Distance Education

The current research university landscape in India includes some institutions founded pre-independence, most established in the decades following independence, with several earning global rankings and aspiring for greater international recognition and many young research universities, less than two decades old, seeking global acclaim.  Several private sector universities are emerging or under development with aspirations to attain global recognition as research institutions .Their research performance is yet to be fully gauged, with future trends expected to clarify their trajectory. Their endeavors are backed by significant philanthropic funding. While it’s early days, there’s potential for some of these private institutions to transform into research universities, mirroring the trajectory seen in the USA India possesses an extensive higher education (HE) framework, notably youthful and swiftly expanding. In India, there are approximately 900 universities with the authority to grant degrees.. The rate of growth has seen a substantial rise. From 240 in 2000, the count surged to over 750 by 2015.  Despite having over 900 universities, Indian universities have evolved differently from those in the developed world. Few Indian universities rank among the top 200 globally, with none appearing in the Times Higher Education (THE) and Shanghai rankings, and only a few in the QS rankings.  The Indian HE ecosystem further boasts in excess of 40,000 colleges, with the majority of them emerging,  as recent as in the current century.  The prerequisites for establishing colleges were relatively modest in terms of capital, laboratory facilities, land, and other necessities, thereby enabling more private entities to establish colleges.  The gross enrolment ratio (GER), indicating the percentage of eligible students enrolled in higher education (HE), presently stands at approximately 25% in India and is projected to increase to 30% soon. In comparison, GER in several developed nations like the USA, Australia, and European countries typically exceeds 80%, while China’s GER is around 40%.  The Indian government aims to raise the gross enrolment ratio (GER) in higher education. Given India’s youthful demographic, with over 20% of the population aged 0-10 and another 20% aged 10-20, the HE system must expand to accommodate the growing number of young graduates. To achieve this and further increase GER, the higher education system will need to sustain rapid growth over the next few decades. Though a handful of higher education institutions (HEIs) enjoy international renown for their research endeavors, the overarching emphasis and dialogue within the HE system predominantly revolve around education, with research-oriented universities often overlooked. The majority of Higher Education Institutions (HEIs) in India have prioritized education over research, resulting in a dearth of high-quality educational experiences. Given that involvement in research is widely recognized as crucial for both educational excellence and cultivating a robust academic culture, the prevailing trend in Indian HEIs suggests a deficiency in delivering top-tier education. Nowadays, there’s a growing recognition of the significance of research, leading to a shift in focus from solely education to a combination of research and education in numerous universities.  In many developed nations, this shift occurred predominantly in the early 20th century, with World War II providing additional momentum. Contrastingly, in India, where the basic literacy rate stood at less than 20 percent upon gaining independence in 1947, this transformation appears to be unfolding presently. The inception of the modern university system in India began with the establishment of the University of Calcutta by the British. Subsequently, the universities of Bombay and Madras were established with the explicit aim of nurturing educated human resources to serve the British administrative apparatus in India. These universities, boasting exceptional faculty and pioneering PhD programs, emerged as leading research centers in India, making them the country’s earliest research universities. Notable institutions at the time of independence included the University of Calcutta, the University of Madras, the University of Bombay, Lucknow University, Allahabad University, BHU, Agra University, Punjab University, and Aligarh Muslim University (AMU). However, despite their significance in education, these institutions primarily emphasized teaching. The Universities of Calcutta, Madras, and Bombay awarded early PhDs, being among the earliest universities in the modern format, established in 1857 by the British. In India, the PhD program began in the late 19th century, with Calcutta University granting the first PhD in 1877.  Until the mid-1900s, only a few universities in India conferred PhD degrees, and the number of PhDs awarded was minimal. PhD production in India remained low until before independence in 1947. This was primarily due to the British-established universities being designed to produce human resources to aid administration, with research not being a primary objective, despite the provision of the PhD degree. The total number of PhDs produced until the 1920s was less than one per year, and even in the 1930s, just about three were produced annually nationwide. In the 1930s, India’s PhD output was slightly over 1% of that of the USA, a figure that rose to approximately 5% in the 1950s, the decade following India’s independence.  The production of PhDs in India has seen continuous growth across various fields of study. India ranks fifth globally in terms of the total number of PhDs awarded. While India’s PhD output was significantly smaller than that of the USA around independence (approximately 5%), the current scenario is notably different. Presently, India graduates approximately one-third the number of PhDs awarded by the USA. In a vast higher education system like in India, top universities are expected to prioritize research while others focus on education. Ideally, these leading research universities should produce the majority of PhDs. Data from the USA shows that roughly half of all PhDs are granted by the top 50 universities out of approximately 400 PhD-granting institutions. This pattern suggests a strong higher education system where top universities typically emphasize research and provide rigorous PhD programs, leading to the production of high-quality PhD graduates. In the top 25 institutions, about 85% of PhD students are full-time, a pattern observed in both engineering institutions and universities. This high proportion of full-time students is anticipated as top research universities generally depend on committed full-time PhD candidates. However, this percentage decreases significantly in the remaining top 100 institutions, with about 45% and 68%

1. Introduction: In a natural environment, the components interact with each other in an informal and unorganized manner leading to unpredictable or unspecified learning.  2. Instructions: In a controlled environment with predefined learning objectives, governed under a set of clearly defined instructions (guidelines or set of directives for performing activities or following procedures to achieve a predefined goal) can help us lead to attaining predictable learning outcomes. By instructions, we mean, directed teaching efforts (to build an organized learning process i.e. controlled environment) of the teacher to impart the required knowledge and experiences to the learners. Teaching and Instruction as terms could be found being used interchangeably but Instruction is more apt when it comes to defining the directed learning process. 3. Instructional System: Components inter-operating to deliver a desired function predictably, repeatedly and consistently in terms of the outcomes and performance is called a system. By Instructional System, it means components like learning process objectives, planning, implementation and testing of the learning outcomes. Instructions coded (automated or manually) when followed, guide the human interactions with an organized environment to achieve certain objectives (or behavioral changes). In other words, students following the instructions would undergo behavioral changes (difference between entry behaviors and terminal behaviors). They are expected to achieve certain terminal behaviors (expected terminal behaviors). The difference between actual and expected terminal behaviors is a measure of effectiveness of the learning process and such a measurement serves the purpose of providing the feedback. 4. Instructional Systems (IS) Design (ISD): ISD is a four stage design process : [A] Objectivizing (objectives are specified in terms of set of learning outcomes in the direction of overall goal/education/IS and an instructor or designer identifies the objectives needed to develop the procedures for the IS i.e. what needs to be achieved at the end of the teaching or learning process as an outcome i.e. terminal behaviors/change), [B] Planning, [C] Implementing & [D] Testing.  [B] Planning and Implementing stages put together constitute the core part of the process (also referred collectively as “designing the system” ). Planning (also referred as “analyzing the system requirements”) involves having understood the objectives, arriving at alternative or  all possible paths or educational methods or means or procedures (with known merits, demerits, limitations or constraints) to achieve these identified objectives and designated resources needed for these alternative paths or solutions, in order to choose or select the best possible alternative as a learning process or solution (given the set objectives).  It needs collective information about the potential alternative or solutions or methods and their merits and demerits and resources (attached costs) etc. It needs to consider the controlled learning environment and various variables that can impact its performance – (i) content that needs to meet the learning goal or outcomes (ii) facilities, materials, human activities and efforts, equipment, media, ICT etc. that needs to put/keep the learning environment in motion/operation (iii) factors as constraints related to time, autonomy of learner/teacher, cost etc. leading to trade-offs and related decisions (iv) learner characteristics or persona, number of learners, groups, entry behaviors, prior knowledge or academics, experience, personal and professional backgrounds, aspirations, learning style, studying skills and ability or learning rate etc.). Objectives and resources must get identified before designing or implementing the IS. [C] Implementation (also referred in nutshell as “designing the IS”) comes after objectives, procedures and resources needed are clearly identified. The design of IS must be instructive. IS designed should have inter-operative components working effectively (assisting each other) for the achievement of learning outcomes, objectives and eventual goal. It (IS Designed) should also operate with compatibilities with other IS external to the environment. It puts the plan into action to deliver the IS that can be used to execute multiple iterations of the learning process. Reviewing the implementation as per the plan (selected or chosen solution) is the responsibility of the designer or instructor. Designer or reviewer has to check whether each of the set objectives are met by the IS being planned and implemented (designed) or not, at each phase of the designing (planning and implementation) process .  ISD process improves the quality of the instructions by addressing various assumptions inherent in the instruction system – (i) no two learners are alike (entry behaviors  are different – prior knowledge/experience, learning style, level of motivation, learning ability or rate etc., ). (ii) each educational method or procedure has  its own set of merits and demerits or defects i.e. they differ in terms of their what objectives they can help achieve/deliver. In other words, level of objectives define what educational methods to be selected to build an instructional system. (iii) pre-requisites and practice (in case of a complex learning process or activities for higher learning objectives or outcomes) can help increase the level of motivation and prevent from degrading or lowering the learning objectives. (iv) exposing learners to wide range of subjects, ideas, attitudes etc., should not be construed as equivalent to delivering relevant content and related skills and competencies. In other words, the act of increasing the quantity does not necessarily means, it is a substitute for increasing the quality of the learning process. In other words, simply adding more resources or components in the system does not mean it will yield more or better outcomes. Designing or implementing IS needs to incorporate leaner’s characteristics and instructional media, techniques and materials available for them for in classroom or face to face or self learning environments – (i) individual differences (ii) readiness (iii) motivation and (iv) study conditions.  Based on the learner characteristics, learner support systems have to be designed.  In terms of instructional techniques and media, these are primarily of four types (i) Leaner centered – personalized systems of instructions, flexi-study, distance learning, progammed learning, computer assisted learning and individual projects (ii) group centered – tutorial, seminar, group discussion, group project (iii) teacher centered – lecture method, demonstration method and (iv) experience centered – discovery learning, learner centered instructions, simulation techniques, role play and case study techniques.  [D] Testing (also referred as ”

Block 1: Learner Support: An Introduction Unit 1: LS: A system’s approach 1.2 Open and Distance Learning System 1.2.1 Course Materials 1.2.2 Media and Technology 1.2.3 Delivery of Academic Programmes 1.2.4 Learner Support Services 1.2.5 Evaluation 1.3 Learner Support Services as a Sub-system of ODL System 1.3.1 Components of LSS 1.3.2 Academic Support Services 1.3.3 Administrative Support Services 1.3.4 Evaluation Support Services 1.3.1 Components of LSS: Different authors have classified LSS into different forms. More over different institutions of ODL adopt different forms of LSS in their own perspective. Deshpande (1995) classified LSS in two groups viz. Administrative support and Academic support. Negi (2003)  classified LSS in four groups: Administrative, Counselling, Library support and Assignment evaluation. Sathyanaryan (2001) classified them as Information support, Guidance support, Tutorial support, Counselling support and Library support. Harichandan (2010) classified the broad concept of LSS into six areas:  Primary support provided in printed study material.  Audio-video Programme.  Support through face to face interaction with teachers during contact programmes.  Counselling support  Library support  Assignment and feedback to learners.   Different kinds of LSS offered by ODLS like IGNOU, reads as;  Pre-entry awareness support.  Post-entry or during course academic support  Post-course Awareness programmes At open school stage the National Institute of Open Schooling (NIOS)  classified various components of LSS adopted by it as:  Pre-admission support  Enrolment and registration  Advice and counselling on selecting courses  Ensuring timely availability of self-study print materials  Personal contact programmes  Library services and provision of audio-video facilities  Assignment evaluation and feed back to Learners     1.4 Relationship between LSS and other Components of ODL System 1.4.1 Learners and LSS 1.4.2 Course Materials and LSS 1.4.3 Media and Technology and LSS 1.4.4 Delivery of Courses and LSS 1.4.5 Evaluation and LSS 1.5 Theoretical Framework of Learning vis-à-vis LSS 1.5.1 John Baath’s Views of Human Consideration 1.5.2 Holmberg’s Views on LSS 1.5.3 David Sewarte’s Ideas on Continuity on Concern  1.6 Factors Determining the Nature and Functions of LSS 1.6.1 Learners Background 1.6.2 Nature of Instructional Strategy and Delivery Mode 1.6.3 Course-related Factors   Distinguish between “distance learning” and “Open learning” with suitable examples. Distinguish between academic support and non-academic support in distance education. What is life-long learning ? Discuss this concept in the context of Open Distance Education. Discuss the theoretical framework of Learning Vis-a-Vis Learner Support (=> Services. Define the term quality assurance. In your own words, write down how quality can be assured for providing effective learner support services. Write a brief note on ‘quality assurance’ in open and distance learing.   Unit 2: LS: Issues 2.2 Significance of Learner Support Services 2.3 Need for Learner Support Services 2.3.1 Learner Based Requirements 2.3.2 Course Based Requirements 2.3.3 Sustaining Learners’ Motivation 2.4 Support Services at Various Stages 2.4.1 Support Services: Before Entry 2.4.2 Support Services: During Course 2.4.3 Support Services: After the Course Completion 2.5 Major Considerations for Provision of Learner Support Services 2.5.1 Learners Characteristics 2.5.2 Course Objectives 2.5.3 Physical Resources 2.5.4 Human Resources 2.5.5 Institutional Support and Guidelines 2.5.6 External Factors 2.5.7 Inter-institutional Coordination and Collaboration 2.6 Support Services for Disabled Learners 2.6.1 Disability: The Genesis 2.6.2 Mechanisms     Discuss different measures to reduce students’ attrition in distance education system. Explain the terms ‘informing’, ‘advising’ and ‘counselling’ to bring out the differences in their emphasis.  