Research in Education (Unit 6) - UGC NET Education Paper IIThiyagu K
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This presentation slides describe the contents of Research in Education (Paper-II - Unit 6 - UGC NET Education) into four parts. The contents involved in this presentation are the scope of scientific research, research design, types of research, hypothesis, variables, sample, tools, quantitative data analysis, quantitative data analysis, qualitative research, and mixed research. This material can help the UGC NET Educational Aspirants prepare Unit 6 (Research in Education) in the Paper-II syllabus.
Unit 2- Research Aptitude (UGC NET Paper I)Thiyagu K
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The document discusses research aptitude and provides information on various aspects of research such as meaning of research, research objectives, characteristics of research, types of research, research methodology, application of ICT in research, and research ethics. It defines research as a systematic process of discovering new facts or testing known ideas. The key characteristics of research discussed are objectivity, reliability, validity, accuracy, credibility, generalizability, being empirical, systematic, and replicable. The document outlines different types of research such as fundamental vs applied research and qualitative vs quantitative research. It also discusses various steps involved in research such as selecting the research problem, literature review, data collection and analysis, and reaching conclusions.
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
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This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
Digital initiatives in higher education in India include:
1. SWAYAM - An online platform for Massive Open Online Courses provided by the government for free.
2. SWAYAM PRABHA - A group of 34 DTH channels broadcasting educational programs 24/7.
3. National Digital Library - A digital library providing free access to textbooks, articles, videos and lectures.
These initiatives aim to improve access, equity and quality of education through online and digital resources.
The University Grants Commission (UGC) is India's higher education regulator established in 1956. It coordinates and maintains standards in universities and allocates funding. The UGC works to develop universities as centers of excellence, foster collaboration, and help universities with staff development and student mobility. It determines academic standards, supports research, frames regulations, and monitors university functions.
The Central Advisory Board of Education (CABE) is India's oldest and highest advisory board for education, established in 1920 to advise central and state governments on education policies. CABE reviews education progress nationwide, ensures education policies are properly implemented, and provides a platform for center-state coordination and information sharing on education. It is chaired by the Union HRD Minister and composed of state education ministers, parliamentary members, and nominated academic experts. CABE meets at least annually to advise governments, appoint committees on issues, and gather input from education stakeholders.
Research in Education (Unit 6) - UGC NET Education Paper IIThiyagu K
Â
This presentation slides describe the contents of Research in Education (Paper-II - Unit 6 - UGC NET Education) into four parts. The contents involved in this presentation are the scope of scientific research, research design, types of research, hypothesis, variables, sample, tools, quantitative data analysis, quantitative data analysis, qualitative research, and mixed research. This material can help the UGC NET Educational Aspirants prepare Unit 6 (Research in Education) in the Paper-II syllabus.
Unit 2- Research Aptitude (UGC NET Paper I)Thiyagu K
Â
The document discusses research aptitude and provides information on various aspects of research such as meaning of research, research objectives, characteristics of research, types of research, research methodology, application of ICT in research, and research ethics. It defines research as a systematic process of discovering new facts or testing known ideas. The key characteristics of research discussed are objectivity, reliability, validity, accuracy, credibility, generalizability, being empirical, systematic, and replicable. The document outlines different types of research such as fundamental vs applied research and qualitative vs quantitative research. It also discusses various steps involved in research such as selecting the research problem, literature review, data collection and analysis, and reaching conclusions.
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
Â
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
Digital initiatives in higher education in India include:
1. SWAYAM - An online platform for Massive Open Online Courses provided by the government for free.
2. SWAYAM PRABHA - A group of 34 DTH channels broadcasting educational programs 24/7.
3. National Digital Library - A digital library providing free access to textbooks, articles, videos and lectures.
These initiatives aim to improve access, equity and quality of education through online and digital resources.
The University Grants Commission (UGC) is India's higher education regulator established in 1956. It coordinates and maintains standards in universities and allocates funding. The UGC works to develop universities as centers of excellence, foster collaboration, and help universities with staff development and student mobility. It determines academic standards, supports research, frames regulations, and monitors university functions.
The Central Advisory Board of Education (CABE) is India's oldest and highest advisory board for education, established in 1920 to advise central and state governments on education policies. CABE reviews education progress nationwide, ensures education policies are properly implemented, and provides a platform for center-state coordination and information sharing on education. It is chaired by the Union HRD Minister and composed of state education ministers, parliamentary members, and nominated academic experts. CABE meets at least annually to advise governments, appoint committees on issues, and gather input from education stakeholders.
