PERSPECTIVES ON DISTANCE EDUCATION
Educational Media in Asia Usha V. Reddi and Sanjaya Mishra, Editors
This is the first book to survey the region’s use of educational media and summarise the experiences of different Commonwealth Asian  countries in one collection. The book is designed to serve as both a  resource and a guide. It provides valuable background and the insights of leading academics, practitioners, researchers and students of educational media – while also offering a unique   platform from which, it is hoped, new ideas  and further  developments will be stimulated.   The book is available online at http://  www.col.org/PSedmediaasia/ EdMedia_Asia.pdf

Educational media have the potential to transform the process of teaching and learning. Media have been effective in enhancing  the scale and scope of  earning, which in turn has made it possible  to achieve other social and economic development goals.  The requirement of media is so immediate and pressing that the nature of acquisition of  knowledge has already exhibited a transformation from what it was only  a decade ago in the Asian societies. Schools vie with each other to  introduce computer awareness courses and even computer-based  learning in established conventional courses. Software development in this area is an important priority  of computer firms. Secondary
schools adopt a computer-based curriculum, traditional humanities and social science programmes rush to computer applications  programmes. The Commonwealth of Learning (COL) has tried to share this Asian experience by  ocumenting such developments. Asia, the home to  most of the world’s big universities, open universities with over 100,000 students, generates the hope that much can be learned, from the way  that these institutions deploy a variety of educational media that include radio, television,  teleconferencing, interactive radio, multimedia and the  Web. Educational media researchers, practitioners and policy-makers carried the similar hope through their  contributions to the volume on  educational media in Asia as part of the series: Perspectives on Distance Education.  Commonwealth Asia has been a region of extremes. At one end are the leaders like Malaysia, Singapore  and India that have successfully  exploited the technology for the purposes of education. At the other  end are countries such as Bangladesh and Sri Lanka which are still at the nascent stage of deploying  technologies for education and development. The book has three sections: Country Profiles, Research  Reviews and Case Studies. The five  country studies, three research reviews and six cases  resented  in the book highlight the richness of the Asian experience. The five country profiles describe the use of educational media in  Bangladesh, India, Malaysia, Singapore and Sri Lanka.  The research reviews section has documented three main areas of  media application: audio, video and computer-related technologies.  The final section of case studies present six Asian case studies, which again includes two non-  Commonwealth countries. The Commonwealth of Learning enriched the book with contributions from 23 authors in 14 chapters. The profound  knowledge and experience of the two editors, Dr. Usha Reddi and  Dr. Sanjaya Mishra, in educational media in  the  sian region has properly been reflected in the  rich content of the book. All the authors, in some way have tried to draw attention to the  importance of the need for a coherent and cohesive approach.  The successful use of  ommunication   technologies for education requires the optimal deployment of sufficient resources in support  of policy, structures, funding, human resources, production, research/evaluation and future  planning- one can not deny to these facts while making out a gist of the  book.

HP unveils pen keyboard for Indian languages
HP Labs India has introduced itspen-based keyboard for Indian languages, including Devanagari (Hindi), Kannada and Tamil. Priced at Rs 2,000, the gesture-based keyboard helps solve the phonetic language entry problem by allowing users to input text and data with a pen. The innovative technology also
allows any Indian script to be recorded and stored directly on the
spread over a year and every student is handed a scholarship of Euro 17,000 for the whole year. Since education at a European university is free, this easily supplements a student for his or her living expenses during the  year. 130 Indian students have been handed scholarships in the  first year.  ‘Talking library’ records success  in southern India  Unlike in the West, audio libraries are rare in India, and “talking books” are  rarely available in shops. And in such  a situation, 46-year-old Madhu Singhal, herself visually impaired,  runs an audio library of 16,000  works in the southern Indian city  of Bangalore.   Madhu’s library has audio books in  English and two Indian languages, Hindi and Kannada. It started when  her brother-in-law bought her a tape  recorder and encouraged her to do
something for the blind. She  depends entirely on volunteers to  help with the recordings, who is  also a founder of the Mitra Jyothi  (Friendly Light), a city-based nongovernmental  organisation. Two recording rooms at Mitra Jyothi’s  office are the hub of the library.  Volunteers – from young students to housewives and the retired – lend  their time and voices to record for the blind. For a nominal sum of 10  rupees, the visually impaired can enrol as members. With word  about the library spreading, students from neighbouring southern states have begun INDIA  News  computer. The hi-tech keyboard  makes it easier for even non-English  speaking people and those who can’t  type to communicate with others effortlessly. Designed and developed  at HP Labs India, the keyboard  is currently available in Hindi  and Kannada scripts along with English fonts.    demanding audio books in their native languages. The library’s success has motivated Madhu to start a computer centre and an employment centre for the disabled. Her efforts to get government

Red Hat and Lotus Learning in India to promote open source education in schools
The Nasdaq-listed Red Hat, an open source software provider, has announced its partnership with the southrn Indian city Hyderabadbased  Lotus Learning Systems Society to promote open source  education in schools.

