traditional methods of studying and teaching. Comparing the education systems
about 10-15 years back to the present times, many students are given
assignments to research on, topics discussed in class and many write-ups to
provoke out of the box thinking plus self-learning.
With the developed technology and a generation moving away from physical pen and paper to mobile, tab, palmtop, etc., the access to online education looks more practical and a timely solution. Solution providers such as YouTube have taken the responsibility of helping our generation move forward in this manner. YouTube is not only the kingdom of digital entertainment but it can also be a great environment for learning.
With the developed technology and a generation moving away from physical pen and paper to mobile, tab, palmtop, etc., the access to online education looks more practical and a timely solution. Solution providers such as YouTube have taken the responsibility of helping our generation move forward in this manner. YouTube is not only the kingdom of digital entertainment but it can also be a great environment for learning.
Online learning
Online learning is
reffered to as e-learning . Online learning is form of distant education
.Online courses are delivered over the internet and can be accessed from a
computer with a web browser .
The term online learning is often used synonymously with e-learning It is an
umbrella term that includes any type of learning . It is anished on a computer
and usually over the internet . Online
courses provide the goal of making educational content available to global
audience . It has the ability to offer training anywhere , anytime .
Benefits of online learning
1.
Online
cources offer choice and flexibilkity:
Online courses give the flexibility to spend time with work ,family ,
friends , significant other
activity
Online education offers flexibility for students who have other
commitments.
2.
Online
Courses are convenient:
The
users get announcements, accessnotes, review assignments, take practice
quizzes, discuss questions and chat with fellow students and study anytime.
Otherthan certain due dates, the learner can make his / her own schedule for
completing the requirements of the course.
3.
Online
courses Increase accountability:
Online
Learning can be even more accountable than traditional professional development
because assignments, activities course completions and participant progress can
be monitored online.
4.
Online
courses offer more Individual attention:
Many
Online education program allow pupils to work at their own place, Many students
are not comfortable asking questions in class for fear of feeling stupid. The
Internet eliminates that fear. All the activities of the learners are stored
under his user credential. Thus the teacher can provide individual attention by
analysing the learners performance.
5.
Online
courses help to meet interesting people:
Students
entrolled in online education programms network with peers from all over the
nation. An online course provides an oppurtunity to get to know other students
via bulletin boards, chat rooms and mailing lists.
6.
Online
Courses give real world skills:
The
learner who completes are online courses will be able to include e-mail and
browsing as technical skills on his/her resume. That gives the learner a
definite advantages over someone who doesn’t have these skills. The learner can
find jobs online, get college applications online make travel plans online.
Meet people from around the world and movies online and so on. The
possibilities are practically endless.
7.
Online
Courses promote lifelong learning:
Most
of what the students learn in a course is forgotten within a week or two of the
end of classes. Having that spark of interest that what their learning is
always available to them.
8.
Online
Courses have financial benefits:
Online
education programmes often lessthan traditional institutions. It elininates
travel expenses, registration costs, consultant fees and other expenses
associated with seminars and on – site meetings. Consider the cost of missing
work to make classess or not being eligible for a promotion because one can’t
attend classes to advance your educational level.
9.
Online
courses teach to be self disciplined:
Sometimes
that lesson is learned the hardway in the form of poor performance on an exam
or assignment but ultimatly, learners succed because you realize the importance
of doing things ………. Or even ahead of time or even ahead of time. That self
realization propels the learners success in an online course. The motivation to
study in an online course comes from you. It is something called student
centered or achive learning.
10.
Online
course connect to the global Village:
No
technological invention in the history of man has still a huge disparity
between those who hare access to the internet and those who donot, the mere
fact that any body can communicate across the globe. It is a small world, after
all.
11.
Online
Courses Provides better resource persons:
Some
online education programs connect students with top notch professors and guest
lecturers from around the world.
Asyrichronous and
Synchronous e – learning
Asynchronous
and Synchronous e – learning are two categories learning. In Synchronous mode
all the participants must be online at the sametime. But in the case of
Asynchronous students are online at a
specified time Synchronous e – learning used such as video conferencing, chat
and arranging face to face meetings as a compliment and asynchronous e –
learning use media such as e- mail, discussion boards and blogs.