The National Education Policy 2020 aims to transform India's education system. It introduces major reforms like a new 5+3+3+4 curriculum structure, increased focus on early childhood education, vocational education from class 6, teaching in regional languages till class 5, holistic progress assessment, increased access to education, and increased gross enrollment ratio in higher education to 50% by 2035. The policy establishes the Higher Education Commission of India as a single regulator and envisions universities and colleges moving towards more autonomy. It also focuses on equity, access, digital initiatives, and promoting multilingualism and Indian languages. The policy underwent extensive consultations with various stakeholders.
What is ugc all about its establishment functions and structureAnujjindal.in
Â
Do you know what is UGC? Grab the complete details of the University Grants Commission beginning from its history and journey of the establishment to its organizational structure, members, roles, functions, and vision.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
The document discusses various Open Educational Resource (OER) initiatives in India. It provides background on the history and definition of OERs, highlighting their importance for improving access to education. It then outlines several major Indian government programs and projects focused on developing and sharing OERs, including the National Digital Library of India, NPTEL, e-PG Pathshala, the Consortium for Educational Communication, and SWAYAM. The initiatives aim to widen access to educational content through open licensing and various digital platforms providing open courseware, e-books, video lectures, and other learning materials.
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
Swayam is an online education platform launched by the Indian government in 2017. It aims to provide online courses from school to postgraduate level. Swayam coordinates with various organizations like AICTE, UGC, IGNOU to deliver courses. The platform uses a four quadrant approach including e-tutorials, e-content, web resources, and self-assessment. Swayam's goal is to develop 2000+ courses and 80,000 hours of learning material to establish an interactive online learning platform for students.
Universalization of elementary educationAbid Nazir
Â
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
The document discusses Jerome Bruner's Concept Attainment Model, which is an instructional strategy that uses examples to lead students to identify concepts. The model has three phases: presenting examples to generate hypotheses about a concept, testing students' understanding by having them classify new examples, and analyzing their thinking process. The model is intended to teach concepts inductively and help students learn conceptual thinking skills. It provides structured examples and feedback to guide students in grouping ideas according to their shared attributes.
Unit 10 - Higher Education System (UGC NET Paper I).pdfThiyagu K
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The document discusses several apex educational bodies in India that govern different aspects of the education system. These include the National Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) which oversee accreditation of higher education institutions. Other bodies mentioned are the University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE), and National Institute of Open Schooling (NIOS). The document also provides a brief overview of the roles and functions of these various educational bodies in India.
The document outlines the five phases of the ADDIE model for developing e-learning content: 1) Analysis to identify the learning environment and objectives, 2) Design of learning objectives, assessments and media, 3) Development of storyboards and scripting of content, 4) Implementation by distributing materials to learners and training facilitators, and 5) Evaluation for feedback through formative evaluation during development and summative evaluation after completion.
Sociology Equalization of educational oppurtunitySiva Santhosh
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This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
- After gaining independence, India's education system began changing to focus on educating the masses and instilling patriotism. [1]
- The first two decades saw the establishment of education commissions to guide policy evolution and development. Key milestones included making elementary education free and compulsory up to age 14. [2]
- Since then, India has focused on improving literacy, expanding access to education at all levels, and developing vocational and technical education to meet the needs of an independent nation. National policies and initiatives like the Kothari Commission and Sarva Shiksha Abhiyan have guided education reforms. [3]
National Institutional Ranking Frame Workarshababu2018
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The document discusses India's National Institutional Ranking Framework (NIRF) which ranks higher education institutions in India. It was launched in 2015 by the Ministry of Human Resource Development. There are separate rankings for different types of institutions like universities, colleges, engineering, management, pharmacy and architecture institutions. The rankings use parameters like resources, research, and stakeholder perception. The aim of NIRF is to rank institutions to have wider appeal and influence quality. The first India rankings were released in April 2016.
The Central Advisory Board of Education (CABE) is India's oldest and highest advisory body on education, established in 1920 to advise central and state governments. It was dissolved briefly but revived in 1935 and advised on the National Policy on Education of 1992. After being dissolved again in 1994, CABE was reconstituted in 2004. Composed of central ministers, state representatives, parliament members, and nominated experts, CABE reviews education progress and advises on policies regarding issues like universal education, curriculum, and higher education financing. It aims to facilitate coordination between government and non-government groups to further educational development.
The document discusses the UGC-CEC (Consortium for Educational Communication), which was established by the University Grants Commission of India to address the needs of higher education through television and information communication technology. It provides coordination, guidance, and support to media centers in universities. The CEC conducts research on educational communication and experiments with new technologies to increase the reach of educational programs.
The Central Institute of Educational Technology (CIET) was established in 1984 by the Ministry of Human Resources Development of India under the National Council of Educational Research and Training. CIET was formed by merging two NCERT departments to make new media technologies available for school education. CIET designs educational media programs, trains educators in educational technology, and coordinates activities with state institutes to promote the use of mass media in expanding and improving school education quality.