Village school children go online in India
Arul Mozhi, D. Deepa and K. Maunika are first generation learners
from Big names partner on IT-assisted education across   rivate  sector schools in India Computer education just got a big boost. NIIT, Intel India, Microsoft and State Bank of India (SBI), four formidable names,  ave formed a strategic joint partnership to initiate IT and IT-assisted education  cross private sector schools in the country. Among the four partners, NIIT proposes to front-lead the education  package through its NIIT K-12  Kindergarten to 12th standard) programme by developing content in major  subjects like English, Math, Science and Social Sciences. NIIT claims to have  already developed 4,000 hours of  content as per school curriculum and plans to take it further alongwith training teachers and thereafter students in   T-assisted education practices. Intel India will be providing its technology,  software, content and integration  facilities by facilitating power efficient  personal computers. It also plans to   extend its reach to private schools with its Genuine Intel Dealer network for the IT-assisted education programme.  icrosoft India, under its  Partners in Learning Program, will be working in areas of training, certification, etc.
than Rs 30 lakh are being invested in this initiative to facilitate  hands-on training in all the affiliated colleges. Accordingly, the commerce  faculties of all the 120 colleges affiliated to Osmania University  have already undergone a two-day  training programme on Tally  accounting software. The training offers both the faculty and the students a hands-on experience with  real-time situations. This is aimed at grooming students so that they  are employable.  Camera schools in India help inreasing teacher attendance  Teacher absence ranges from 20% to over 50% in different states of India,  and makes a mockery of free and universal education. In such circumstances, the government’s  plan to double spending on education will simply double  the waste.  One possible solution comes from Sewa Mandir, an NGO, whose experiment has been analysed in a  research paper by two American scholars (Monitoring Works: Getting  Teachers to Come to School, by
Esther Duflo of MIT and Rema  Hagner of New York University). Sewa Mandir runs non-formal  schools in hilly, scattered villages of Udaipur district.  hamlets with about 1,000 families in  interior Tamil Nadu in southern India but they are among the thousands of  primary and elementary school children who use computers as a  learning tool. Under a computer aided learning programme launched in September, 82,400 rural children in 412 centres  in 30 districts are using software packages produced jointly by the State and the Bangalore-based
Azim Premji Foundation. Children answer questions in subjects  such as Tamil, English, Mathematics, Science, and Social Science on  computer. Tally in tie-up with Osmania  varsity in India Tally India, a technology company,   has tied up with Osmania University in the Indian city  Hyderabad for education programmes on Tally accounting  software across colleges under the university umbrella.  This is to enable Osmania University to teach Tally. A curriculum for
commerce students has also been  designed. Under the academic collaboration programme,

ASIA
Opening of 15 School telecentre network in
Chittagong in Bangladesh On 16 March, a ceremony at the Kala Kakoli school launched a fifteen center project bringing computers and Internet to schools
and their communities in the Chittagong area. The project is part of a nationwide project by an international NGO, Relief International – Schools Online (RI-SOL) which has partnered in Chittagong with the  Mahmudunnabi Chowdhury Foundation, a philanthropic  organization promoting technology,
education and youth development in the Chittagong area. 

The RI-SOL project is funded y the US Department of State’s  Educational and Cultural AffairsBureau,
the Hewlett Foundation, the Global Catalyst Foundation  and other private donations. The project promotes use and  integration of information and communication technologies  into secondary education. The opening took place as part o f America week in Chittagong and  was attended by USAID Deputy Director, Beth Paige. Digital Learning Asia 2006: a  curtain raiser
Centre for Science, Development and Media Studies (CSDMS), India in  association with Ministry of Information and Communication Technology and Ministry of Education, Royal Thai Government,  recently organised the ‘Curtain Raiser Ceremony and First Meeting of the  Program Advisory Board’ of the
forthcoming digital LEARNING Asia 2006 along with the two other parallel  conferences – egov Asia 2006 and the Asian Telecentre Forum 2006 to  be held between 26-28 April, 2006  at Rama Gardens Hotel, Bangkok, Thailand.