Discuss different measures to reduce students’ attrition in distance education system. Critically analyse the problems associated with the learners in Open and Distance Learning (ODL) institutions. What kind of support services do you suggest to meet these problems ? Write a brief note on stress management. Identify major factors that contribute to distance learners achievement (success). Unit 3: SS: Institutional Arrangements and Models  3.2 Evolution of Learner Support 3.2.1 First Generation: Correspondence Education (1840 Onwards) 3.2.2 Second Generation: Open and Distance Education (1970 Onwards) 3.2.3 Third Generation: Online Education (1990 Onwards) 3.3 Models of Learner Support 3.3.1 Model 1: Under Correspondence Education 3.3.2 Model 2: Under Open and Distance Education 3.3.3 Model 3: Under Online Education 3.4 Institutional Arrangements 3.4.1 Centralized Model  3.4.2 Decentralized Model 3.4.3 Web Based Model       Describe the various models of learner support. Which model do you prefer and why ? Justify your preference. Define the support services in distance education. How do these services help distance learners ? To what extent these support services are useful to you as a distance learner at IGNOU ? Describe the learner support system of an institution that is making extensive use of technology for  supporting its distance learners. Write a brief note on decentralised model for providing support services in open and distance education system. What is a study centre ? Describe its major functions. Describe the various functions of a Study Centre and Regional Centre. Explain the kind of support an open university provides through its Regional Centres & Study Centres. What are the support services offered by distance and Open learning institutions ? Discuss any three of them with examples What are learner support services ? Identify the need of support services in distance education. Explain diagrammatically any one model of learner support in distance education.  Define the term ‘Study Skills’. What study skills do you suggest for an average distance learner, and why ? Justify your answer with suitable examples. Discuss the role and major functions of a Regional Centre in Open and Distance Learning system. List major areas of support services in distance education and explain the ways of managing those areas, with the help of Illustrations.  Discuss the significance of learner support services in ODL system. Explain the support services provided to distance learners at three stages.   Unit 4: Developing Self Directed Learner 4.2 Nature of Open Learning 4.2.1 Individualized Learning 4.2.2 Independent Learning 4.2.3 Guided Learning 4.2.4 Group Learning 4.3 Characteristics of Distance Learners  4.4 Self-directed Learning 4.4.1 Models of Self-directed Learning 4.4.2 Component of Self-directed Learning  4.5 Role of Learner Support Services in Promoting Self-directed Learning 4.5.1 Role of Technology for Promoting Self-directed Learning 4.5.2 Evaluation of the Self-directed Learning Discuss briefly about the components of self-directed learning. Discuss different tasks performed by a distance teacher. Block 2: LS: Development of Skills   Unit 1: Cognitive Skills What are Cognitive Skills? Cognitive skills are the basic mental abilities that we use to think, study, and learn. In the context of distance education, they are regarded as any mental skills that are used in the process of acquiring knowledge, covering a wide variety of mental processes such as; ability to identify images, analyze sounds, recapitulate information, search facts in memory, associate and dissociate different pieces of information and use them in appropriate contexts. Cognitive skills accelerate learners’ efficiency, strengthen their ability, and capability in learning activities. In a sense, they make learners’ learning easy and comfortable. It is stated

Block 1 : Introduction to Research in Distance Education Unit 1: Introduction to Educational Research: Purpose , Nature and Scope Sources of Knowledge 1.3 Purpose of Research 1.3.1 Training and Research 1.3.2 Problem Solving 1.3.3 Search for Truth: Scientific Inquiry and Theory Development 1.4 Nature of Research 1.4.1 Characteristics of Research 1.4.2 Types of Research 1.4.3 Meaning of Educational Research 1.4.4 Scientific Approach in Educational Research 1.5 Scope of Educational Research 1.5.1 Methodological Classification 1.5.2 Area-wise Classification In deductive reasoning, the investigator proceeds from general to specific statements. In inductive reasoning, the argument and strength is derived from the observed phenomena. Both deductive and inductive reasoning have made significant contribution towards developing a systematic approach to establish truth. Deductive reasoning is a thinking process in which one proceeds from general to specific statements, through logical arguments. Inductive reasoning derives its argument and strength from the observed phenomena. Scientific approach is generally described as a process in which investigators move inductively from their observations to hypotheses and then deductively from the hypotheses to the logical implications of the hypotheses. This approach, or ‘research’ as source of information, has been increasingly used to prepare strategies and arrive at definite conclusions. As research systematically describes or measures reality in an objective way, it is a better source of knowledge, than one’s own experience, customs and traditions, deductive or inductive reasoning. The second purpose of research is diagnosing and solving the problems in the system. In this case, the system is distance education. Search for truth is the biggest challenge in research. Research in search of truth is often classified as pure research in the otherwise controversial pure- applied research continuum. The search for truth, from the angle of research, is the ability to  generalize and thus, create knowledge. Such generalizations are derived from occurrences in repeated instances Scientific enquiry starts with facts and then moves towards theorizing. To be useful, facts must be organized, and the primary purpose of the  scientific method is to develop a mechanism of organizing the facts, as they accumulate, and become meaningful from the stand point of their objectives. Through empirical investigations, scientists gather many facts. As these facts accumulate, there is a need for integration, organization, and classification in order to make the isolated findings meaningful. Significant relationship in the data must be identified and explained. In other words, theories must be formulated. Theory may be defined as “a set of interrelated constructs (concepts), definitions and propositions that present a systematic view of a phenomena by specifying relations among variables, with the purpose of predicting and explaining the phenomena” (Kerlinger, 1973). A hypothesis, when accepted, explains a small number of facts and the relationship between them. Generalization, as the term denotes, is a hypothesis based on broader phenomena. Theory, explains even more facts and their inter-relations. Theories themselves range from the simple to the more sophisticated. Finally there are laws, which have the greatest scope and generality. There are several purposes to be served by a theory in the development of science. We shall briefly consider three of them here. First, theory summarizes and puts in order the existing knowledge in a particular area. It permits deeper understanding of data and translates empirical findings into a more easily retainable and adaptable form. The theory of oxidation for instance, places into focus many of the chemical reactions common to everyday life. Secondly, theory provides a provisional explanation for observed events and relationships. It identifies the variables that are related and the nature of their relationship. A theory of learning, for example, could explain the relationship between the speed and efficiency of learning and such other variables as motivation, reward and practice. Lastly, theory permits the prediction of the occurrence of phenomena and enables the investigator to postulate and, eventually, to discover hitherto unknown phenomena. A theory is built upon collected facts. The investigator then searches, makes intelligent guesses as to how the facts are ordered, adds missing ideas or links, and puts forward a hypothesis; deduces what consequence should follow from the hypothesis and looks for further facts which are consistent or otherwise with the deductions; builds a wider generalization or conceptual framework on more facts; and eventually outlines a theory. Theories are solidly based on evidence. And they are important practical tools which enable us to advance our knowledge still further. Once a theoretical framework has been elaborated we know what facts to look for to confirm or to deny the theory; also, we have a conceptual framework inside with which our evidence can be tested. We may think of six levels of theorizing, which we briefly discuss below. Level 1. Hypothesis formation: This is the level of hypothesis formation. Any hypothesis which is to be used as a basis for research goes beyond the