Knowledge generation can occur through directed research, experiments, and interactions within academic institutions, firms, and organizations. It can also be casual and occur during daily work. Knowledge is created through practice, collaboration, interaction and education, and is indicated by human capital inputs and outputs. Knowledge is also generated from written sources and developing concepts, and appropriate data helps create new knowledge.
The National Mission on Education through Information and Communication Technology (NMEICT) has launched several initiatives to promote education through technology. These initiatives include the National Digital Library of India (NDLI), e-PG Pathshala, Virtual Labs, Spoken Tutorials, FOSSEE, Shodhganga, Shodh Shudhi, SWAYAM, and SWAYAM PRABHA. The initiatives aim to provide learning resources, online course content, databases of researchers and theses, open source software, and educational television channels to learners across India.
Here in these slides I have included some Digital Educational Programmes. Initiatives of Indian government for school and higher education. The basic purpose of these programmes is to bridge the digital devide and provide access, equity and equality for all.
These programmes are very helpful for teachers and students and some are very helpful for the research scholors, you may visit the programmes via your mobile phone and laptop.
I have prepared these slides for my ppt presentation purpose. I hope these slides would be helpful to you.
Thank You!
The National Education Policy 2020 aims to transform India's education system. It introduces major reforms like a new 5+3+3+4 curriculum structure, increased focus on early childhood education, vocational education from class 6, teaching in regional languages till class 5, holistic progress assessment, increased access to education, and increased gross enrollment ratio in higher education to 50% by 2035. The policy establishes the Higher Education Commission of India as a single regulator and envisions universities and colleges moving towards more autonomy. It also focuses on equity, access, digital initiatives, and promoting multilingualism and Indian languages. The policy underwent extensive consultations with various stakeholders.
What is ugc all about its establishment functions and structureAnujjindal.in
Â
Do you know what is UGC? Grab the complete details of the University Grants Commission beginning from its history and journey of the establishment to its organizational structure, members, roles, functions, and vision.
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
The document discusses various Open Educational Resource (OER) initiatives in India. It provides background on the history and definition of OERs, highlighting their importance for improving access to education. It then outlines several major Indian government programs and projects focused on developing and sharing OERs, including the National Digital Library of India, NPTEL, e-PG Pathshala, the Consortium for Educational Communication, and SWAYAM. The initiatives aim to widen access to educational content through open licensing and various digital platforms providing open courseware, e-books, video lectures, and other learning materials.
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
Swayam is an online education platform launched by the Indian government in 2017. It aims to provide online courses from school to postgraduate level. Swayam coordinates with various organizations like AICTE, UGC, IGNOU to deliver courses. The platform uses a four quadrant approach including e-tutorials, e-content, web resources, and self-assessment. Swayam's goal is to develop 2000+ courses and 80,000 hours of learning material to establish an interactive online learning platform for students.
Universalization of elementary educationAbid Nazir
Â
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
The document discusses Jerome Bruner's Concept Attainment Model, which is an instructional strategy that uses examples to lead students to identify concepts. The model has three phases: presenting examples to generate hypotheses about a concept, testing students' understanding by having them classify new examples, and analyzing their thinking process. The model is intended to teach concepts inductively and help students learn conceptual thinking skills. It provides structured examples and feedback to guide students in grouping ideas according to their shared attributes.
Unit 10 - Higher Education System (UGC NET Paper I).pdfThiyagu K
Â
The document discusses several apex educational bodies in India that govern different aspects of the education system. These include the National Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) which oversee accreditation of higher education institutions. Other bodies mentioned are the University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE), and National Institute of Open Schooling (NIOS). The document also provides a brief overview of the roles and functions of these various educational bodies in India.
The document outlines the five phases of the ADDIE model for developing e-learning content: 1) Analysis to identify the learning environment and objectives, 2) Design of learning objectives, assessments and media, 3) Development of storyboards and scripting of content, 4) Implementation by distributing materials to learners and training facilitators, and 5) Evaluation for feedback through formative evaluation during development and summative evaluation after completion.
Sociology Equalization of educational oppurtunitySiva Santhosh
Â
This document discusses equalizing educational opportunities in India. It outlines that education should aim for total personality development and be relevant to real life. Equality in education involves factors like teaching quality, resources, and examinations. The document recommends free primary schooling, mid-day meals, books, and scholarships to provide equal opportunity. It identifies groups that lack access, like rural communities and scheduled castes/tribes. Overall, it emphasizes the importance of equal education in a democracy and the ongoing efforts through plans and policies to improve access and conditions for success.
