1-5 classes Math games collection for kids

 தொடக்க நிலை மாணவர்களுக்கான கணித விளையாட்டுகள் தொகுப்பு 1 முதல் 5 வகுப்புகளுக்கு மிகவும் பயன்தரும் விளையாட்டுகளின் சிறப்பான தொகுப்பு

5TH STANDARD SCIENCE QR CODE VIDEOS ஐந்தாம் வகுப்பு அறிவியல் முதல் பருவம்QR CODE VIDEOS

கீழ் கண்ட லிங்க்கை கிளிக் செய்து, அடுத்து வரும் பக்கத்தில் Download என்ற லீக்கை கிளிக் செய்வதன்முலம் பதிவிறக்கம் செய்துகொள்ளலாம்

5TH STANDAR SOCIAL SCIENCE QR CODE VIDEOS ஐந்தாம் வகுப்பு சமூக அறிவியல் புதிய பாடத்திட்டத்திற்கான க்யூ ஆர் கோடு வீடியோக்கள்.

ஐந்தாம் வகுப்பு சமூக அறிவியல் புதிய பாடத்திட்டத்திற்கான க்யூ ஆர் கோடு வீடியோக்கள். குறிப்பு. இந்த இணைய பக்கத்தில் உள்ள லிங்க்கை கிளிக் செய்து பதிவிறக்கம் செய்துகொள்ளலாம்.

5th MATH QR code Videos direct download ஐந்தாம் வகுப்பு கணக்கு புதிய பாடத்திட்டத்திற்கான க்யூ ஆர் கோடு வீடியோக்கள்.

ஐந்தாம் வகுப்பு கணக்கு புதிய பாடத்திட்டத்திற்கான க்யூ ஆர் கோடு வீடியோக்கள்.

இங்கு கிளிக் செய்து இந்த இணையம் பற்றிய உங்கள் கருத்துக்களை தெரிவிக்க மறக்காதீர்கள்.

5th std Tamil QR code videos Direct download ஐந்தாம் வகுப்பு தமிழ் புதிய பாடத்திட்டத்திற்கான க்யூ ஆர் கோடு வீடியோக்கள்.

ஐந்தாம் வகுப்பு தமிழ் புதிய பாடத்திட்டத்திற்கான க்யூ ஆர் கோடு வீடியோக்கள்.

இங்கு கிளிக் செய்து இந்த இணையம் பற்றிய உங்கள் கருத்துக்களை தெரிவிக்க மறக்காதீர்கள்.

How to check Hard disk errors in PC and Laptop

This Trick Is For Checking Your Hard Disk Errors. With This Trick You Can Fix Your Problems In Your PC.

Cleaning And Repairing PC Is Most Important For You Because Regularly You're Using Your Computer For Storing And Installing Programs ,etc..

To Maintain Your Hard Disk Performance Just Follow The Steps Given Below:-

Step 1 : Click On Your Desktop's "My Computer" Folder

Step 2 : Then Right Click On "Local Disk"

Step 3 : Then Scroll Down And Click "Properties"

Step 4 : Choose "Tools" Tab

Step 5 : Then Click On "Check Now" Button

Then Click On Start And It Will Start The System Error Fixing. It Will Automatically Fix All Your Problems In Hard Disk.

Courtesy : http://bnjho.blogspot.in/ 

how to convert text into table Easy tips with step by step solutions

You can also convert the text of a Word document into table. Usually, the tab is used as separator between columns. It means, the text is arranged into columns by inserting tabs and then it can very easily be converted into table. You can also use commas as separators to create the columns.

To convert text into table, follow these steps.

Separate the text of document by using commas, tabs etc., press Enter key after each record and then select these texts.

Select "Convert" command from Table menu, a submenu appears.

Select "Convert text to Table" from submenu, "Convert Text to Table" dialog box appears.

Enter number of columns, text separator and select other options from the dialog box and click "Ok" button.

EXAMPLE: Convert the texts that are given below into table.

John         USA            23

Mikal       UK              20

Tony        Canada        52

Tome       Turkey         02

Steps to convert the above text into table are:

Select the text.

