The Agents of Change

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August 3, 2012

Pearson Clinical and Talent Assessment is engaged in publication and distribution of assessment related tools and therapy resources. Sushil Eapen, Managing Director, Pearson Clinical and Talent Assessment, in a candid conversation with Pragya Gupta, provides his views on emergence of new psychological assessment techniques

Please share the genesis of Pearson Clinical and Talent Assessment in India? What benefits does it offer to students and teachers?

Pearson owns some of the best known brands in assessments and remediation worldwide. Pearson Clinical and Talent Assessment (PCTA) office was established in India in 2009. The company has been engaged in publishing and distributing the most comprehensive and locally adaptable standardised assessment solutions. PCTA has recently published the standardised Dyslexia Screening Test – Junior, India Edition (DST-J India) to determine if students are at risk of dyslexia. The DST-J India is unique, as it empowers school teachers to assess children for the risk of Dyslexia, after they get trained by our experts in the administration of the test.

How do you see the acceptance of new assessment techniques by students and teachers? Please share with us the details of your tie-ups with schools in India.

Already large numbers of schools have bought the Wechsler Intelligence Scale for Children (WISC), Raven’s Progressive Matrices, Wechsler Individual Achievement Tests (WIAT) and the Dyslexia Screening Test Series from us. These tests are typically used by school psychologists for assessment of IQ, achievement or to determine if students are at risk of mental health problems.

We also offer workshops for training and certifying school teachers on the subject of Learning Disability with a special focus on Dyslexia and Working Memory. Hundreds of school teachers across India have attended our popular teachers training programme. Almost all of them have given feedback about the high level of quality of the tests from our company and our teacher training programmes.

How do the use of new techniques and technology offers better learning delivery outcomes?

Our company is progressively going digital in our offering of our tests to our customers. We now offer a remediation programme to improve working memory in children by using a patented and online program called Cogmed. Working memory problems account for many of the difficulties children face during learning. Cogmed is the only evidence-based remediation programme for improving working memory. It is now being offered in India and there is widespread acceptance of this programme, which has changed the lives of many children.

Please shed some light on the importance of psychological assessment and its acceptance in India

While psychological assessments have been used for many years in India, most of the instruments used in our country have outdated test items and norms. Pearson has made a commitment to set up its own office in India to adapt, translate and standardise many of these flagship instruments in India. There are a large number of children in our country who suffer from problems such as dyslexia, autism, depression, anxiety, working memory deficit and related problems. Our assessments help to identify these problems and in many cases we offer remediation for the identified children. It is very important to assess for these problems so that students can be identified early and that would allow opportunities for remediation. More and more schools in India are employing special education teachers and school psychologists who can identify these problems at the school settings and offer solutions. We are helping to train these professionals through development of high quality assessment and interpreting the results.

Please share your future plans for the Indian education segment.

We are committed to improving the quality of assessments being used in the Indian educational settings. In many ways, we are agents of change – we offer application level tests that discourage rote-learning. For instance, there is our solution called Stanford Achievement Test Series, Tenth Edition, India (Stanford 10 India). In future we expect technology to play a big role in the process of assessments and interventions. We will be introducing many such assessments for our customers in India, both in clinical and educational settings

ViewSonic Unveils Ultraportable LED Projectors

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digitalLEARNING Network

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August 3, 2012

Projectors feature high LED brightness with 30,000 hours of long life

ViewSonic Corp, a leading global provider of computing, consumer electronics and communications solutions has launched the ultraportable and energy-efficient LED projectors. Featuring diminutive form factors and 30,000-hour, long-life LED lamps, the PLED-W500 and PLED-W200 usher in a new category of ViewSonic projectors. They support 3D technology with 120Hz frame rates for exciting 3D visuals, and can project 33-40 inch screens from a 1 m distance. They also feature versatile USB connectivity, while the built-in Microsoft Office/PDF viewer and SD/SDHC card reader can display documents and play multimedia files without needing a PC. The projectors of PLED-W500 and PLED-W200 are priced at Rs 61,000 and Rs 44,000

“The ultraportable LED projector transforms the projector from a cumbersome gadget to an incredibly lightweight, compact device that can be carried anywhere to meet all your projection needs,” said Kuldeep Ramaiya, Country Manager, India. “With their high-brightness, long-life lamps, the ultraportable LED projectors are superior to others in the same class” he added.

PLED-W500

The PLED-W500 shines with its innovative, stylish new look. The piano-black mirrored surface and geometric inset buttons make the projector modern, sleek and elegant, ideal for business presentations and multimedia entertainment. With dimensions of 214 x 164 x 42 mm, the PLED-W500 is compact and weighs only 1.18 kg. 500 ANSI lumens, superior in the LED pocket projector category, provide 20,000 hours of brightness for energy and cost savings. The 1.4:1 short throw ratio projects a 33” screen from a 1 m distance with high native WXGA resolution. 2GB of onboard memory allows you to store documents and multimedia files, enhancing presentation efficiency. With HDMI 1.3 support, simply connect the PLED-W500 with a PC, tablet or other device to enjoy a widescreen gaming or home theater experience. You can also view smooth 3D video with a 120Hz refresh rate using active shutter glasses. PLED-W500 has versatile USB connectivity, built-in Microsoft Office/PDF viewer and SD/SDHC card reader which can display documents and play multimedia files without needing a PC.

PLED-W200

The pocket-sized PLED-W200 offers ultimate mobility. Measuring 130 x 126 x 32 mm and weighing only 420 g, the PLED-W200 is ultrathin and easily carried in a briefcase. Its LED light source with 250 ANSI lumens lasts 30,000 hours while producing brilliant color. With a built-in 32 GB SD/SDHC card reader, Microsoft Office/PDF viewer and dual integrated 2W speakers, display Word, Excel, PowerPoint, PDF and other multimedia files without needing a PC. The PLED-W200 also features 1.16:1 short throw ratio that can project a 40” screen from a 1 m distance with high native WXGA resolution.