China to produce low-cost computers of its own
A Chinese company has developed the first computer costing around 1,000 yuan (125 U.S. dollars) using a Chinese-made Godson II CPU, and  plans to put the computers into industrial production in June.  The performance of Longmeng, or Dragon Dream, is equivalent to a 1G  Pentium III desktop, according to Zhang. It is a computer, a DVD player  and also a video game player.

Development Gateway brings out special report on online education
The new Special Report of  Development Gateway- ‘Online Education: What Can It Deliver?’ (http://topics.developmentgateway.  org/special/onlineeducation) looks at lessons learned, innovations that  work, and the future of ICT in
education for developing countries. It coincides with related major  international events, notably  igital Learning Asia 2006, Bangkok,  Thailand, on April 25-28, and the 1st International Conference on  ICT for Development, Education & Training, Addis Ababa, Ethiopia,  on May 24-26.

No mountain high enough to reach ICT-challenged students in Mindanao,
Philippines Cisco Systems, a worldwide leader in Internet networking solutions and USAID’s Computer Literacy and Internet Connection (CLIC) Program  have joined hands to provide students in the Autonomous Region of Muslim Mindanao (ARMM) and other conflict-affected areas in Mindanao (CAAM) with the essential information technology skills that will prepare them for  the highly competitive global information society

Tech Target to launch Tech Target Asia
IT media company Tech Target announced that it has partnered with Netremedia to launch Tech Target  sia, a network of English language websites and magazines targeted to specific communities of IT  professionals in Southeast Asia. Tech Target Asia media will provide news,  advice and other information for IT professionals to help them make  purchase decisions, develop technical knowledge and address IT challenges.  Tech Target Asia will serve Englishspeaking IT professionals throughout  the Association of Southeast Asian Nations (ASEAN). ASEAN includes  Indonesia, Brunei, Cambodia, Laos, Myanmar, Thailand, the Philippines, Singapore, Vietnam and Malaysia. Tech Target Asia will launch Asian  versions of Bitpipe.com,  SearchCIO.com, SearchStorage.com,  SearchSecurity.com and several Windows-related sites, as well as regional editions of ‘Information  Security and Storage’ magazines. Tech Target also announced a reciprocal  sales agreement with Netremedia,  enabling each company to sell advertising on the other’s media.
World Bank survey highlights teachers’ absenteeism
A World Bank survey has found that 25 percent schoolteachers in India are missing from work, thus leaving a gap  n the government’s attempt to deliver  primary education to all.  The survey is part of a broader World Bank research project on absenteeism, which set out to measure how  widespread the problem is in six countries, namely Bangladesh,  Ecuador, India, Indonesia, Peru and Uganda. On average 19 percent of teachers and 35 percent of health  workers weren’t at work on the surveyed day in the six countries. The researchers found that the teachers and health workers are extremely unlikely to be fired for absence as Discovery Channel launches homework help site A new Discovery Channel homework Web site aims to remind parents whose math and history knowledge has gotten rusty how to help their children with the very things they have forgotten. Cosmeo, a new online subscription site from Discovery Communications, offers a range of tools from a WebMath equation solver to  ducational videos and subject-specific Brain Games. Launched recently, the site  targets Web-savvy  children from kindergarten through 12th grade. It also gives parents and other caretakers a way to be more involved in the learning  rocess while refreshing  their own knowledge. only one in 3,000 head teachers had ever fired a teacher for repeated  absence. The study found better pay also doesn’t lower absenteeism. Satellite technology to enable  rural populace to learn English Innovative applications of the newest forms of technology can help alleviate education divides. The Information  and Communication Technology  Agency (ICTA) is  funding a pilot project through the  Partnership Assistance Program (PAP) of its e-Society Development Initiative  (e-SDI) to do just that. Gateway Educational Centre which is already a  premier provider of English training in Colombo, will set up centres in  two villages in Hambantota and Batticaloa and carry out a one-year  English course for adults using a curriculum that is already being   taught in Colombo. Project will directly benefit a total of 300 persons  from these two areas. The course will be broadcast from Colombo via satellite to the  centres. Questions can be asked by the students over a speakerphone and answered by  the master teacher based in
Colombo. Additional assistance will be provided by a tutor at the  centre and the same course materials (workbooks, etc.) that  are used in Colombo will be used for this course. All participants  will finally take the EdExcel English examination which will provide them  with an internationally accepted certificate of English literacy.  By giving rural Sri Lanka access to  English teaching of the same quality available to those in Colombo, the  ICTA is following through on the promise of its e-Sri Lanka program of  delivering the opportunities and advantages of urban areas to rural  populace through innovative communication technologies