Select "Convert" command from Table menu, a submenu appears.

Select "Convert text to Table" from submenu, "Convert Text to Table" dialog box appears.

Enter number of columns, text separator and select other options from the dialog box and click "Ok" button. The above texts are converted into tableas below.

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List of 101 useful free computer software everyone can use it.

Good things in life do not necessarily cost you a bomb. Below I have compiled a list of the top 100

101 free computer software you can make use of. Enjoy!

List of National Institutes of Technology ( NITs ) in India

When we talk of premier engineering institutions in India, the first thought comes of IITs (Indian Institutes of Technology) and NITs (National Institutes of Technology). While IITs are considered the topmost engineering colleges, NITs are no less in terms of the quality of education they have been delivering to students. Those engineering aspirants who cannot make it to IITs have no reason to worry, as NITs are the next best institutions that can fulfil their dreams of becoming great engineers in their field. While we will give you a complete list of NITs present in India, let us provide some more details on the institution itself.

The Establishment and Status of NITs in India

NITs are premier public engineering institutes that receive special recognition and grant from the Government of India. These are the best of engineering colleges that have been declared by the Indian government as the institutes of national importance (INI status), alongside IITs. NITs were formed later from the age-old Regional Engineering Colleges or RECs, which were established from 1959 onwards. RECs were set up in all major states in India when the need for trained personnel arose to meet various types of project demands in the country.

RECs were the joint efforts of the central and state governments in India. Initially, eight RECs were established in 1960. Two RECs were set up in each region, namely eastern, western, northern, and southern Indian regions. Later, there was an addition of five RECs by the year 1965 and more afterwards. Further, with increasing scientific and technical education demand in the country, the government decided to upgrade all RECs to NITs. This upgrade was done in the year 2002, in line with the design of IITs. To add to the list of NITs, a few more colleges like Bihar Engineering College, Raipur’s Government Engineering College, and Tripura Engineering College were upgraded to NITs.

Still, many states did not have their own NITs. Thus, the government took a big step of announcing 10 new NITs in 2010. This would not leave any state from having its own NIT. Many of the NITs have also been upgraded to technical universities. Presently, the list of NITs includes 31 colleges of repute. All these NITs are governed by the NIT Council, which works directly under the President of India. Check out the entire list below:

List of NITs in India

S No.

NIT (National Institute of Technology)

State

Website

1.

NIT, Tiruchirappalli

Tamil Nadu

http://www.nitt.edu/

2.

NIT, Surathkal

Karnataka

http://www.nitk.ac.in/

3.

NIT,Rourkela

Orissa

http://nitrkl.ac.in/

4.

MNIT (Malviya National Institute of Technology), Jaipur

Rajasthan

http://www.mnit.ac.in/

5.

VNIT (Visvesvaraya National Institute of Technology), Nagpur

Maharashtra

http://www.vnit.ac.in/

6.

SVNIT (Sardar Vallabhbhai National Institute of Technology), Surat

Gujarat

http://www.svnit.ac.in/

7.

MNNIT (Motilal Nehru National Institute of Technology), Allahabad

Uttar Pradesh

http://www.mnnit.ac.in/

8.

NIT, Warangal

Telangana

http://www.nitw.ac.in/main/

9.

NIT, Durgapur

West Bengal

http://www.nitdgp.ac.in/

10.

NIT, Agartala

Tripura

http://www.nita.ac.in/

11.

NIT, Jalandhar

Punjab

http://www.nitj.ac.in/

12.

MANIT (Maulana Azad National Institute of Technology), Bhopal

Madhya Pradesh

http://www.manit.ac.in/

13.

NIT, Hamirpur

Himachal Pradesh

http://nith.ac.in/newweb/

14.

NIT, Meghalaya

Meghalaya

http://nitmeghalaya.in/

15.

NIT, Kurukshetra

Haryana

http://www.nitkkr.ac.in/

16.

NIT, Silchar

Assam

http://www.nits.ac.in/

17.

