1. Susmita Pruthi
Pre-Amble
 Vikramaditya and Vetal stories – informational interplays that
they are between the two – have understandably engaged Indian
minds especially of children but equally of adults for centuries.
 Recognize informational interplays leave children as well as adults
absorbed; the interplays are pervasive. (What implications does this
have for “productions and scripts”, which are two of the five building
blocks of cognition?)
 What is interesting is though informational interplays –
information systems they constitute - build insights, the
processes therein are not deductive but “realistic”.
 Specifically, this realistic approach by Vetal to Vikramadity‟s
education takes as its starting point in perception of real
problems faced by Vikramaditya during practical experiences.
 In the process, Vikramaditya develops his own knowledge in a
process of reflection on the situations in which an individual need
for learning is created.
NU ET511 | Assignment 1 | Informational Interplay 1

2. Susmita Pruthi
Vikramaditya and Vetal Digital Age
Informational Interplay
Vetal began by saying…
 “Vikramaditya, consider if following work
outcome/instruction/technology development
/sales/motivation is possible?
 Please explain how you can do it your work or T-L
place.
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3. Susmita Pruthi
Vikramaditya and Vetal Digital Age
Informational Interplay
 An educational institution and a software company are in a
collaboration.
 In a SDLC activity at the software company, at a design phase, a newly
inducted professional is making a recommendation for incorporating a
requirement, which is not a standard, industry practiced requirement.
 HR department of the Software company as a case study tool for
training on requirements‟ phase produces a video of the interaction
between the newly inducted professional and his peers and seniors. In
accordance with collaboration principles, this video is shared with the
Software Engineering course teacher and students of the Institution.
 Further, the video is also posted on Facebook, where it is seen by a
pedagogic team working for a satellite educational content broadcasting
channel. The channel shows the video on the air, and the Company‟s
software development project team as also the Software Engineering
course teaching team receive thru e-mails, tweets and other social
media a number of suggestions and input on the problem discussed.
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4. Susmita Pruthi
Vikramaditya and Vetal Digital Age
Informational Interplay
 Students of the course analyze the entire information, submit
assignments/projects and feed their conclusions to the Company
software project team.
 The Company software project team based on all these inputs, further
interactions with course teachers and subject experts and based on
existing industry practices as well as its own deliberations, finally takes
the decision. It includes accepting of a new practice.
 All contributors are acknowledged.
 The freshly inducted professional into the Company project team, his
peers and students at the institution learn immensely thru the exercise
and the freshly inducted professional at work experiences great
professional pride and self-confidence.
 What is more, newly met requirements help company sales people
create increased market share for the software product increasing
company revenue.
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5. Susmita Pruthi
Vikramaditya and Vetal Digital Age
Informational Interplay
 As a result, at the company Annual meet, which is attended by
Company Global Head and Nation‟s Commerce Minister and which is
televised globally on a TV channel, university students contributing to
the nation‟s economy are rewarded and their parents honored.”
 Please answer based on complete knowledge that you
explore and reflect upon and answer correctly.
 Help Vikramditya to answer this question.
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6. The Interplay
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7. Susmita Pruthi
My Take on the Problem Statement
Two are better than one, because they have a "If you have an apple and I have an
good return for their work: If one falls apple and we exchange these apples then
down, his friend can help him up. But pity the you and I will still each have one apple.
man who falls and has no one to help him up! But if you have an idea and I have an
Though one may be overpowered, two can idea and we exchange these ideas, then
defend themselves. A cord of three strands is each of us will have two ideas."
not quickly broken.” - George Bernard Shaw
– King Solomon
 Learning from others experiences, successes or failures, is a necessary part of
embracing collaboration, innovation and re-engineering.
 Seeking new opportunities, identifying one within an existing system or off
shooting from an existing process is integral to any business’s
transformational growth plan.
 The given scenario plays out the seamless interaction between multiple
stakeholders – both within the company and outside. The scope extended to
direct players like the students to indirect players like the satellite channel and
Facebook members.
 Everybody ended up contributing as well as benefiting from this
seamlessness. Some achievements were predictable while many were not.
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8. Susmita Pruthi
My Take on the Problem Statement
 The positive aspect here is that the process was open to feedback and
incorporated them to better the process and requirement, enabling value
creation for the business.
Supervisor
HR
New Req
Video recording Training
Team Member in
of interaction Content
SDLC
Feedback
Facebook Education
Content
Students
Members
Satellite
Viewers Channel
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9. A Live Case
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Interplay 9

10. Susmita Pruthi
Challenges / Requirements
 Our business is primarily around providing content to schools to
deliver effective teaching learning process.
 The content can further be divided into Primary and
Supplementary content:
 Primary targets the actual teaching content in different modes
of multimedia
 Supplementary covers all those elements that help the primary
to become effective like
• the Teacher‟s Lesson Plans
• Activities that can be conducted in the class to make the
learning engaging and collaborative
• Frequently asked Questions
• Question Bank – different types
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11. Susmita Pruthi
Challenges / Requirements
 Added complications to the requirement:
 Each school is open to pick up any book (publisher) as per the
prescribed syllabus – NCERT. Added to this is the complexity
of State board syllabus. Hence any kind of content
development mitigation plan always falls short of the interim
„new‟ needs.
 Curriculum has been changing in the recent past. Not only
from the content perspective but also pedagogical perspective:
• Activity based learning
• Continuous and Comprehensive Evaluations
• Math Lab approach
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12. Susmita Pruthi
Pillars of Education
Curriculum Information
Learning of Individual
Knowledge Education
Teachers
Experience of Individual Experience
Teachers
 To develop any content, the business looks at Subject Matter Experts in
their respective areas
1. Teaching Learning content
2. Media development and
3. Instructional design
 While the last two are still easy to locate/train, the content SMEs are
either difficult to find or difficult to train on the ICT approach.
 Also, each teacher has his/her own way of tackling the subject which
NU ET511 | Assignment or Informational Interplay
others may 1 | may not agree. 12

13. Susmita Pruthi
Power to People : Content
TEACHERS
• Control must reside with the teacher to plan
• What to do, How much to
• How to do
• When to do
• Teacher driven instead of content driven
STUDENTS
• Addresses multiple learning styles
• Addresses the entire spectrum of students: bright
students as well as the academically challenged students
• Opportunity to explore more based on their needs and
interests
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14. Susmita Pruthi
Power to People : Content
 The best probable solution would be for the business to initiate a
content requirement on an edu network of teachers to collaborate to
 Contribute to a learning objective on a edu network,
 If possible have external contributors like University professors,
researchers, parents, society at large
 Link/include content from other edu networks, open source, research
labs etc
 Complete the LO based content using a Workflow mechanism with
identified Approvers
 The network in turn ensures „awarding‟ by recognition, remunerations,
free content etc.
 This way all stakeholders get rewarded,
 the organisation gets validated content at least cost, market value goes up, able to
cater to larger customer base as offering goes up.
 Can offer similar services to another industry, say the BPO or KPO industry
 Teachers contribute to the community
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15. Susmita Pruthi
Content Collaboration
No man is an island, sufficient None of us is as
WWW
unto himself skilled as all of us
Technology
Learning
Home Integrated
Ecosystem
Classroom
Child
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16. Susmita Pruthi
Content Collaboration
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