facts on which it is based. The purpose is to establish the existing state of affairs. Nearly all surveys are conducted for this purpose. Thus, students of education may conduct a survey of what the pupils think of a particular aspect of the curriculum; how much time is spent by pupils in watching television, etc. Direct study of aspects is probably the simplest to undertake though this does not mean that it is easy to plan and execute Level 2. Elementism: Examples of theories at this level are primitive forms of classification in terms of some significant set of ideas or idea. In the case of education and distance education, classification of abilities derived from factor analysis, or the classification of teaching acts that may be the result of extensive classroom observation, would come under the level of elementism. Level 3. Descriptive theories and taxonomies: Formulation of descriptive theories and taxonomies occurs at a more complex level than mere classification. An example of theorizing at this level is the taxonomy of human learning provided by Gagne. Gagne classified learning into eight different categories, which vary from the most simple to the most complex. Bloom’s taxonomy of cognitive behaviours can also be placed under this level. Level 4. Classification: For development of any kind of useful classificatory system, there is a need for a set of theoretical ideas to underlie the classification. The classification of animals acquired significance only after it was realized that, the species could be fitted into a system in which the evolutionary relationships between animals became the basis for classification. Although the concept of evolution became a basis for systematic classification of living creatures the theory of evolution itself represents theory construction at a higher

Block 1: Educational Systems Management Unit 1: Management Functions and Processes          System Concept –  Sub-systems (Prescribing courses. determining the curricula, setting the standards of achievements for the students, admitting students, collecting fees, maintaining records, recruiting teachers, training teachers, administering teachers for their services, holding examinations, certifying performance, construction and maintenance of building or classrooms or labs or hostels or staff houses etc, buying equipment or furniture or books i.e. inventories, administering the organization and finances),  Boundaries,  Goal (task producing an output) and  Relationships (inter-relationships and interdependence within sub-systems = [flows, structure, procedures, feedback, control])  Management Function: Administration and Management, Leadership and Creativity, Planning and Controlling, Organizing (structure of organization, principles of organizing) , Leading and Motivating Management Processes: Policy Formation, Decision Making, Planning Processes (forecasting, strategic planning, operational planning), Creating Structure (recruitment and training, performance appraisal, delegation, decentralization), Controlling Processes (basics, instruments, methods, management information system).   Unit 2: Management of Educational Systems Understanding ED and Its Organization : Social System, Government, Agencies, Autonomy, Market, Educational Institutions ES Structure : Basic ES, Secondary ES, Higher ES, Technical and Professional ES Quality : Planning and coordination, organisation and control, accountability, issues   Unit 3: Managing Educational Institutions Institutional Management : Social systems theory, mission and goals, governance, educational community  Academic Management : Programmes and Curricula, Student Services, Linkages and Interface Administration Support Systems: Personnel Management, Infrastructure Management, Financial Management, Methods and Procedures Institution Building : Education and Environment, Organizational diagnosis, evaluation and renewal, institutional leadership Unit 4: Managing Processes in Education Philosophical Foundations of Education: Learning to know, do, live together, be and teaching and teacher’s role Management of Teaching and Learning : Student learning, faculty productivity, institutional performance, planning Block 2: Management of Higher Education   Unit 1: Higher Education in India   Uni 2: Higher Education in Developing Countries   Unit 3: Higher Education in Globalized World Higher Education: Changing perspectives in a Globalised World 3.3.1 The Knowledge Economy 3.3.2 The Global Competition 3.3.3 The Global University 3.3.4 Trans-national Education 3.4 The Role of Universities 3.4.1 The Shaping of Global Education 3.4.2 The Global Curriculum 3.4.3 Standardisation 3.4.4 Global Learning 3.4.5 The Ranking of Institutions of Higher Education  3.5 Open and Distance Education 3.5.1 e-learning 3.5.2 The Mass Product 3.5.3 Commercialisation of Education 3.6 Global Cooperation and Competition 3.6.1 Open Educational Resources 3.6.2 Global Competition in Education 3.6.3 Privatisation of Higher Education 3.6.4 Impact of Privatisation on National Policies 3.6.5 Quality Assurance Systems and Accreditation World is becoming a global village facilitating business, commerce, education across the nations. Universities moving out of their own campuses and offering higher education in other countries by opening teaching facilities in those countries and continents – is called as globalisation of education. Globalisation of higher education has a major goal i.e. networking with various institutions across continents providing higher education with diversified global perceptions and thus preparing students as global citizens. Such students will be more suitable for global employability. Whereas globalisation of markets and commerce has a restricted view i.e. opening up markets to facilitate business and earn profits. Futurists expect that education scene would undergo a change with globalisation and the internet. The major changes will be teaching – learning interaction through virtual classrooms; and posed questions like… Who are producers? Who are users? Who define quality? etc. New pedagogy of the electronic media and bundles of information available to students as mass product affects the higher education as well. All printed words are replaced with electronic editions and making students to have access to various sources and retrieve and store as they want. This situation opens up possibilities of continuous and lifelong learning. The scale and potential of the media is massive.   We have mentioned briefly about the shrinking of the world, about universities moving out of their campuses and setting up teaching facilities in other countries and continents. This phenomenon, often called the globalisation of education, is the outcome of several independent, but interrelated developments. Universities are no more reflect the common image of isolated ivory towers, they have extended to the world beyond their national horizon. Initially, scholars travelled far and wide in search of a student audience. Now, countless students are internationally mobile, in search of university degrees and cross-cultural experiences. Yet, globalization is a deeper and more profound phenomenon, implying integration into the world economy and extending far beyond economics, to include culture and politics. These trends cannot be distanced from the recognition — by policy-makers, students, employers and increasingly by higher education institutions themselves — of the increasing impact of globalisation on people’s lives. Coupled with the impact of global terrorism, recognition of the value of diversity, the concerns about climate change, and the need to invest in learning to live sustainably, global issues have never been higher on the agendas of policy-makers and practitioners in education. Certain terms like ‘preparing students to be global citizens’ are becoming part of the vocabulary of higher educational institutions in the UK as also elsewhere in the world. ‘Internationalisation’ could also be said to be about developing cross-cultural capability (Killick, 2006 b). The most appropriate description of globalisation is that it is a process of greater integration within the world economy, through movements of goods and services, capital, technology and (to a lesser extent) labour, which leads increasingly to economic decisions being influenced by global conditions. The outcome of globalisation is the increasing interdependence and interaction among people, organizations, and governments of different nations, driven by international trade, and made possible by innovations in information technology. The process of globalisation has not excluded education, which has had its deep impact on it world-wide. A significant consequence of the knowledge economy is that there is no alternative to creation of wealth except through learning and creation of knowledge. Knowledge gained from experience is just as good as knowledge gained though formal education and training. According to some proponents of the theory of economic growth, a country’s capacity to become a knowledge economy depends on how quickly it can become  learning economy. Learning is not just about using new technologies to access knowledge; it is also about using those technologies to communicate with the rest of the world about innovations and new uses of that knowledge. That brings us to another important feature of the knowledge economy: Life Long Learning. Continuous, lifelong learning is important not just for individuals, but for organisations too. A learning organisation is more likely to be