NIT, Srinagar

Jammu and Kashmir

http://www.nitsri.net/

18.

NIT, Ponda

Goa

http://www.nitgoa.ac.in/

19.

NIT, Jamshedpur

Jharkhand

http://www.nitjsr.ac.in/

20.

NIT, Patna

Bihar

http://www.nitp.ac.in/

21.

NIT, Delhi

Delhi

http://nitdelhi.ac.in/

22.

NIT, Yupia

Arunachal Pradesh

http://www.nitap.in/

23.

NIT, Puducherry

Puducherry

http://www.nitpy.ac.in/

24.

NIT, Sikkim

Sikkim

http://www.nitsikkim.ac.in/

25.

NIT, Dimapur

Nagaland

http://nitnagaland.ac.in/

26.

NIT, Imphal

Manipur

http://www.nitmanipur.ac.in/

27.

NIT, Srinagar

Uttarakhand

http://nituk.ac.in/

28.

NIT, Aizawl

Mizoram

http://www.nitmz.ac.in/

29.

NIT, Calicut

Kerala

http://www.nitc.ac.in/

30.

NIT, Raipur

Chhattisgarh

http://www.nitrr.ac.in/

31.

NIT, Andhra Pradesh

Andhra Pradesh

http://www.nitandhra.ac.in/

How to Get Admission in NITs

All institutions in the list of NITs offer a variety of courses in several branches of engineering and technology. These courses are offered at varied academic levels, including Bachelor’s, Master’s, and PhD degree levels. NITs also offer dual-degree programs or integrated programmes, such as B-Tech + M-Tech. Students can finish these programmes in five years only. NITs set their own curricula for its engineering and technology programmes.

For the B-Tech degree, students can seek admission in NITs based on their performance in the Joint Entrance Examination (JEE). All institutes on the list of NITs consider the JEE Mains scores of students while the seat allocation in NITs, IITs, and IIITs is together done by the Joint Seat Allocation Authority (JoSAA). While more than a million students appear in JEE, about 15,500 seats in 31 NITs are available to accommodate them. Thus, the acceptance rate is very low for NITs, as it is for IITs. However, you will receive the best of engineering education if you are able to secure a seat in a NIT, especially a higher-ranked NIT.

Which are the Higher-Ranked NITs?

If you have a good score on JEE Mains but not been able to take admission in a IIT, then the next option is to go for an NIT. However, not all NITs may offer the same quality of education, facilities, industry exposure, campus life, or placement help to you. NITs also differ among themselves on various factors. For, some new NITs may not be that value adding as some old NITs have become over the years.

While the overall brand value of NIT speaks, you have a choice if you have scored well on the entrance exam. If you are unable to make a choice of the best institution from the entire list of NITs, then let us help you. Check out which of the NITs hold comparatively higher ranks based on several criteria like research opportunities, teaching pedagogy and quality, infrastructure, industry value, innovation, etc.

· NIT, Tiruchirappalli

· NIT, Surathkal

· NIT, Rourkela

· MNIT, Jaipur

· VNIT, Nagpur

· SVNIT, Surat

· MNNIT, Allahabad

· NIT, Warangal

· NIT, Durgapur

· NIT, Agartala

What Makes these NITs the Top Engineering Institutions?

While all institutes on the list of NITs offer a variety of undergraduate and postgraduate courses in engineering and technology, some high-ranked NITs lead the scene and compete with IITs. Along with the degree courses like B-Tech, M-Tech, MCA, MBA, PhD, etc., these NITs offer amazing infrastructure and a relaxed environment to students. From high-voltage labs and well-equipped computer centers to large and lush green campuses, everything in these NITs adds value to the growth and development of budding engineers.

These top colleges in the list of NITs provide many opportunities for research and development, industrial interaction, and professional training to students in all engineering specializations. The faculty at these NITs is the best you can find in the country. While they have PhD qualifications and years of industry experience, they also undergo training programmes on the requirement and receive the options of continuous education. These faculty members make learning practical and interactive for engineering students.