- After gaining independence, India's education system began changing to focus on educating the masses and instilling patriotism. [1]
- The first two decades saw the establishment of education commissions to guide policy evolution and development. Key milestones included making elementary education free and compulsory up to age 14. [2]
- Since then, India has focused on improving literacy, expanding access to education at all levels, and developing vocational and technical education to meet the needs of an independent nation. National policies and initiatives like the Kothari Commission and Sarva Shiksha Abhiyan have guided education reforms. [3]
National Institutional Ranking Frame Workarshababu2018
Â
The document discusses India's National Institutional Ranking Framework (NIRF) which ranks higher education institutions in India. It was launched in 2015 by the Ministry of Human Resource Development. There are separate rankings for different types of institutions like universities, colleges, engineering, management, pharmacy and architecture institutions. The rankings use parameters like resources, research, and stakeholder perception. The aim of NIRF is to rank institutions to have wider appeal and influence quality. The first India rankings were released in April 2016.
The Central Advisory Board of Education (CABE) is India's oldest and highest advisory body on education, established in 1920 to advise central and state governments. It was dissolved briefly but revived in 1935 and advised on the National Policy on Education of 1992. After being dissolved again in 1994, CABE was reconstituted in 2004. Composed of central ministers, state representatives, parliament members, and nominated experts, CABE reviews education progress and advises on policies regarding issues like universal education, curriculum, and higher education financing. It aims to facilitate coordination between government and non-government groups to further educational development.
The document discusses the UGC-CEC (Consortium for Educational Communication), which was established by the University Grants Commission of India to address the needs of higher education through television and information communication technology. It provides coordination, guidance, and support to media centers in universities. The CEC conducts research on educational communication and experiments with new technologies to increase the reach of educational programs.
The Central Institute of Educational Technology (CIET) was established in 1984 by the Ministry of Human Resources Development of India under the National Council of Educational Research and Training. CIET was formed by merging two NCERT departments to make new media technologies available for school education. CIET designs educational media programs, trains educators in educational technology, and coordinates activities with state institutes to promote the use of mass media in expanding and improving school education quality.
Knowledge generation can occur through directed research, experiments, and interactions within academic institutions, firms, and organizations. It can also be casual and occur during daily work. Knowledge is created through practice, collaboration, interaction and education, and is indicated by human capital inputs and outputs. Knowledge is also generated from written sources and developing concepts, and appropriate data helps create new knowledge.
The National Mission on Education through Information and Communication Technology (NMEICT) has launched several initiatives to promote education through technology. These initiatives include the National Digital Library of India (NDLI), e-PG Pathshala, Virtual Labs, Spoken Tutorials, FOSSEE, Shodhganga, Shodh Shudhi, SWAYAM, and SWAYAM PRABHA. The initiatives aim to provide learning resources, online course content, databases of researchers and theses, open source software, and educational television channels to learners across India.
Here in these slides I have included some Digital Educational Programmes. Initiatives of Indian government for school and higher education. The basic purpose of these programmes is to bridge the digital devide and provide access, equity and equality for all.
These programmes are very helpful for teachers and students and some are very helpful for the research scholors, you may visit the programmes via your mobile phone and laptop.
I have prepared these slides for my ppt presentation purpose. I hope these slides would be helpful to you.
Thank You!
Digital Learning: A Birds eye view of web platform in Digital India for LearningShiba Bhue
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This document discusses various digital learning platforms and resources available in India. It describes mobile apps from NCERT and MHRD that provide educational content from classes 1-12. Other resources mentioned include ePathshala, ePG Pathshala, Online Labs developed by Amrita University, Khan Academy, SWAYAM India's MOOC platform, NPTEL from IITs and IISc, Sakshat, Shodhganga, and Unacademy. The document concludes that while national e-libraries and MOOCs are in early stages, open educational resources are growing in India, and more digital learning options will emerge to meet needs through programs like Digital India.
The document discusses several digital initiatives in higher education in India developed by the Ministry of Human Resource Development (MHRD). These include the National Mission on Education through ICT which aims to improve access to quality education through digital solutions. Key initiatives mentioned are SWAYAM for MOOCs, Swayam Prabha DTH channels, the National Digital Library, National Academic Depository, e-Shodh Sindhu for access to journals and e-books, Virtual Labs, e-Yantra for robotics education, broadband connectivity for universities, and Talk to a Teacher/Ask a Question platforms for interacting with IIT faculty. The initiatives aim to leverage technology to improve access, quality and learning outcomes in higher
Massive Open Online Courses in India: A Study of SwayamVasantha Raju N
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This document discusses Massive Open Online Courses (MOOCs) in India, specifically focusing on the Swayam platform. It provides background on MOOCs, describing the two main types (cMOOCs and xMOOCs). It then discusses India's efforts to develop online education/OERs through initiatives like NPTEL, NMEICT, and IIMBx. It provides details on the Swayam platform, including its features, quality assurance process, and importance in the Indian context by helping improve access and skills. The document concludes by discussing ways Swayam could be further improved such as enhancing digital literacy, providing more content in regional languages, and improving completion rates.