WORLD
NGO donates 200 computers to boost ICT education in the Northern Ghana
The Northern Ghana Aid (NOGAID) a non-governmental organisation (NGO), has presented 200 computers, valued at 700 million cedis to four senior secondary schools and two partners organisations in the Northern  and Upper West regions at a ceremony in Accra.  The beneficiaries of NOGAID
Computer Literacy Project are: Ghana Secondary School, Pong-Tamale  Senior Secondary School and Tamale Business Secondary School in the  Northern Region and Jirapa Senior Secondary School in the Upper West
Region.
UNESCO official calls for ICTintegrated education in Africa
Lala Aïcha Ben Barka, Director of the Dakar-based UNESCO‘s Regional Bureau for Education in Africa (BREDA), has called for the  integration of Information and Communication technologies (ICTs)  into the educational system in Africa,
especially in teacher training. Speaking at the end of a meeting of  National Coordinators of UNESCO Teacher Training Initiative in Sub-  Saharan Africa (TTISSA), she said the use of modern technologies in the  educational system offered great opportunities for the elaboration of  teaching programmes, distance  learning, planning and management of education. The use of various
communication channels in teaching  could also help replicate training programmes and reduce the  prohibitive costs from national policies on education development in Africa, the BREDA chief added. Egypt, Oracle ink MoU for education solutions

The Government of Egypt recently signed a memorandum of
understanding (MoU) with 12 companies in the Oracle Consortium to provide ICT hardware, software, digital content and teacher  development to secondary schools. Egypt is the fifth country in Africa to  commit to the new partnership for African development’s (Nepad) e-  Schools demonstration project, and joins Ghana in committing to the  project under the auspices of the Oracle Consortium. The agreement forms part of the Nepad e-Schools  demonstration project, a Nepad e- Africa Commission initiative. The project aims to establish six Nepad e- Websites to go user-friendly for disabled people  New guidelines on how to make websites more user-friendly for disabled people have been developed by the British Standards Institution (BSI). The work was sponsored by the Disability Rights Commission (DRC) after an investigation in April 2004.
The DRC’s report into web accessibility found that more than 80% of sites posed
barriers to disabled people. Called PAS 78, the guidance is intended for any organisation that has a public-facing website. PAS – or Publicly Available Specification – 78 describes itself as a guide to good practice in commissioning accessible websites. It is particularly aimed at the people responsible for commissioning and maintaining public-facing sites. UK organisations with websites have been legally obliged to make them disabled-friendly since 1999. By following the new guidelines, site owners are likely to be on the right side of the law. The DRC also points out that businesses with accessible websites are in a much better position to tap into the estimated £80bn spent by people with disabilities every year. Schools in each participating country and monitor and evaluate their effectiveness in order to inform the broader rollout of the Nepad e- Schools Initiative across Africa.

Africa’s vets to gain from webbasedtraining
Veterinary schools in sub-Saharan Africa have joined forces to create an Internet-based training programme that will allow vets to study for postgraduate degrees while  ontinuing to work. The African Universities Veterinary ELearning Consortium, which launched  on 8 March, will create online courses for vets unable to attend full-time  degrees. Postgraduate training for vets in Africa is currently limited to  traditional full-time, residential courses.  The consortium will develop online  programmes in collaboration with the African Virtual University and the  University of Edinburgh, United Kingdom. These will include masters and PhD degrees, and ‘continuing professional development’ courses.  Initially, courses will be available in Ethiopia, Kenya, Malawi, South  Africa, Tanzania, Uganda, Zambia and Zimbabwe.