Additionally, NITs have strong industry collaborations that help students in getting the right placements in top jobs according to their caliber and interest. Giving the right learning environment and excellent facilities for students helps NITs in producing excellent engineers every passing year.

What are the aims of Kendriya Vidyalaya Sangathan

The general body of the Kendriya Vidyalaya Sangathan is the apex body.

Riddles for Teachers To motivate students 41-50

41 What has three feet but no arms or legs? 

42 What is the largest living ant on earth? 

43 John's mom had three children. The first child was April. The second child was May. What was the third Child's name? 

44 How can the letters OWONDER be rearranged to make one word? 

45 A farmer has 17 sheep and all but 9 run away. How many are left? 

46 What is between heaven and earth?

 47 If it has a quart capacity, how many pennies can you put into a empty piggy bank?

48 Where can you add 2 to 11 and get 1? 

49 What is round on both ends and hi in the middle? 

50 I you were to take two apples from three apples, how many would you have?

Answer for the above riddles

41. yard 

42. elephant

 43.john 

44. one word 

45. nine 

46. and

 47. one 

48. clock 

49. Ohio 

50. 2

Riddles for Teachers To motivate students 31-40

31 I turn around once. What is out will not get in. I turn around again. What is in will not get out. What am I?

 32 Look at me one way and I weigh a whole lot; turn me around and you’ll see that I am not. What am I? 33 What turns everything around but does not move? 

34 What's higher than the king? 

35 Feed me and I live, yet give me a drink and I die. What am I?

36 If you were standing directly on Antarctica's South Pole facing north, which direction would you travel if you took one step backward? 

37 I met a man and drew his name. He tipped his hat and played my game. What is his name? 

38 What is never eaten before lunch? 

39 What follows a dog wherever it goes? 

40 What is the end of everything?

Answer for the above riddles

31. key 32.A ton. 33. mirror 34. crown 35.fire 36. north 37.Andrew 38. dinner 39.tail 40. G

Riddles for Teachers To motivate students 21-30

21 I shave several times a day, yet I still have a beard. Who am I?
22 You can hold it without using your hands or your arms. What is it?
23 What tastes better than it smells?
24 It's been around for millions of years, but is never more than a month old. What is it?
25 What can you keep after giving it to someone?
26 What cannot talk but will always reply when spoken to?
27 Take away my first letter, then take away my second letter. Then take away the rest of my letters, yet I remain the same. What am I?
28 It belongs to you, but other people use it more than you do. What is it?
29 What breaks on the water but never on the land?
30 The sun bakes them, The hand breaks them, The foot treads them, The mouth tastes them.

Answer for the above riddles

21. barber 

22. Your breath. 

23.tongue 

24. The Moon. 

25. Your word. 

26. echo 

27. postman 

28. name 

29. wave 

30. grapes

Riddles for Teachers To motivate students 11-20

11 A bat and a ball cost $1.10. The bat costs one dollar more than the ball. How much does the ball cost?

12 Divide 20 by half and add 30, what do you get?

 13 There are two fathers and two sons. They walk into a candy store and each buys a candy bar for 50 cents. The total for all of the candy bars was $1.50. How is that possible? 

14 In a lake, there is a patch of lily pads. Every day, the patch doubles in size. If it takes 48 days for the patch to cover the entire lake, how long would it take for the patch to cover half the lake?

 15 How can you add eight 8's to get the number 1000?

 16 Mr. Smith has 4 daughters. Each of his daughters has a brother. How many children does Mr. Smith have? 

17 There are 25 red balls, 47 green balls and 3 blue balls in a basket. There is a blind man. What is the minimum number of balls that the blind man has to pick to make sure that there are at least 2 balls of different colors? 

18 Place three matches on a table. Tell a friend to add two more matches to make eight. 

19 If you're 8 feet away from a door and with each move you advance half the distance to the door. How many moves will it take to reach the door. 

20 The more you have of me, the less you see. Who am I? 21 I shave several times a day, yet I still have a bear

Answer for the above riddles

11. The ball costs 5c. Not 10c. One dollar more than 10c is $1.10, $1.10 + 10c is $1.20 One dollar more than 5c is $1.05. The sum of which is $1.10. 