Block 1: Communication Technologies: Basic Unit 1: Introduction to ICT Briefly explain the process of communication. Means and functions of communications Write a note on problem – based learning (PBL). Discuss framework suggested by A.W. Bates for deciding the use of technology in open learning. Briefly examine the emerging trends, with the help of powerful Information and Communication Technologies (ICTs) for engaging in teaching-learning.  Write a note on major steps involved in developing e-learning environment.  What are the four steps involved in planning and organizing audio programs before recording ? List the characteristic of Learning Objects (LO). Explain the concept of m-learning and examine the major strengths and limitations of m – learning. “Internet facilitates real time communication through number of conferencing tools”. Elaborate the statement with the help of various forms of conferencing. Discuss the process involved in script – development phase of interactive multimedia. What are the advantages of computer networks ? Explain the different types of topology. Discuss Instructional Design for e-learning. What is sound ? Discuss the components of audio. Write a note on Analog vs. Digital. Explain the educational uses of Discussion Groups. Write a brief note on Wiki.  What are the advantages of learning objects ? Discuss the strengths and limitations of LMS.  Write a brief note on e-mail. What are the processes to be considered while designing teleconference sessions ? Describe the media and technology used in M-Learning. Discuss the role of Intellectual Property Rights in Distance Learning. Describe the pedagogical design in e-learning. Explain different types of teleconferencing and discuss their advantages and limitations. What is concept mapping ? Discuss the tools used for concept mapping. Explain the process of video production.  What are the advantages of RSS used in education ? How to use blogging in learning ? Explain the characteristics of learning objects. Describe the features of LMS. Write a brief note on mailing list. Discuss the Indian experiments used in satellite based education. Describe assessment and evaluation in technology-enabled learning. Explain various file formats of audio and video components. Express your views on the statement “Pedagogical design as a create process”. Discuss any two pedagogical designs suitable for distance education. Explain the process of teleconferencing session. Write any two advantages of teleconferencing. What are the factors to be considered to evaluate educational websites ? Explain. Write a short note on e-portfolio. Discuss briefly about ‘Video on Web’. Give examples. Explain the main features of instant messengers. Write a short note on virtual laboratories. Discuss how blogging can be used in teaching and learning. Explain ‘Pod Costing’ and its uses in ODL. List out the characteristics of interactive multimedia. Explain with examples. Describe functions of social networking in education with examples. Write the role of Radio in distance education. Explain emerging trends in Radio. Discuss ‘Communication in Distance Education’. List any three major shortcomings of ‘non-print medium’. Explain how technologies can be used in assessment with examples. What are the three levels of evaluation in interactive multimedia ? Explain. Write short note on copyright in the digital world. What is ‘Web Casting’ ? Explain with examples. List out the use of graphics in printed learning materials. Give three uses of simulation in education.  Describe the main features of web conferencing. What is SCORM ? Write any two advantages of it. Describe the process of video production.  What are roles of Wikis in education ?  List out strengths and limitations of Wilds. Describe the development of community radio and low cost radio FM stations for distance education. Explain types of Computer networking with examples. Discuss the process of ‘Change’ and the concept of ‘diffusion of innovation. Explain teleconferencing. What are the processes involved for designing a teleconferencing sessions. Describe Sharable Content Object Reference Model (SCORM).  Distinguish between Learning Management System (LMS) and Learning Content Management System (LCMS). Explain media and technologies in designing e-learning ? Write short note on Scenario – based learning. Describe digital games in educational system. What are the Weaknesses of the television as an educational medium ? Describe the principles of graphic design. What are the advantages for using concept map tools in teaching learning process. Identify different types of digital audio formats and describe the advantages of digital audio in distance education. List the strengths and limitations of various web 2.0 tools and explain the uses of web 2.0 tools for teaching and learning. Explain the concept of network ? List some major advantages of computer networking. Discuss management of intellectual property and copyright within a technology-enabled learning environment. Explain some national and international experiments in the use of Satellites in education. Explain the features of LMS. What are the factors need to be considered to evaluate an educational website ? Describe different types of technologies used in designing m- learning. Distinguish between internet and www.  Describe open source and open content in education system. Write a short note on recording audio using Audacity. List any three blogging services on the web. What are the benefits of blogging for learning ? Define learning objects. Describe critiques on learning objects. Explain the principles of designing educational multimedia and evaluate interactive multimedia resources for learning. Describe the barriers towards effective communication in distance education. Examine the use of webcasting in the open and distance learning system. List out communication tools used for e-learning and explain each tool with examples. Explain learning by designing in the context of distance education.  Discuss advantages and limitations of teleconferencing. Describe the typical characteristics of e-learning solutions.  Differentiate between Video Chatting and Web Conferencing.  What are the reusable learning objects in distance education ?  Explain different types of audio formats which are used for audio packages. Explain the principles of designing educational multimedia and describe the advantages of multimedia. Analyse the factors affecting management of technological changes in Open and Distance Learning (ODL). Describe the principles of graphic design and explain different types of graphic formats. Define interactive multimedia. Evaluate interactive multimedia resources used for distance learning. Describe the use of teleconferencing in distance education. Explain the processes involved in teleconferencing. Discuss instructional design for e-learning. What is simulation ? How is it used in distance education ? Describe the features of learning management system (LMS). Expand and explain SCORM.  Critically examine the cost and technology issues in distance education. Explain a ‘concept mapping’ tool. How is it useful for preparing a concept map ? List the advantages of computer networking. Explain the advantages and disadvantages of m-learning and give examples pertaining to use of m-learning in  teaching and learning. Discuss management of intellectual property and copy rights within a technology-enabled learning environment. Critically analyze the teachers to be considered to evaluate educational websites. Explain. Unit 1: Introduction to ICT