National educational portals in India provide a variety of online educational resources and services. Some of the major portals mentioned include INDCAT, which provides a union database of library resources; CEC and IGNOU, which offer online courses, e-content, and webcasting; NPTEL and VYAS Channel, which stream engineering courses and supplement classroom teaching; and SWAYAM and SWAYAM Prabha, which provide massive open online courses and DTH channels for education across India. These portals facilitate access to information, online learning, and educational services.
- The document discusses several initiatives by the Indian government to promote education through information and communication technologies (ICT), including the National Mission on Education through ICT (NMEICT).
- Key programs discussed include the National Programme on Technology Enhanced Learning (NPTEL) run by 7 IITs and IISc Bangalore to develop online courses, the Sakshat portal to provide educational resources, the National Knowledge Network (NKN) to connect institutions, and the Information and Library Network (INFLIBNET) to connect university libraries.
- It also mentions e-content projects funded by NMEICT, including e-GyanKosh which is a digital repository of open educational resources maintained by IG
Dr. Shyam Sunder Sharma will give a presentation titled "Digital Learning: A Pathway Towards Education and Research" at the National Seminar on âChallenges and Innovative Measures for Enhancement of Education and Research in HEIs of Rural Areas". The presentation will discuss massive open online courses (MOOCs) and their role in higher education in India, particularly in rural areas. It will cover the education system in India, MOOC platforms like SWAYAM and NPTEL, and how digital learning can help address challenges in higher education like lack of infrastructure and faculty in rural institutions. The presentation argues that digital learning through MOOCs can play a critical role in achieving the goals of
SWAYAM is a government-sponsored initiative aimed at achieving the three
cardinal principles of education policy: access, fairness, and quality. The goal of this
initiative is to make the greatest teaching and learning tools available to everyone,
especially the most disadvantaged. SWAYAM aims to close the digital divide for
students who have been left behind by the digital revolution and are unable to
participate fully in the knowledge economy. This is accomplished using an in-house
created IT platform that allows anybody, anywhere, at any time to access all of the
courses taught in classrooms from 9th grade to post-graduation.The UGC announced
this in a gazette notification in July 2016.Essentially, this platform has evolved
through four quadrant approaches: video lectures, specifically prepared reading
material that may be printed, self-assessment quizzes, and finally, discussion forums
for more clarifications. The massive open online course, which is a methodology for
distributing learning content to a huge number of individuals online, is hosted on
this platform. This paper deals with journey of SWAYAM, scope, benefits, and
issues
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
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Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: âOpen Educational Resources as a Catalyst for Faculty Developmentâ
26-27 September, 2013. Amity University Uttar Pradesh, India.
The growth of e-learning has immensely rised due to usage of internet and mobiles. This PPT describes the trends involved in learning traditionally and now online.
The document discusses the growth of e-learning in India from its early beginnings in the 1990s to recent developments. It notes that while e-learning initiatives have increased, efforts have been more technology-driven with less focus on instructional design and staff development. It recommends establishing a council for online learning to coordinate efforts, develop learning repositories, and facilitate online training for educators to help improve e-learning quality in India.
Professional development of teachers collaboration and associationsDrSK Pulist
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This document discusses several organizations that support teacher education and professional development. It provides brief descriptions and website links for international groups like ISfTE, AERA, and ATEE; national Indian organizations like IATE, AITEA, and ITEF; online teacher networks; and open education platforms like MOOCs, Coursera, EdX, and WikiEducator. The purpose is to facilitate information sharing and collaboration among stakeholders in teacher education.
The document discusses digital learning platforms and resources available in India. It outlines several government initiatives to expand access to education through online and mobile resources, including ePathshala, ePG Pathshala, Online Labs, Khan Academy India, NROER, SWAYAM, NPTEL, Sakshat, Shodhganga, and Unacademy. These platforms provide e-textbooks, online courses, simulations, videos, and other open educational resources mapped to school and university curricula. The trends of edutainment, mobile learning, adaptive learning, blended classrooms, MOOCs, and augmented reality are also transforming digital education in India. While national e-learning efforts
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
MOOCs in indian context: An Overview provides information about various MOOCs platforms and discusses extensively about Swayam, the Indian MOOC Platform.
INFLIBNET is an autonomous inter-university centre of the University Grants Commission that aims to promote resource sharing among academic libraries. It provides access to scholarly electronic resources, develops tools to access information, and builds ICT infrastructure in educational institutions. Major activities include automating university libraries, creating union catalogues of resources, facilitating access to e-journals and databases, developing open access repositories, and measuring research output of Indian universities. It is located in a new building in Gandhinagar with academic, administrative, and residential blocks that was constructed following green building principles.