12. 70. 20 divided by 1/2 + 30 = 70 

13. There was a grandfather, a father and a son.

 14. The patch doubles in size every day and so on the 47th day the patch will be half the size it is on the 48th day. 

15. 888 + 88 + 8 + 8 + 8 = 1000

 16.five 

17. 48 balls. There is a small chance he may pick up 47 green balls in a row.

 18.Add two matches to make a roman numeral eight. 

19. You will never reach the door, it will always be half the distance, no matter how small!.

 20. darkness 

Riddles for Teachers To motivate students 1-10

 1 There is a clerk at the butcher shop, he is five feet ten inches tall, and he wears size 13 sneakers. What does he weigh?

 2 I'm where yesterday follows today and tomorrow is in the middle. What am I? 

3 What starts with the letter T, is filled with T and ends in T? 

4 What building has the most stories? 

5 What is so delicate that even mentioning it breaks it? 

6 What has to be broken before you can use it? 

7 What gets broken without being hold?

 8 Timmy's mother has three children. The first was named April. The next was named May. What is the final one's name? 

9 Susan and Lisa decided to play tennis against each other. They bet $1 on each game they played. Susan won three bets and Lisa won $5. How many games did they play? 

10 There is a boat with a ladder attached to it, the ladder is eight feet tall. If the water rises four feet how much of the ladder will be on top of the water?

Answer for the above riddles

1. meat 

2. dictionary 

3. teapot 

4. library 

5. silence

 6. egg

 7. promise

 8. Timmy

 9. They played eleven games. 

10. Eight feet, the ladder is attached to the boat.

EDUCATION THROUGH ONLINE LEARNING Challenges and Remedies

Online Learning

The effectiveness of any educational system is achieved only when its education process results in true learning in the individuals and as a result leads to human resource development in its true sense. In the 21st Century, a teacher is not the only source of knowledge or information because of globalization. The advances in technology are changing the whole nature and philosophy of education and by this it is forcing us to get reformed thoroughly.

ICT TOOLS FOR EFFECTIVE TEACHING

ICT TOOLS FOR EFFECTIVE TEACHING

Introduction

Learning Technology, Educational Technology, Instructional Technology, e-Learning, Computer Assisted Learning (CAL), Computer Based Training (CBT). One or more of these closely related terms seems to occur in almost every discussion on education and learning these days.

Model Action research report ; Topic: Effect of using Word Game in teaching English Language Vocabulary

 INTRODUCTION

According to Froebel, “Education is a process by which a child makes its internal external”. Education is one of the most potent instruments to bring about transformation in both society and the individuals. Education shapes the mankind and plays an important key role in heralding human culture. Education is viewed as a sum total of what is received through learning, that is acquisition of knowledge, skills, attitudes and values, transmission of culture, development of personality and an aid to self – actualization. Thus education prepares a person for facing new situations.

EDUCATIONAL TECHNOLOGY

EDUCATIONAL TECHNOLOGY

INTRODUCTION
Man is a very creative being.He is always on the look out for inventing new innovations in all walks of life. Human life has improved very fast because of the growth in science and technology. Technological developments have greatly influenced Education. The impact of technology on education has been so deep that a new branch in the field of education namely ‘Educational technology’ has been developed.

What are the Differences between Fundamental Research and Action Research?

The Indian Educational Scenario

Indian educational system has undergone big changes in past few decades. From shifting the focus to more vocational educational to use of better methods and techniques in the teaching learning process, it has come a long way through. However, with the changes made, the developments and improvements done so far, there are still few problems which remain unsolved like problems related to discipline or absenteeism or fatigue or boredom related to particular subjects like History, Science or Mathematics. Well these are not mysterious problems which can’t be solved. But, it’s very true that in every class no matter how efficient a teacher is, a few such cases are found which are difficult to understand.

Traditionally such students are referred to as back benchers or failures or the anti class elements. But, giving a funny name to such students and putting them into a certain category does not bring an end to the duties and responsibilities of the teacher.