Block 1: Foundations of Learning Unit 1 : Learning and Instructions Explain the differences between ‘learning’ and ‘instruction’. Describe the general characteristics of distance learners. Explain the importance of analysing the needs of learners for designing instructional materials. Explain the concept ‘instruction. Discuss Merrill’s principles of instruction with illustrations. Define the term ‘instruction’. Discuss the four levels of designing instruction. Define the term ‘instructional design and state the purposes of instructional design models in distance education. Explain the concept ‘Instructional Design’. Discuss the purposes of instructional design in open and distance learning and describe the tasks involved in instructional design. Discuss Piaget’s contribution towards the theory of learning. Explain the instructional design model of Smith and Ragan. Can we use the terms ‘Curriculum design’ and ‘Instructional design’ synonymously ? Substantiate. Illustrate Bruner’s theory of instruction. Describe the roles and responsibilities of an instructional designer while designing instructions for distance learners. What is learning? Behavioural Change, Cognitive Development, Constructivism, Basic Conditions, Approaches to learning (deep and surface) Learning is a fundamental process underlying human behaviour and action. It could be about knowledge, skill or attitude. It is not directly observable and hence is inferred from a performance. Learning be defined as a relatively permanent change in behaviour as a result of reinforced practice (through a process of stimulus and response) or experience.   Learning is about cognitive development it is a change in cognitive structures which involve an acquisition of knowledge, skills, attitudes and value through practice or experience. This cognitive change might not be expressed in overt behaviour.  Learning is about constructing new realities through acquired knowledge, skills, attitude and values gained by practice or unique experience. Learner actively seek construction of its own understanding (new version) of reality through a learning process. It is the construction of this new version of reality that forms the basis of further learning. Constructivism or constructivist learning  is about elaboration of concepts that are operating in reality (in a given context) through questioning, critical analysis, and application of the concept and by reflection in action. Learning constructively needs active processing of information, performing experiential activity, analysing life experiences, solving problems, examining mental framework, exploring belief systems and assessing one’s own learning. Existing mental framework and learning need is the agent in the interpretation and construction of knowledge. Social constructivism focuses on moving the fact that the learner has a role to play in its own learning. It is not just an act of transmission of knowledge or skill or attitude or values. Social interactions are the basis of scaffolding when applied acts as the purpose of facilitation of learning process.  Basic Conditions : Contiguity, Practice, Reinforcement, Feedback, Generalisation and Discrimination.  Approaches: Deep and Surface Perspective of Learning: Learning is a process (social, situated)  Instruction: human activity to help others to learn to accomplish a specific goal of learning. Based on the goal, the content is designed including the events or print. It activates human learning process. Five principles of instructions are (i) Learners engage in solving a problem (real world) (I) existing knowledge acts as a foundation for a new one (iii) new knowledge is demonstrated by the learner (iv) new knowledge is applied (v) new knowledge is integrated into learner’s world.   Learning and Instruction: Learning is modification or changes in behavior, cognition and construct (understanding existing and establishing its own unique interpretation of a new reality) based on the acquired new knowledge, skills, attitudes and values. The change is reinforced through practice and experience. Instruction is a pre-planned activity to facilitate the learning process and includes set of external events (such as gaining attention, informing learning objectives, stimulating for pre-requisites, presenting stimulus material, providing learning guidance, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer) directed forwards leaners to activate and support its internal processes of learning. Events help them achieve the agreed or intended objectives or learning outcomes.     Unit 2: Behavioristics School of Thought Describe the applications of Behaviouristic school of thought in designing instruction for distance learning. What is ‘Behaviourism’ ? Discuss the applications of Behaviourism for designing instruction for distance learners.  support your answer with examples. As Behavior Change – Psychologists – Pavlov, Thorndike, Watson, Skinner. Stimulus – Response w/o Reinforcement (Pavlov – Classical Conditioning & principle (Rein, Seq & TimIin, StiGen, Diff, Ext, SpoRec, Inhi-Ex-In, HigOrdCon, SecRein, AgeCond)- {CS, US, UR, CR} {(US, Meat) ->(UR, Saliva), (CS,Bell) + (US, Meat)-> (UR, Saliva), (CS, Bell) -> (CR, Saliva)} ,  Watson, Guthrie), Stimulus-Response with Reinforcement (Thorndike, Hull, Skinner).  Pavlov, Watson. Guthrie (S-R w/o r) Pavlov’s principles of classical conditioning as implied for designing instructions are : assessment of the entry behaviors of the distance learners before designing instructional materials. statement of learning objectives that decides what to present and how to assess student’s learning, analyze what involved in the learning task of distance learners, develop a sequence of learning tasks that move from the simple to complex, design assessment strategies to measure student’s learning in relation to stated objectives, use guidance, feedback and rewards to reinforce the key points of learning and the process of learning. Watson: Extended Pavlov’s work. Human activities can be explained as learned habits. This work is summarized as S-R (Stimulus-Response Theory). Learning is a process of building conditioned reflexes through the substitution of one stimulus for another. He defined human beings in mechanistic and behavioristic terms. Guthrie’s theory of association by contiguity: Impact of reward, function of punishment, importance of practice Thorndike, Hull, Skinner (S-R w r): Reinforcement, Law of Effect, Law of readiness, low of exercise Educational implications of thorndike’s theory of connectionism – ODL to make sure students are ready to receive the knowledge mentally, examples for experiences of satisfaction through learning (course material organized from simple to complex) else dissatisfaction when failed to learn could lead to creating a blockage in the path of learning, more opportunities to be provided to the students to use and repeat the experience they undergo while studying the materials.    Skinner and Operant Conditioning – Operant, baseline behavior, unconditional stimulus, shaping, continued reinforcement, negative reinforcement, positive reinforcement, extrinsic reinforcement Gagne’s Learning Theory: systematic approach to

Block 1: Basic Issues of Open and Distance Education     Unit 1: Understanding Open and Distance Education Definitions of Open and Distance Education 1.3 Features of Open and Distance Education 1.4 The Paradigm Shi? in Distance Education 1.5 Scope of Open and Distance Education 1.6 One System Many Names: Nomenclatures of Open and Distance Learning 1.6.1 Correspondence Education, Home Study and Independent Study 1.6.2 External Studies 1.6.3 Continuing Education 1.6.4 Distance Teaching 1.6.5 Self-instruction 1.6.6 Adult Education 1.6.7 Technology-based or Mediated Education 1.6.8 Learner-centred Education 1.6.9 Open and Distance Learning 1.6.10 Open Access 1.6.11 Flexible Learning 1.6.12 Distributed Learning 1.6.13 Proximate Education 1.6.14 Online Learning 1.6.15 Virtual Learning 1.6.16 Blended Learning 1.7 Types of Open and Distance Education 1.7.1 Single Mode Institution 1.7.2 Dual Mode Institution 1.7.3 Consortium  1.8 Perceived Diff erences between Face-to-Face Education and Open Distance Learning 1.8.1 Vocabulary in Face-to-Face (F2F) and ODL 1.8.2 Conceptual Diff erences Between Face-to-Face and Open and Distance Learning 1.9 Open and Distance Education: The Indian Experience 1.9.1 Generation of Distance Educators in Indian Context 1.9.2 Some Initiatives of Indian Open Universities 1.9.3 Assumed Model of Open and Distance Education In India— Dependency Model 1.9.4 Food for Thought ? “Open learning as a philosophy or a set of beliefs about teaching and learning and distance learning as a method/s or a set of techniques for teaching and learning. ? Open Learning is an arrangement to enable a person to learn at the time, place and pace which satisfi es their circumstances and requirements. The emphasis is on opening up opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional courses structures which have o? en prevented people from gaining access to the training they need.” Let us now elaborate Distance Education characteristics as specifi ed by the Commonwealth of Learning (COL). These are as follows:  ? Separation of teacher and learner in time or place, or in both time and place; ? Institutional accreditation; that is, learning is accredited or certifi ed by some institution or agency. This type of learning is distinct from learning through your own eff ort without the offi cial recognition of a learning institution; ? Use of mixed-media courseware, including print, radio and television broadcasts, video and audio-casse? es, computer-based learning and telecommunications. Courseware tends to be pre-tested and validated