Sujata Santosh presents on the opportunities and challenges of using open educational resources (OERs) in distance education in India. There is a large population of learners in India's education system, but inadequate resources and infrastructure pose problems. OERs can help address these issues by providing free, high-quality learning materials. Several national OER initiatives have emerged in India, including projects by the Consortium for Educational Communication, National Science Digital Library, and Indira Gandhi National Open University. However, greater awareness, skills, infrastructure, and institutional policies are still needed for OERs to reach their full potential in improving access to education across India.
The document discusses opportunities and challenges related to the use of Open Educational Resources (OERs) in distance education in India. It provides an overview of India's education system, distance education scenario, and various national and institutional OER initiatives. Some key challenges to adopting OERs include lack of awareness, skills, and clear policies, as well as issues relating to infrastructure, sharing culture, OER quality, and standards.
Digital initiatives in higher educationThanavathi C
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SWAYAM is India's indigenous online learning platform offering massive open online courses (MOOCs) in all subjects from school to post-graduation level. The document provides details about the various initiatives under SWAYAM including the number of courses available, enrollments, SWAYAM Prabha educational TV channels, National Digital Library of India, Virtual Labs and other projects to promote online and technology-enabled education in India. Over 5 lakh students have been certified and courses have received over 1.25 crore enrollments on the SWAYAM platform.
Similar to Digital Initiatives in Higher Education (Unit 8 - ICT) Paper 1 (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unlocking the Power of Bloom's Digital Taxonomy in Education
In this presentation, we dive deep into the fascinating world of Bloom's Digital Taxonomy and its significance in modern education.
đ The digital age has transformed the way we learn, and it's essential to adapt our teaching methods accordingly. Join us as we explore:
đ Traditional Bloom's Taxonomy: We'll start by revisiting the foundational concepts of Bloom's Taxonomy and its hierarchy of cognitive skills.
đĄ The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
đ The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
đą Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
đ Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! đđ
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
Artificial Intelligence (AI) in Education.pdfThiyagu K
Â
Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Classroom of the Future: 7 Most Powerful Shifts .pdfThiyagu K
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This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Todayâs Learning to Tomorrowâs Learning.
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Chat GPT is an advanced language model that has revolutionized the field of education. This cutting-edge technology is transforming the way students learn and interact with the world around them. With Chat GPT, students can now have access to personalized learning experiences, instant feedback, and a wealth of knowledge that was once unimaginable.
This SlideShare presentation will explore the various ways Chat GPT is changing the face of education. From intelligent tutoring systems to virtual assistants, this technology is creating a new era of learning that is more personalized, efficient, and engaging than ever before. We'll look at some real-world examples of how Chat GPT is being used in education today, and how it is transforming the classroom experience for both students and teachers.
The presentation will also delve into some of the potential benefits and challenges of using Chat GPT in education. We'll discuss how this technology can help bridge the learning gap for students with disabilities or learning difficulties, and how it can make education more accessible to students in remote or underserved areas.
Finally, the presentation will provide some practical tips and advice for educators who want to incorporate Chat GPT into their teaching practice. From choosing the right technology to developing effective lesson plans, we'll cover everything you need to know to get started with this game-changing tool.
Whether you're a teacher, a student, or simply interested in the future of education, this SlideShare presentation is for you. Join us as we explore the world of Chat GPT and discover how this technology is transforming education for the better.
This document provides an overview of Chat GPT, an AI tool launched in November 2022 by OpenAI. It discusses that Chat GPT allows for conversational dialogues and aims to give accurate answers while admitting mistakes. The document notes that Chat GPT was trained on huge amounts of online text data to generate human-like responses. Potential uses of Chat GPT discussed include powering virtual customer service agents, personal assistants, social media moderation, and improving machine translation.
Unit 8 - ICT NET Materials (UGC NET Paper I).pdfThiyagu K
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This document provides information on ICT terminology, abbreviations, and concepts relevant to the UGC NET exam. It begins with a list of common computer and internet abbreviations. It then defines key terms like LAN, MAN, WAN and provides email basics such as email headers and components. It discusses video conferencing technologies and providers. It concludes with an overview of major digital initiatives in Indian higher education such as SWAYAM, Swayam Prabha, the National Digital Library, National Academic Depository, and e-Shodh Sindhu.
Unit 10 - Higher Education System UGC NET Paper I.pdfThiyagu K
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This document provides an overview of the higher education system in ancient and modern India. It discusses some of the major institutions and centers of learning in ancient India like Takshashila, Nalanda, Valabhi, and Vikramshila. It then summarizes the evolution of higher education in post-independence India, highlighting influential commissions like the Radhakrishnan Commission, Mudaliar Commission, Kothari Commission, and Ramamurthy Review Committee that shaped policies and reforms. The document covers topics ranging from the gurukul system of education to modern universities and examines the philosophies, curriculums, and structures of higher learning institutions throughout Indian history.