In recent years, several countries in Asia have responded to the global need to constantly upgrade the skills and adaptability of human  resource with more imaginative educational expansion that can  support an accelerated spread of new technologies in the education system.  This has happened through nationaleducation strategies with a focus on integration of ICT in education at all  levels. However, counties are still in  different stages of this integration, coping with challenges of  infrastructure and implementation and bringing all those to  imelight in  order to initiate the action phase is what the Digital learning Asia 2006  is getting ready to do. And as part of initiating the process, the increasing awareness of governments and communities about the enormous  potential of ICTs for fast-forwarding their developmental process  and realisation of the undeniable  need for mutual learning and knowledge flow, was emphasized in the curtain raiser of Digital  learning Asia 2006. The ‘Curtain Raiser Ceremony and  First Meeting of the Program Advisory Board’ of the  orthcoming  Digital Learning Asia 2006 to be held  between 26-28 April, 2006 at Rama Gardens Hotel, Bangkok, Thailand  was organised on 17 March 2006 at Bangkok by Centre for Science,  Development and Media Studies (CSDMS), India in association with  Ministry of Information and Communication Technology and  Ministry of Education, Royal Thai Government.  Held as an evening programme, at the luxurious Lilavadee Room of Rama  Gardens Hotel, Bangkok, the ceremony and the meeting drew  participation by more than 40  delegates, comprising honourable members of the Program Advisory  Board,   epresentatives from supporting partners and institutional  partners, senior executives and leaders from the IT industry and  members of press and media.
The programme started with the  welcome note by the Chairman of the Program Advisory Board, Kraisorn Pornsutee, Permanent Secretary,  Ministry of Information and  Communication Technology, Royal Conference Report Thai Government, who laid emphasis on the overriding importance for  creating enabling opportunity to encourage new learning paradigms  and intellectual networks through  platforms like that to be provided by Digital LEARNING Asia.
Speaking on the background of this  conference, Ravi Gupta, Director, CSDMS and Convener, Digital  Learning Asia 2006 explained the relevance of the event and its  commitment towards promoting and advocating ICT-led development of societies across the Asia-Pacific  region. Highlighting the remarkable momentum and popularity that this  event has already generated for itself across various countries and  stakeholders of the region, Mr. Gupta gave a vivid portrayal of the 24  national and international organiations associated with these  events in diverse roles and capacities. Following this, he presented the
details of conference programmes, covering each plenary and parallel  session, the invited speakers, paper  presenters and special workshops of the  onference.
An open floor discussion followed thereafter, wherein the members and  representatives of the Programme Advisory Board were engaged by the session moderator, the Chairman himself, to invite remarks and  suggestions. A good number of valuable inputs did come in, laced  with words of inspiration and intent of  the industry to provide support for the conference. Though concluded with suggestions, views and ideas, it was  not the end of the show. Just left the
Asian gathering to hold their breath  for the real show to begin- Digital Learning Asia 2006.

The developmental process of designing meaningful multimedia  e-learning materials whether they are to be delivered  in the form of a CD-ROM or the Internet often need to be guided by educational theories (Norman and Spohrer, 1996; Mayer, 2001).  Although designers of multimedia learning environments often have  a lot of information, proven instructional methods and  powerful  multimedia systems,  it is still a difficult task to produce effective multimedia learning materials for e-learning. This is  more so especially due to a lack of effective yet practical pedagogical  design model for selecting, organizing and designing multimedia materials  for e-learning (Tsoi et al.1999; 2000). Hence, the following sections  provide an insight on a onceptualized hybrid learning model, TSOI©   model for multimedia e-learning design  pedagogy
TSOI© model represents learning as a cognitive process in a cycle of four phases, namely, Translating; Sculpting; Operationalising; and Integrating. In the translating phase, multimedia experiences are translated into a beginning idea or concept to be further engaged in sculpting phase which involves logical chain of instructional events embedding episodes of thinking, guiding and reflecting leading to the identification of the attributes of the concept. The operationalising phase entails meaningful functionality for concept internalisation while the integrating phase provides the setting for diverse problem applications. Pedagogical principles of the TSOI© model are applied to science and chemical education. pedagogy.
Framework of TSOI© model The traditional model of ‘Transmit- Receive’ which when applied to multimedia learning, has so far failed to engage learners in meaningful learning (Scardamalia and Bereiter, 1993). In contrast, this hybrid learning model (Tsoi et al. 2003) for the design  of multimedia aims not only to
enhance concept learning but also to cater to different learning styles. The  theoretical basis of this hybrid  learning model is derived from the Piagetian science learning cycle model and the Kolb’s experiential learning  cycle model. The Piagetian science learning cycle model is an inquirybased  student-centered learning cycle representing an inductive application  of information processing models of  teaching and learning. It has three phases in a cycle: exploration, concept invention and concept  application (Karplus, 1977; Renner and Marek, 1990; Lawson, 1995). The  exploration phase focuses on “what  did you do?” while the concept invention phase centers on “What did you find out”. The third phase is for  application of the concept acquired. The Kolb’s experiential learning cycle  (1984) represents learning as a process in a cycle of four stages,  namely, concrete experience, reflective observation, abstract  conceptualization and active experimentation. The concrete experience stage focuses on “doing”.  The reflective observation stage deals with “understanding the doing”. The abstract conceptualization stage  focuses on “understanding” part  while the active experimentation stage is about “doing the understanding”. Bostrom et al. (1990) also conclude that learning styles are an important factor in computer-based training and  learning. Hence, a hybrid learning model is derived from a synthesis of  both the Piagetian science learning cycle model and Kolb’s experiential  learning cycle model. This hybrid
learning model termed the TSOI© model of learning represents learning  Figure 2. Instructional storyboard for translating phase as a cognitive process in a  ycle of four phases: Translating, Sculpting, Operationalizing, and Integrating.
Figure 1 shows the four phases of the TSOI© model of learning.

