ODL a major transition challenges & future trends

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ODL a major transition challenges & future trends

  1. 1. Hemlata Chari PhDUniversity of Mumbai 1/12/2011
  2. 2. Introduction This session is in Three Phases Firstly a brief introduction on India and Higher Education in India Second Phase is on Maharashtra-Regional hub Third phase walks through the University of Mumbai Current trends and Challenges in ODL IDOL-A department of University of Mumbai and its present role in Implementing ODL-OER for a M.A Education program
  3. 3. Theme: OER M.A (Education) student’s training through ODL : The University of Mumbai Experience Challenges and Achievements Theme: OER , M.A Education Sub Theme: Implementing Online learning using OER & MOODLE
  4. 4. INDIA India is a country of diversity Present scenario of higher education is overwhelming. Second populous country of the world Growing imbalance between the intake of students and those seeking admissions India follows a 10+2+3 pattern in Education
  5. 5. Historical Background of India After 1947, the post-independent state promoted education as an instrument of social development. As a result both the central and the state governments encouraged the establishment of universities and colleges in their areas of jurisdiction.
  6. 6. Contd---Today there are around 300 universities and equivalent institutions together with 13,000 colleges with 8.8 million students.Though such an expansion has democratized higher education, (40 per cent of students are from low socio- economic strata together with 35 per cent being women).
  7. 7.  This has increased the reservoir of scientific and technical professionals, it has given rise to numerous problems including the most important of them all: state dependence for funding. India is the current hub for technological growth Higher Education at Crossroads
  8. 8. Implications for Higher Education Social entrepreneurship in education on the rise Ground-up developments can impact institutionalized, top-down processes New incentives necessary for established players – New qualifications? – What of quality?
  9. 9. Globalization Globalization has changed radically the structure of higher education as the trade in this service now crosses national boundaries. Earlier education encouraged the movement of people across borders. Thus in order to access quality education, there was migration outside underdeveloped regions such as India.
  10. 10.  Now education migrates from its location to new locations in search of partners for collaboration. This change affects not only the organizational structure of institutions of higher education, especially in countries like India, but also the way institutions of higher education perceive education, and thus reorganize their authority structure.
  11. 11.  In the case of India ONE should consider the changes in the shift in demand for applied education especially in IT & Computer Science areas as an opportunity . Since globalization is inevitable , India is looking to build on the existing resources. IT thus has a positive impact on a country like India wherein education is limited to few.
  12. 12. Main Objective to enforceTechnology It acts as a catalyst in expanding the potential users of higher education, because as a technology it has a potential to make education truly democratic, and give opportunity to students in remote areas and from deprived communities to have access to education. Mobile is one such device that has reached almost every house in India
  13. 13. Growth of Distance EducationFive Stages Correspondence-print Print + Audio+Television Satellite based education Computer -internet based education Open Educational Resources- Using various resources
  14. 14. Influence of Peters model inIndia Peter(1998) revisited his theory of industrialization. Peters looks at globalization Peter asserts that there is a need to balance the teaching-learning process Hence a learner centered approach
  15. 15.  Peters model of Industrialization suits the Indian condition. Currently India has 13 open Universities plus one National Open University-IGNOU 221 Distance Education Institutes, Catering to mass population of students who opt for distance education
  16. 16. The Third Generation: thefreedom culture Third Generation of Distance Education refers to the Freedom Culture Freedom to use Freedom to study Freedom to redistribute Freedom to modify and reshape Richard Stallman
  17. 17. Maharashtra Total Population in Maharashtra— one crore One Open University -YCMOU Mostly catering to the regional population Hence Dual Language of Delivery- English and Marathi Cities that contribute effectively in Higher Education: Pune, Nashik, Nagpur, Mumbai and Aurangabad
  18. 18. Maharashtra Third largest state in India with about 1.2 Billion population. Literacy ate-7.0% Highly Industrialized state, Financial capital of India 2/3RD is farming Mumbai-State capital Population-approximately one million people
  19. 19. Mumbai University of Mumbai-the oldest 154 years old SNDT Women’s University is a women’s university www.mu.ac.in
  20. 20. University of Mumbai 54 Departments in its fort and Kalina campus IDOL is a distance education institute affiliated to the University of Mumbai Our Vice Chancellor’s vision of integrating Technology based teaching learning Making the university a paperless university
  21. 21. IDOL  14 PROGRAMS  APPROXIMATELY 80,000 STUDENTS  ONLY COMMERCE stream has AROUND 15,000  Challenges in dissemination , creating course materials translation and evaluation/ assessment.  Started online admission and hope to conduct online examination for few professional courses  Mismatch between the available full time academic staff on campus with those of student’s taking admissions
  22. 22. Implementing ODL in Teacher EducationIDOL . Teacher education has seen tremendous transformation in the use of Technology, specially with colleges offering B.Ed programs in English. This is supported by investment in ICT-projects supposed to strengthen student teachers active learning processes. The off-campus-students face problems with understanding the purpose of collaborating on-line with students they met every day and also with participating in learning activities in an asynchronous situation. In Maharashtra the numbers of students registered for Graduation program in regional Language is high
  23. 23.  There is difficulty faced in getting the course materials translated in Marathi the regional language. The other major concern is most of the international reference books are in English; it is difficult for them to enhance their skills and understanding in the subject area. SPECIALLY WITH REFERENCE TO RESEARCH
  24. 24.  IDOL (Institute of Distance and Open Learning),University of Mumbai has proposed to collaborate with IIT-Mumbai to engage students actively a group of students teachers actively by incorporating spoken tutorials , OER & MOODLE in the second year of their Post graduation program in the area of Open and Distance Learning.
  25. 25. ODL-OER,MOODLE Recently IDOL have started training of faculties using OER for development of course materials. Number of workshops and training programs are held. Implementing online teaching from Dec 7th our M.A Education course goes online
  26. 26. Maintaining Quality inimplementing ODL-
  27. 27. Challenges faced Infrastructure Power in semi urban areas Trained faculties Technical support system Students Issues and Concerns Dual mode Visit to main campus for getting hall tickets, study materials— Lack of materials in Marathi
  28. 28. Future/Vision In a short time after taking over as Vice Chancellor (VC), our current VC has taken a number of effective steps in the implementation of ODL. He was earlier the VC of YCMOU-Nashik where he has made tremendous change in DE
  29. 29.  Implementing Interdisciplinary subjects Collaborations with foreign university one major collaboration recently took place is with China. Open Educational Resources a major step in the right direction
  30. 30. References Chari & Haughey(2006) Administrative & Implementations Issues at YCMOU-An Indian Open University, pp 8-10 Peters O (1998) DE in a post industrial society. In D.Keegan (Ed) :theoritical principles of de, London: Routledge www.mu.ac.in www.mu.ac.in/idol Eclipse.mu.ac.in Magnum.mu.ac.in

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