Why do we need a Research?

Generally in India, a curriculum is set up and given to the teachers to follow in their teaching learning process during a year. This curriculum is based on constant researches and studies going on in the field of education. Such researches are fundamental researches which add to the existing facts in a certain field. The problems related to syllabus, teaching methods, adjustment of students, etc are few such areas which can be taken up for fundamental researches.

But, for the minor problems like I discussed above, which an individual teacher faces in her classroom, these researches do not prove to be important.

They say a teacher is an artist to mould his students into the shape he likes. So being an artist it is the utmost duty of the teacher to see and check why he is unable to shape those special category students.

The action which a teacher can take up to study the probable causes of an existing problem and thereby providing suggestions to eradicate the problem is called Action Research.

Meaning of Action Research

Action Research is a kind of classroom research taken up by the class teacher or subject teachers with a view to find out what action can be taken to solve a certain problem in the shortest possible time.

For instance, a student who performs very well in written exams fails to give oral answers or a group of students constantly miss a particular subject period. There may be some reasons to all such problems, all that is required is a certain more effort on the part of the teachers to get involved and ask why, what and how.

Action Research is that one way which gives an opportunity to the teachers to get involved in solving their problems. No other researcher can help a teacher solve such practical problems faced by him in his daily classroom transactions, but the teacher himself.

Action Research is not concerned merely with solving problems in a class but can also be conducted to verify the consequences of new educational decisions, teaching and leadership strategies, and many more.

Differences between Fundamental Research and Action Research

To better understand the concept of Action Research, it would be better to differentiate between fundamental and action research. These differences can be summarized as under:

1. Objectives:

Fundamental Research-Develop & test educational theories.

Action Research: Find solutions to specific problems in a situation.

2.Training:

Fundamental Research- Superior training is required in Research Methodology.

Action Research:Limited training is required.

3.Selection of a Problem:

Fundamental Research-Wide study is done to select a problem

Action Research:Problems are identified by teachers in teaching learning process.

4.Hypothesis:

Fundamental Research:Highly specific hypotheses is formed

Action Research: Action Hypotheses are developed

5.Review of Literature:

Fundamental Research: Extensive & thorough study of literature.

Action Research:No such thorough review is needed.

6.Sample:

Fundamental Research: Large sample size is required.

Action Research:Teacher takes the students of a class as sample.

7.Analysis of Data:

Fundamental Research: Complex analysis is done.

Action Research:Very simple analysis is done.

8.Conclusions:

Fundamental Research:In form of developing theories or generalizations.

Action Research:In form of specific results.

9.Application of Results:

Fundamental Research: Generalizations have broad applicability.

Action Research: Results are implemented in classroom situations to see the outcome

Wikipedia

Action research

For the British charity formerly named Action Research, see Action Medical Research.

Action research or participatory action research – is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Action research is done simply by action, hence the name. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices, and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices. Kurt Lewin, then a professor at MIT, first coined the term “action research” in about 1944. In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action”.

Overview

Action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change (Reason & Bradbury, 2002). After six decades of action research development, many methods have evolved that adjust the balance to focus more on the actions taken or more on the research that results from the reflective understanding of the actions. This tension exists between

those who are more driven by the researcher’s agenda and those more driven by participants;

those who are motivated primarily by instrumental goal attainment and those motivated primarily by the aim of personal, organizational, or societal transformation; and

1st-, to 2nd-, to 3rd-person research, that is, my research on my own action, aimed primarily at personal change; our research on our group (family/team), aimed primarily at improving the group; and ‘scholarly’ research aimed primarily at theoretical generalization and/or large scale change.

Action research challenges traditional social science, by moving beyond reflective knowledge created by outside experts sampling variables to an active moment-to-moment theorizing, data collecting, and inquiry occurring in the midst of emergent structure. “Knowledge is always gained through action and for action. From this starting point, to question the validity of social knowledge is to question, not how to develop a reflective science about action, but how to develop genuinely well-informed action — how to conduct an action science” (Torbert 2002). In short, performing action research is the same as performing an experiment, thus it is an empirical process.