Asynchronous e – learning:
Asynchronous
e – learning, commonly faciliated by media such as e – mail and discussion
boards, supports work, relations among learners and with teachers, even when
participants cannot be online at the same time. It is typically applied to
teacher – student or peer to peer learning interactions that are happening in
different locations or at different times, rather than to online learning
experiences that do not involve an instructor, colleague or peer. Students may
spend more time refining their contributions, which are generally considered
more thoughthel compared to synchronous communication.
Features:
·
Asychronous
e-learning increases the ability to process information
·
Asychronous
e-learning better supports cognitive participation
·
When
communicate asychronously, however, the receiver has more time to comprehend
the message, since the sender does not expect an immediate answer.
Synchronous e-learning:
Synchronous
e-learning, commonly supported by media such as video conferencing and chat,
has the potential to support e – learners in the development of learning
communities. Learners and teachers experience synchronous e – learning as more
social and avoid frustration by asking and answering questions in real time.
Synchronous online classes are those that require students and instructors to
be online at the same time. Lecturers, discussions and presentations occur at a
specific hour.
Features:
·
In
Synchronous discussions, participants also discuss the things other than course
work.
·
Synchronous
communication increases psychological arousal
·
Synchronous
communication increases motivation.
·
Synchronous
e – learning better supports personal participation.
·
Questions
are answered immediately
·
In
synchronous e-learning learners respond quickly.
PODCASTING
A podcast is
a form of digital media that
consists of an episodic series
of audio, video, digital radio, PDF,
or e-Pub files subscribed
to and downloaded automatically
through web syndication or
streamed online to a computer or mobile device. A podcast's distributor
maintains a list of audio or video files in a series on a server as
a web feed, and
the listener or viewer uses special client application software,
known as a pod catcher, to
access this web feed, check it for updates, and download any new files in the
series. This process can be automated so that new files are downloaded
automatically, which may seem to the user as though broadcast or "pushed"
to them. Files are stored locally on the user's computer or
other device, ready for offline use Podcasting
contrasts with webcasting (Internet
streaming), which generally isn't designed for offline
listening to user-selected content.
ANALYSING
NEWS
News broadcasting is
the medium of broadcasting of various news events and other information via television, radio or internet in the field
of broadcast journalism. The content is usually either produced locally in a radio studio or television
studio newsroom, or by a broadcast
network. It
may also include additional material such as sports coverage, weather forecasts, traffic reports, business news, commentary and other material that the broadcaster feels is relevant
to their audience. Analysing the news
from such sources plays an important in our commerce classroom.
Actually
the commerce students coming to the higher secondary classes have only have
limited awareness on commercial aspects. Because there no subjects to promote
commercial awareness at high school level. So analysing news broadcast related
to business events and activities helps the teacher as well as students to make
commerce classroom live one. Teachers can give lots of enrichment programmes to
students on collecting , analysing and reporting different news related to
business. Analysing the day to day business helps to update the awareness of
the teacher as well as students.
PEOPLE AS RESOURCES : Significance of Oral Data
Classroom visits from informed professionals
can be a valuable teaching tool. Resource experts serve as role models and make
community institutions more familiar. Resource experts can provide additional
content support to the classroom materials and should be encouraged to
participate in a critiquing and debriefing activities in which students take on
various decision-making roles. To assure effective use of resource persons,
balance in presentation and preparation are key factors. It is important that
resource experts do not give an unrealistically glowing or gloomy picture of
their area of expertise. When dealing with controversial issues, both sides
should be presented.
Experts can serve as subject-matter
specialists, they can help students prepare for roles in a simulation from the
point of view of a working professional, and using their own experiences,
resource volunteers can help debrief the activity by comparing the decisions
reached by the students with those reached in the real world. Avoid using
resource experts to give unstructured lectures or career advice. Some experts,
inexperienced in working in an educational setting, have the tendency to talk
over the students’ heads or resort to “war stories.” Such anecdotes, while
interesting to the students, can give an inaccurate overall picture. If
desired, set aside a short period at the end of the visit for a question and
answer session to deal with such matters. Finding experts and arranging visits
need not be difficult. The public information offices of government agencies
and non-profit organizations are good sources for contacting people. Offices of
elected officials usually provide constituent services and can identify
appropriate speakers from government institutions. Finally, instructors from
local colleges or universities may provide expert help.
In commerce classroom also we can bring lots
of experts may be from the lists of successful business peoples or from
research scholars who are specialised in particular aspects. The sharing of their experience and important
findings in the area of specialization will increase the depthness of awareness
of students . The oral explanations will give a good sensory experience to the
learners.
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