Pedagogical Design
Application For illustration, in science and  chemical education, the mole concept, a difficult concept which is abstract in  nature is used (Tsoi et al. 1998). The subtopic 1 is relative atomic/molecular  mass, Avogadro’s number and Mole. In the translating phase, the activity  explores the relationship between mass and number of particles. The  multimedia experiences are translated into a beginning idea or concept of  what is mass ratio which is needed to understand Avogadro’s number an  Mole in the next phase, the sculpting phase. Figure 2 illustrates in the form of instructional storyboarding the activity for the learner to go through in the translating phase. At the end of the activity, the learner will have a beginning idea or concept of mass ratio as a relationship between total
mass and equal number of particles through discovery and that this is  help in the understanding of relative atomic mass and Avogadro’s number.  In the sculpting phase, the activities take place as a chain  of logical events of content sequencing, learner guiding and  reflecting as shown  in Figures 3 and 4 as instructional  toryboarding. One  of the activities on  “physical meaning” at a microscopic (particle) level  involves the learner  comparing the  masses of various atoms that have  annotations to go with it. The various atoms are displayed with the appropriate  colour and size. This  is essential to enhance the first activity on finding  out how heavy is a single atom of  carbon leading to the idea that the actual mass of an atom is very small  and hence, the need to  compare  masses of different atoms with each other including mass ratio. Activities as shown in Figure 3 will  ead to the fundamental concept that relative atomic mass is a number used  o compare the masses of different atoms and it has no units. The learner is provided the opportunity to be  engaged in the thinking process of using the given information to create  a relative atomic mass scale. The instructional storyboarding  illustrates a way for infusing thinking  skills in the activity and consolidating  the understanding of the physical meaning of  Avogadro’s number  and Mole as well as  their relationship
both qualitative and quantitative before  proceeding to the third phase, the operationalising   phase which is important for  concept formation. The beginning activity focuses on  the physical  meaning of Avogadro’s number  and mole in which the learner chooses  a mole of atoms of an element from the  periodic table and balances it with the  correct number of particles. This is then repeated with a different element.  The element when dragged onto the balance is represented appropriately at room temperature and pressures  either in its solid state or if in its  gaseous state, it will be in the form of a balloon as well as in its chemical  formula or symbol including the molar mass. In this way of representation, a  macroscopic as well as a symbolic view is provided. Quantitative relationships in the form  of mathematical formula are acquired through relevant activities to allow  operability of the mole at the three levels, namely, the macroscopic,  microscopic and symbolic. Besides, self-questioning is embedded and the use of conversational style as in the  personalisation principle is also  applied. Generic questions such as, “How do you do it?”, “How are the  observations in this activity alike?”, are provided where appropriate for
self-questioning.  In the integrating phase, relevant and diverse problems are provided. The  learner is posed review questions such as “What have you learnt
regarding one mole and number of  particles?” and “How is the mass of   ubstance connected to the mole?”.  he translating phase is similar to exploration phase of science learning  cycle model and concrete experience stage of experiential learning cycle.  Misconceptions can also be confronted in the Sculpting phase which is similar to concept invention  phase of science learning cycle model  and reflective observation stage of the experiential learning cycle. The  operationalising phase involves increasing the understandings of the relationship between thinking and  concept acquisition. This phase is similar to the abstract conceptualisation  stage of the experiential
learning cycle and prepares the learner to be operationally ready for  applications in the integrating phase.  The integrating phase gives the learner the opportunity to solve diverse problems and thus integrate  concepts previously acquired