Major Theories

Chris Argyris' Action Science

Main article: Action Science

Chris Argyris' Action Science begins with the study of how human beings design their actions in difficult situations. Humans design their actions to achieve intended consequences and are governed by a set of environment variables. How those governing variables are treated in designing actions are the key differences between single loop learning and double loop learning. When actions are designed to achieve the intended consequences and to suppress conflict about the governing variables, a single loop learning cycle usually ensues. On the other hand, when actions are taken, not only to achieve the intended consequences, but also to openly inquire about conflict and to possibly transform the governing variables, both single loop and double loop learning cycles usually ensue. (Argyris applies single loop and double loop learning concepts not only to personal behaviors but also to organizational behaviors in his models.) This is different from experimental research in which environmental variables are controlled and researchers try to find out cause and effect in an isolated environment.

[edit] John Heron and Peter Reason's Cooperative Inquiry

Main article: Cooperative Inquiry

Cooperative inquiry, also known as collaborative inquiry was first proposed by John Heron in 1971 and later expanded with Peter Reason. The major idea of cooperative inquiry is to “research ‘with’ rather than ‘on’ people.” It emphasizes that all active participants are fully involved in research decisions as co-researchers. Cooperative inquiry creates a research cycle among four different types of knowledge: propositional knowing (as in contemporary science), practical knowing (the knowledge that comes with actually doing what you propose), experiential knowing (the feedback we get in real time about our interaction with the larger world) and presentational knowing (the artistic rehearsal process through which we craft new practices). The research process includes these four stages at each cycle with deepening experience and knowledge of the initial proposition, or of new propositions, at every cycle.

[edit] Paulo Freire's Participatory Action Research (PAR)

Main article: Participatory action research

Participatory action research has emerged in recent years as a significant methodology for intervention, development and change within communities and groups. It is now promoted and implemented by many international development agencies and university programs, as well as countless local community organizations around the world. PAR builds on the critical pedagogy put forward by Paulo Freire as a response to the traditional formal models of education where the “teacher” stands at the front and “imparts” information to the “students” who are passive recipients. This was further developed in "adult education" models throughout Latin America.

Orlando Fals-Borda (1925–2008) Colombian sociologist and political activist, was one of principal promoters of "participatory action research" (IAP in Spanish) in Latin America. Published "double history of the coast", book that compare the official "history" and the non official "story" of the north coast of Colombia

William Torbert’s Developmental Action Inquiry

The Developmental Action Inquiry is a “way of simultaneously conducting action and inquiry as a disciplined leadership practice that increases the wider effectiveness of our actions. Such action helps individuals, teams, organizations become more capable of self-transformation and thus more creative, more aware, more just and more sustainable” (Torbert, 2004). Action Inquiry challenges our attention to span four different territories of experience (at the personal, group, or organizational scales) in the midst of actions. This practice promotes timeliness – learning with moment to moment intentional awareness – among individuals and with regard to the outside world of nature and human institutions. It studies the “pre-constituted internalized and externalized universe in the present, both as it resonates with and departs from the past, and as it resonates with and potentiates the future” (Torbert, 2001).

Jack Whitehead's Living Theory and Jean McNiff's Action Research approaches

In generating a living educational theory, most recently explained in Whitehead and McNiff (2006), individuals generate explanations of their educational influences in their own learning, in the learning of others and in the learning of social formations. They generate the explanations from experiencing themselves as living contradictions in enquiries of the kind, 'How do I improve what I am doing?' They use action reflection cycles of expressing concerns, (saying why you are concerned in relation to values), imagining possibilities in developing action plans, acting and gathering data, evaluating the influences of action, modifying concerns, ideas and action in the light of the evaluations. The explanations include life-affirming, energy-flowing values as explanatory principles.