before use; ? Two-way communication allows learners and tutors to interact as distinguished from the passive receipt of broadcast signals. Communication can be synchronous or asynchronous;  ? Possibility of face-to-face meetings for tutorials, learner-learner interaction, library study and laboratory or practice sessions; and  ? Use of industrialised processes; that is, in large-scale open and distance learning operations, labour is divided and tasks are assigned to various staff who works together in course development teams. A study of the defi nitions will show you that there are some common broad features of Open and Distance Education, which are as follows: ? No upper age limit ? Qualifi cation ? Openness with regard to place and time of study ? Flexibility in selection of courses ? Credit accumulation and self paced examination system ; Use of Educational Technology and Information Communication Technologies (ICT) ? Multiplier eff ect Multiplier Eff ect: The synergetic eff ect of multiplier is always equated with the inbuilt strength of open and distance education. It has been  understood that the Open University can multiply its sources of learning and its resources. In the early sixties the concept of education was aimed at ‘Each one Teach one’ but over the years, it has been realised that even one person can teach many. The strength of open and distance education lies in its multiplier eff ect. This implies that the ODL system can be used eff ectively for reaching out to large numbers without diluting the content  s well as maintaining cost eff ectiveness. This multiplier eff ect is most visible in teaching-learning facilities for learners of ODL as well as training of trainers. In the spheres of training, it is said ODL has multiplier eff ects ie One trainer can train Eleven trainees. This implies that eleven can train One hundred and twenty one and these 121 trainers will multiply and this process will go on multiplying. This was the main object with which the Spoken English training programme was undertaken by then Central Institute of English and Foreign Languages (CIEFL) now renamed as English and Foreign Language University (EFLU) Hyderabad. This model has been replicated in other institutions. The advantage of ODL is that it allows increased interaction capability naturally resulting in increased learning gains. The use of technology  allows many user groups to share the network. It is also possible to organize specifi c video conferencing sessions for a separately identifi ed group with diff erent needs. All these advantages result in tremendous cost-cu? ing in travel, logistics and in repetition of teaching infrastructure. Another advantage of the multiplier eff ect is that it contributes to the repository of digital learning material/ knowledge and enhances the learning process of the learners of the institution. This approach is a dynamic concept to educate mass/majority of learners. The multiplier eff ect allows the learning resources to be dispersed simultaneously among several geographically dispersed learners in minimal time. Also, the biggest advantage is the repetition of training courses/materials and their updating and dissemination despite of the geographic diversity. Open and distance learning can be summed based upon above features as follows: accessibility is promise, fl exibility is its commitment and educational equity is the overall philosophical basis. 1.8.1 Vocabulary in Face-to-Face (F2F) and ODL Face-to-Face (F2F) Open & Distance Learning (ODL) ? Students ? Learners ? Instruction ? Self-learning/Self Directed Learning ? Text books ? Self-Learning Materials. ? Books ? Blocks ? Teachers ? Academic Counsellors/ Tutors ? College/ University ? Study Centres/Programme Centres ? Subjects ? Courses ? Books ? Study Materials ? Chapters ? Units ? Headings ? Sections/Sub-Sections ? Questions /Answers ? Refl ective Questions ? Small Questions ? Check Your Progress ? Teaching ? Counselling/Tutoring ? Examination ? Evaluation ? Mostly Marks ? Both Marks and Grades ? Mostly Multi Media ? Both Multi/Multiple Media Face-to-Face (F2F) Open & Distance Learning (ODL) Systemic issues ? Teacher teaches ? Institution teaches ? Individual teachers excellence is recognized ? Team excellence is recognized. ? Education is restricted to few. ? Education is for all.  ? Rigid educational system – restrictions of age, qualifi cations and physical presence ? Flexible access to education – no upper age, no prior qualifi cations, accessible practices for teaching and learning ? Community and service oriented education ? Both community, market & technology oriented education ? Costing is rarely done on cost-eff ective and

Approaches – Distance, Open and Traditional educational institutions have adopted distance or online mode for delivering education. They use various tools like (i) e-portfolio for assembling digital assets on the web (ii) e-performance support system for employee to manage digit learning assets specific to their job performance (iii) personal digit assistant to manage the time and activities (iv) electronic storage device for data portability and back up (v) audio and video players, (vi) websites (vii) web 2.0 and 3.0 tools for video calling and exchanging messages (viii) community management software (ix) discussion and bulletin boards (x) collaboration software (xi) e-mail (xii) blogs (xiii) wikis and (xiv) Learning Management Software (LMS). Instruction design are guidelines based on the best practices and theories. There are two most commonly used instruction design approaches for imparting online education  A: objectivist (based on behaviorism and cognitive science) – change in behavior is the learning objective subsequent to the understanding of the reality and  B: constructivist (based on constructivism and cognitive science) – the learning objective is to help the learner to conceive its own view of the (new or existing) reality or events (personal, social, radical, educational) based on its own experience.  Social and educational constructivism impacts the curriculum design. Learners correlate existing reality with the new reality or knowledge, in order to make a sense out of it (i.e. no rote memorization or forced acceptance of reality in a predefined manner as factual knowledge). Its up to learner to order, re-order, test or interpret the new reality or knowledge. This hence promotes expression or personal opinion about the subject of study and receive feedback on the same.  There are multiple models to implement this approach – collaborative and socio-cultural approach wherein learners are brought together for discussion and information sharing. The technologies enable the diverse socio-cultural environment (learners) for collaborative learning.  There are multiple principles associated with the constructivist approach:  (i) creating realistic environment sensitive to the context under study  (ii) solve real world problems  (iii) instructor to act as a coach  (iv) promote multiple conceptual interpretations  (v) discussion objectives are arrived at (negotiated) and not imposed or forced upon  (vi) evaluation is self-analysis or reflections  (vii) tools and environment is provided to support generation of multiple perspective – authentic (real world), negotiation, relevant content, facilitators or guides (instead of teachers), motivating for sharing personal opinions fearlessly i.e. without a fear of rejection or non-acceptance (interactive), content relevant to the prior knowledge of the learners (most challenging part), formative assessment of learner for feedback and learning experience and self-regulated or self-mediated environment (project and choice based control and collaboration for a conclusion) like self-tests or quizzes and group and individual projects and assignments based on choice of topic or area of focus.  (viii) learning is controlled and mediated by learners themselves.  C: Mixed Approach i.e. based on the learning objectives or tasks, choose the most relevant approach (use multiple models or theories) to achieve the desired learning outcomes. It also means to include tools for both distance and online or face to face mode of delivering education.  Normally it suits the workplace learning environment. The learners get to learn and apply in the workplace the new knowledge acquired and consummate experience collectively based on the real outcome and feedback. It encourages both external knowledge discovery and research  based on the workload and the internally supplied knowledge. It provides both group learning and implementation and individual learning and working or applying environments.  Supports face and face and digital interactions as per the need of discussion. Teachers in an online education environment has a pedagogical role that includes  (i) they should have online learning experience as well to ensure quality of the education and online learning material  (ii) they need to be trained and prepared for the online teaching based on the best practices (should not just implement these best practices without knowing the needs of their learners) – objectivism and constructivism i.e. to be able to play a role of  a coach as well as a conventional teacher.  