The document discusses various sources of funding for social science research in India. It outlines different types of grants available from major funding agencies like ICSSR, UGC, ICHR, and ICPR for projects, fellowships, publications and more. Eligibility typically requires applicants to be PhD holders from public funded institutions. The application process involves submitting a detailed research proposal along with credentials. Agencies like ICSSR provide major and minor grants ranging from Rs. 5-15 lakhs for projects lasting 1-2 years. Remuneration scales, budget guidelines, and completion procedures are also outlined. Overall, the document serves as a comprehensive guide to potential funding avenues for social science researchers in India.
This presentation explains the different EdTech Trends and features. Similary this presentation gives the views about the different digital pedagogical framework.
Decolonizing Universal Design for LearningFrederic Fovet
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UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).
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How to Purchase Products in Different Units of Measure (UOM) in Odoo 17Celine George
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UGC CARE LIST OF JOURNALS 2024: UNLOCKING ACADEMIC EXCELLENCEaimlayresearch2
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The UGC CARE initiative was launched to promote academic integrity and great studies guides. It aims to pick out and keep a comprehensive listing of credible journals across a diverse range of subjects. The UGC CARE listing is up to date often to encompass excellent journals while removing those who fail to fulfill the set requirements
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2. NATIONAL MISSION
ON EDUCATION
THROUGH ICT
(NMEICT)
National Mission on
Education through ICT
(NMEICT) is a major initiative
of Ministry of Human
Resource Development
(MHRD) (Now - Ministry of
Education) to infuse digital
education solutions to
improve the access to
quality contents and also to
improve the learning
outcomes.
http://www.nmeict.ac.in/
2
3. Even though various
initiatives have been
taken up under NMEICT
programme, the major
currently ongoing
initiatives like
SWAYAM
SWAYAM Prabha
National Digital Library
e-Yantra
FOSSE
Virtual Labs
Spoken Tutorials
3
6. SWAYAM
www.swayam.gov.in
âStudy Webs of Active Learning for Young Aspiring Mindsâ
(SWAYAM)
is Indiaâs own MOOCs platform
offering free online courses on almost all the disciplines.
6
7. SWAYAM was formally launched on 09.07.2017 by the Honâble President of
India.
More than 2200 Courses have been offered through SWAYAM
More than 50 Lakhs students have registered on SWAYAM platform and there are
more than 1 crore enrolments in various courses.
The framework for transfer of credits (upto a maximum of 20%) has been put
in place by AICTE and UGC by bringing out necessary regulations. With this, the
students studying in any Institution can transfer the credits earned through the
SWAYAM Courses into their academic records.
So far, about 122 Institutions/Universities have recognized the SWAYAM Courses
for credit transfer and many others are in the process of doing the same.
7
9. SWAYAM PRABHA
www.swayamprabha.gov.in
SWAYAM PRABHA is an initiative to provide
32+2 (34) high quality educational channels
through DTH (Direct to Home) across the length
and breadth of the country on 24X7 basis.
Honâble President of India has launched the
SWAYAM Prabha on 9th July, 2017.
The contents are prepared by different MHRD
agencies like CEC, IGNOU, IITs, NIOS and NCERT.
9
11. NATIONAL DIGITAL LIBRARY (NDL)
www.ndl.gov.in
The National Digital Library of India (NDL) project has
been entrusted to IIT Kharagpur to develop the overall
framework of a facility that can provide a single
window access to learners for e-contents/resources.
The vision is to build NDL as a National Knowledge Asset
that should become the key driving force for education,
research. innovation and technology economy in India.
11
13. e-YANTRA
www.e-yantra.org
e-Yantra is a project entrusted to IIT
Bombay for enabling effective education
across engineering colleges in India on
embedded systems and Robotics.
e-Yantra also helps colleges to setup
Robotics labs/ clubs to make it a part of
their routine training curriculum.
More than 275 colleges across India have
benefited with this initiative. All the
projects and code are available on the e-
Yantra website www.e-yantra.org as open
source content.
13
14. e-Yantra Lab Setup Initiative (eLSI) is a college
level program under which colleges are helped to
setup robotics labs.
It addresses infrastructure creation and teacher
training to create an ecosystem at the colleges to
impart effective engineering education using
âProject Beased Learning.â
e-Yantra Robotics Competition (eYRC) is a unique
annual competition for undergraduate students in
science and colleges.
e-Yantra Ideas Competition (eYIC). e-Yantra labs
volunteer upto 4 proposals for solving local
problems through automation
14
17. VIRTUAL LAB
www.vlab.co.in
This initiative provides
remote access to Labs
in various disciplines of
Science and
Engineering.