Action research in organization development

Wendell L. French and Cecil Bell define organization development (OD) at one point as "organization improvement through action research". If one idea can be said to summarize OD's underlying philosophy, it would be action research as it was conceptualized by Kurt Lewin and later elaborated and expanded on by other behavioral scientists. Concerned with social change and, more particularly, with effective, permanent social change, Lewin believed that the motivation to change was strongly related to action: If people are active in decisions affecting them, they are more likely to adopt new ways. "Rational social management", he said, "proceeds in a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of action".

Lewin's description of the process of change involves three steps: Unfreezing: Faced with a dilemma or disconfirmation, the individual or group becomes aware of a need to change. Changing: The situation is diagnosed and new models of behavior are explored and tested. Refreezing: Application of new behavior is evaluated, and if reinforcing, adopted.Figure 1 summarizes the steps and processes involved in planned change through action research. Action research is depicted as a cyclical process of change. The cycle begins with a series of planning actions initiated by the client and the change agent working together. The principal elements of this stage include a preliminary diagnosis, data gathering, feedback of results, and joint action planning. In the language of systems theory, this is the input phase, in which the client system becomes aware of problems as yet unidentified, realizes it may need outside help to effect changes, and shares with the consultant the process of problem diagnosis. The second stage of action research is the action, or transformation, phase. This stage includes actions relating to learning processes (perhaps in the form of role analysis) and to planning and executing behavioral changes in the client organization. As shown in Figure 1, feedback at this stage would move via Feedback Loop A and would have the effect of altering previous planning to bring the learning activities of the client system into better alignment with change objectives. Included in this stage is action-planning activity carried out jointly by the consultant and members of the client system. Following the workshop or learning sessions, these action steps are carried out on the job as part of the transformation stage.The third stage of action research is the output, or results, phase. This stage includes actual changes in behavior (if any) resulting from corrective action steps taken following the second stage. Data are again gathered from the client system so that progress can be determined and necessary adjustments in learning activities can be made. Minor adjustments of this nature can be made in learning activities via Feedback Loop B (see Figure 1). Major adjustments and reevaluations would return the OD project to the first, or planning, stage for basic changes in the program. The action-research model shown in Figure 1 closely follows Lewin's repetitive cycle of planning, action, and measuring results. It also illustrates other aspects of Lewin's general model of change. As indicated in the diagram, the planning stage is a period of unfreezing, or problem awareness. The action stage is a period of changing, that is, trying out new forms of behavior in an effort to understand and cope with the system's problems. (There is inevitable overlap between the stages, since the boundaries are not clear-cut and cannot be in a continuous process). The results stage is a period of refreezing, in which new behaviors are tried out on the job and, if successful and reinforcing, become a part of the system's repertoire of problem-solving behavior. Action research is problem centered, client centered, and action oriented. It involves the client system in a diagnostic, active-learning, problem-finding, and problem-solving process. Data are not simply returned in the form of a written report but instead are fed back in open joint sessions, and the client and the change agent collaborate in identifying and ranking specific problems, in devising methods for finding their real causes, and in developing plans for coping with them realistically and practically. Scientific method in the form of data gathering, forming hypotheses, testing hypotheses, and measuring results, although not pursued as rigorously as in the laboratory, is nevertheless an integral part of the process. Action research also sets in motion a long-range, cyclical, self-correcting mechanism for maintaining and enhancing the effectiveness of the client's system by leaving the system with practical and useful tools for self-analysis and self-renewal.

Participatory videoParticipatory video is a set of techniques that involve a group or community in shaping and creating their own film, in order to explore, solve and communicate their issues. It started in 1967 by Canadian advocate Don Snowden, who changed the lives of Newfoundland's Fogo Islanders. Then Director of the Extension Department at Memorial University of Newfoundland, Snowden worked with filmmaker Colin Low as part of the National Film Board of Canada's Challenge for Change program. By watching each other’s films, the different villagers on the island came to realise that they shared many of the same problems and that by working together they could solve some of them. The films were also shown to politicians who lived too far away and were too busy to actually visit the island. As a result of this dialogue, government policies and actions were changed. The techniques developed by Snowden became known as the Fogo process. Its chief power is that the video is edited by its participants