Teacher should be able to frame open ended questions to promote discussions and invoke learner’s interpretations and reactions and opinions (didactic communications).  (iii) understanding of summative evaluations and formative self-evaluation – group and individual assessments and team work environments. (iv) group and context sensitive precise interactions and communication in a distance or online education mode considering the socio-cultural aspects like beliefs and value system and language related sensitivities and challenges that influence the flow of dialogues. Navigating through the criticisms and divergence which are culturally sensitive or appropriate. It needs teachers to get to know the students (prior to engaging with them) so as to communicate with them effectively (relationship building needs sufficient knowledge about the audience and how they behave in group and individual settings) and encourage face to face interactions and meetings as much as possible when it comes to delivering instructions. Collis, Vingerhoets and Moonen (1997) identified seven dimensions of diversified and multi-cultural environments – social organization of course, structure of course content, activities and progression,  course materials, mode of interactions, technical platform and language. It includes the conditions under which the course is being delivered.  There are other models too that address the socio-cultural aspects of the ODL – Seufert’s cubic model, McLoughlin’s Inclusive Pedagogical Model, Henderson’s Multiple Cultures Model, Rutherford and Kerr’s e-pedagogies etc. (v) collaboration (scheduled or unscheduled interactions, inherent stresses and flexibility based on varied prior knowledge or experience) and feedback (peer versus teacher provided).  Teacher should be able to divert or let people make the best of of the discussion boards and have suitable interventions to pick the feedback or questions or interpretations on this tool (that might come at some scale and need a response). Leverage such a feedback to muck dynamic changes for better acceptance and continuity of the education. Exercise control (to promote active participation and learning) without getting inflexible from time, pace and outcome perspective.  Designing courses for Online Distance Learning (ODL), course designers need

Training Needs Assessment (TNA) – Every training need, needs to be assessed from the perspective of what is an optimal  performance, what is an actual actual performance and what are the feelings of the stakeholders attached with the training needs. Optimal and actual performances will have gaps to be plugged and these gaps might be existing owing to (a) lack of skills or knowledge (b) undesirable environmental constraints (c) few or improper incentives and (d) lack of will and motivation.  In order to assess the need for a training program, in terms of optimal, actual and feelings , it has to be done at three levels, institution (includes organization, its processes including learning and development process and the roles or jobs defined that need to be performed to achieve the organizational objectives), instructors and individual learners. The best way to understand these gaps at three levels, is to conduct interviews and discussions with the concerned stakeholders to seek information on the skills (and existing programs, processes and jobs/roles needed to execute these processes across the organization, in terms of their effectiveness to address the performance gaps or problems), motivation including time and effort constraints and business priorities, incentives and environmental constraints.  Methods of conducting TNA and prioritizing the training needs: Development Centers carry out such TNA exercises at a sector or nation level. They can deploy questionnaires and tools to assess the careers and fitment of role personalities for these careers to establish the training needs in an institution or industry. The outcome of such interventions is to have clearly defined training programs for each type of role across the industry sectors or business functions. Then these needs are mapped to distance and conventional methods of delivery as a responsibility.  Human Resource Audit helps in understanding the jobs and how they are evolving in order to understand and define how the human capital has to be developed from the employability and future perspective. It captures and quantify the job inventories, vacancies and wastage. These audits help manpower planning in a long term sustainable manner. Each nation may define which areas are important for them to focus and invest for their training and education needs.  Interviews are common methods of studying the needs. It could be structure and/or unstructured for gathering information in depth using conversational approach. It can save time and can leverage technologies or media to gather information at a scale.  Observation can be used as a method to assess a training need. This is possible when one has time and right observation methods and tools to gather information and analyze them without much of conversations. It needs one to prepare the schedule for observation, understand what components of the job or process needs to be observed and how to capture these observations and share it with others for training need analysis.  Performance reviews and appraisals which otherwise have become more of compensation management tools are actually good tools to assess performance gaps and the reasons behind such gaps or outliers. It can help plan the performance levels and the required training programs in a proactive manner.  Questionnaire and surveys  are other tools which can have open ended and closed questions to systematically gather information for the training requirements. This can be used to assess the individual level training needs and expectations.  The responses can help the course designers to develop as well as tailor the courses based on the responses.  Review of Plans provides necessary information about the future of business or enterprise and hence helps extract the training and development needs. It doe not point the individual level needs but helps assess the needs at a sector or business function or competency area level. Desk Research helps gather relevant literature and prior studies externally available (past data and facts, from other or same industries or nations) otherwise that can help in enriching the information gathered internally (time sensitive). Group Discussion is another way to extract information and validate the training needs as it can have questions and cross questions to examine the facts or needs and could have people from across the hierarchies to justify and fund these training needs.  It also helps cross functional teams to come together and participate from end to end perspective. Some of the training teams would need instructors from across the organization or business functions too. Group discussion can facilitate need identification (consent based). It can help set business priorities to these training needs in a time and cost constrained environment from implementation perspective. Some training needs are more important than others based on the jobs or roles and its importance for the organizational objectives. Developing awareness the training needs and formulating objectives: (i) Roles/Jobs  (ii) Skills needed to be performed at a job or role level and for the trainers to deliver the training as per the needs – theory is good for compliance but for actual benefit, there should be practice tests or practicums in a course to ensure that these skills have been developed, demonstrated by actual application of skills and knowledge,  in a real world scenario as per the context and the job in terms of expected performance or results from the learning process.  (iii) Trainers and self-perceptions – expertise, trust worthiness, dynamism (iv) Trainees and self-perceptions – rewards, satisfaction level, intrinsic and extrinsic motivations, value, reactive or active learner (proactively seeks knowledge or waits to be provided with). Proactive learning styles are best suited for lifelong learning and proactive learning is a must for trainers while learners could exhibit reactive or proactive style towards learning as a behavior. In proactive learning, the learners seeks out for clarifications proactively and trainers seek the students out in an attempt to assist them prior to they finding themselves into a problem. The same is valid for the non-teaching staff working on provide support services to students or administrative services to the faculty members. They need to have proactive styles too as a part of self-perception. (v) Training programs