There are 12- participating
institutes; IIT Delhi, IIT Bombay,
IIT Madras, IIT Guwahati, IIT
Kharagpur, IIT Kanpur, IIT
Roorkee, NITK Surathkal, COE
Pune, Amrita Vishwa
Vidyapeetham, and Dayalbagh
Educational Institute Agra. IIT
Delhi is the Coordinating
Institution
17
19. FOSSEE
www.fossee.in
The FOSSEE (Free/Libre and Open
Source Software in Education) Project,
promotes the use of FLOSS (Free/Libre
and Open Source Software) tools to
improve the quality of education in our
country.
It aims to reduce the dependency on
proprietary software in educational
institutions. It is being implemented by
IIT Bombay. 19
21. SPOKEN TUTORIAL
www.spoken-tutorial.org
This project helps everyone
learn various Free/Libre and
Open Source Software all by
oneself.
The selfpaced, multilingual
courses ensure that anybody
with a computer and a desire
for learning, can learn from any
place, at any time and in a
language of their choice.
Internet is not required to use
Spoken Tutorials. This project is
being implemented by IIT
Bombay.
21
22. Even those students who are not fluent in English can learn from Spoken
Tutorials through dubbing available in all 22 languages of the Schedule 8 of
the Constitution, such as Hindi, Assamese, Bengali, Bodo, Gujarati, Kannada,
Kashmiri, Malayalam, Manipuri, Marathi, Nepali, Oriya, Sanskrit, Punjabi,
Tamil, Telugu, and Urdu.
22
24. NATIONAL ACADEMIC DEPOSITORY
www.nad.gov.in
National Academic Depository (NAD) is an online store
house of academic awards (degrees, diplomas,
certificates, mark sheets etc.) lodged by the academic
institutions / school boards / eligibility assessment
bodies in a digital format.
NAD is on 24X7 online mode for making available
academic awards and help in validating their
authenticity, their safe storage and easy retrieval.
24
25. ShodhShuddhi
PLAGIARISM DETECTION SOFTWARE
MHRD intends to provide plagiarism detection
software to all the Universities to facilitate easy
detection of plagiarised content in the academic and
research works including articles in journals and
conference proceedings, chapters in books, theses,
research reports, assignments, project works, lecture
notes, e-text / e-content for MOOCs and LMS, etc.
25
26. Based on the recommendation of Sub-Committee,
National Steering Committee (NSC) of e-
ShodhSindhu, The Ministry of Education, Govt. of
India has initiated a programme "ShodhShuddhi"
which provides access to Plagiarism Detection
Software (PDS) to all universities/Institutions in
India since Sept 1, 2019.
26
32. Shodhganga
https://shodhganga.inflibnet.ac.in/
Shodhganga: A reservoir of
Indian Theses
The Shodhganga@INFLIBNET
Centre provides a platform for
research students to deposit their
Ph.D. theses and make it
available to the entire scholarly
community in open access. The
repository has the ability to
capture, index, store, disseminate
and preserve ETDs submitted by
the researchers
32
36. ANNUAL REFRESHER PROGRAMME IN TEACHING
(ARPIT)
www.swayam.gov.in
The Ministry of Human Resource Development has
officially launched Online Annual Refresher
Programme in Teaching (ARPIT) on 13th
November, 2018, a major and unique initiative of
online professional development of 15 lakh higher
education faculty using the MOOCs platform
SWAYAM.
36
39. The basic philosophy of
MOOCs is 3Aâs
i.e.,
Anytime,
Anyone,
Anywhere.
MOOC (Massive Open
Online Courses) is a New
Paradigm of Education
for
anyone,
anywhere,
anytime.
39
41. Letter Expansion Meaning
O
Open Course can be accessed by (almost) anyone anywhere
Open as in freedom of place, pace and time
Open to everyone without entry qualifications
Course can be completed for free
41
43. Letter Expansion Meaning
C
Course The course offers a full course experience including
⢠Educational Content
⢠Facilitation Interaction among peers
⢠Activities/Tasks, Tests, including feedback
⢠Some kind of (non formal) recognition options
⢠A Study Guide / syllabus
43
44. Categories of MOOCs
Believe in the conventional
approach where the courses are
well-structured with
pre-selected reading and
reference materials.
xMOOCS
Allow for dynamic development
of study material.
No pre-planned set of reading
materials and courseware,
Material will be developed
through online discussions and
collaborations among learners
taking the course across the
globe.
cMOOCS
44
45. Four Quadrant Approach
(4)
Self-Assessment
MCQ, Quizzes, Assignments and
solutions
(1)
E-Tutorials
High Quality Video Lectures and
Multimedia Instructions and
lectures
(3)
Discussion Forum & Web
Resources
Raising of doubts and clarifying
them, Peer & coordinator
instruction
(2)
E-Content
Self-Instructional Materials /
e-books
Quadrant
45