ViewSonic’s ultraportable LED projectors are thin, compact and lightweight for easy mobility between meeting rooms and on the go. Innovative new look and energy-efficient LED lamps with 20000 hours ( PLED-W500) 30,000-hour lifespan (PLED-W200) makes PLED series the best choice for the professional usage. 0-second poweron and power-off makes presentation immediately, and no need to wait for the projector to cool down. The PLEDW500 and PLED-W200 provide 500 and 250 lumens of brightness, respectively – superior to others in the pocket projector category.

Developed with Texas Instruments’ high performance DPP6401 image processing chip, the projectors support 3D graphics with 120Hz frame rates for exciting 3D gaming and movies using active shutter glasses. With the built-in 32 GB SD/SDHC card reader and Microsoft Office/PDF viewer, the projectors can play Word, Excel, PowerPoint, PDF and other multimedia files directly

Education Has to be Research Based

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digitalLEARNING Network

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August 3, 2012

Established in 1993, Jagan Institute of Management Studies is now regarded as a premier business school in India. Manish Gupta, Chancellor, JIMS, spoke to Sheena Joseph about various aspects of management education

Please share with us the inspiration behind JIMS.

The main inspiration behind the institute is the ambition to create a better centre for higher education. But then we realised that under graduate education is also required. IP and JIMS commenced operations simultaneously. We have also kept our fees at very nominal rate. We have two campuses and one university in Jaipur. We are also trying to set up our university in Haryana.

What according to you is the importance of Industry – Academic interface? What have been the significant achievements of JIMS in this regard?

Industry is our primary customer, then come the students. If we develop our courses according to the industry specifications, then we can make our students happy.

What measures have you taken to ensure that the course material being imparted at the Institute is updated with the latest requirements?

Since we develop our courses according to the industry standards, we believe that our students should be updated with the current corporate environment, for this purpose we have organised a summit last month in which corporate leaders were called to share their views about the current industry requirement and how we can amend our syllabus for the same.

How has ICT technology been incorporated into the educational system at your college? What are your views on the importance of ICT in education?

We believe that ICT plays a vital role in today’s environment. We are already using lease lines OHPs, CDs, Internet connections both LAN as well as WiFi. At times we have guest lectures in an auditorium with the capacity of approx 200-
250. These lectures are also beamed to different classrooms so that all students can listen and benefit from the speech. We are also in discussion stage to have satellite technology in our institute.

With foreign collaborations being an important element for many higher education institutes, could you elucidate the collaborations that JIMS is exploring?

In initial stages, we began with the faculty exchange programme with foreign universities. But later due to AICTE notifications we were not able to continue with this. We are waiting for the right policy to start again so that we can start
with the foreign exchange again.

What is the importance of research based education in today’s changing times? Does JIMS contribute towards intensive research in the education sector?

Education has to be research based. While teaching to our students we try our best to ensure that the content is of best possible quality. For this we encourage our faculties to indulge in lot of educational research, so that the best outcomes become possible. We are clearly aware that whatever is taught needs to be based on proper research. Since education is becoming globally acceptable, one has to face the challenges and for that a proper research is required.

Please shed light on the role of private Institutes.

With the set up of private institutions, any child who passes 10+2 has many options. I remember the time of 1989 or 1985, when a child had to work very hard and very few seats were there. Parents were not able to afford high fees. Now they can continue with their studies. The private institutes are helping many students to gain quality education at reasonable costs. Basically the institutions are leading to a social inclusion on a large scale. Even children with lower marks can find quality institutions. Our only purpose is to serve the students; if our students are satisfied then our purpose is achieved.

Projecting a Vibrant Image

Magazine

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digitalLEARNING Network

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August 3, 2012

Vineet Mahajan
Head-Display Products,
Panasonic India Pvt Ltd

Vineet Mahajan, Head-Display Products, Panasonic India Pvt Ltd, shares with digitalLEARNING his views on the nitty-gritty’s of projector market in India

Tell us about the models that you have launched.

This year, Panasonic launched 28 new models, so now our total number of models is 53. We launched specific models for the price sensitive market, short throw and Ultra short throw catering to education vertical. We also launched 9 new models in between 6000 lumens to 20,000 lumens catering to E-cinema, large venue and Digital signage market. The portfolio of 53 models is capable enough to satisfy the dynamic needs of the market ranging from 2200 Lumens to 20000 Lumens. From user-inspired design to advanced engineering, innovation is what sets Panasonic projectors apart from the competition. We have focus on education, government, event management, auditoriums, cinema, home cinema and corporate verticals.

Provide us with your views on the factors that are driving the projectors market in India.

The demand for projectors is on a rising curve due to strong buying in education, government, Cinema, IT/ITES segments, corporate etc. On technology front, both LCD and DLP projectors are in demand, and gradually the market witnesses a trend in LED Lamp technology. With IT infrastructure spending becoming essential part of every business budget, projectors are on their way to becoming integral to any organisation. With the advent of growing technologies, education today has moved out of the realm of conventional methods of teaching to a smarter and digitised form of imparting knowledge to give real life experience of learning. Education has clearly emerged as the major sector for projectors. It contributes to more than 30 percent approximately of the total projector market in India.

What are the emerging technologies in this segment?

The LED lamp based projectors are getting in fashion nowadays, but price will be a challenge. In the current scenario we don’t see drastic emergence of Pico projectors. However, we believe it will witness high demand in years to come. Further, these projectors have the capability to overcome screen size limitations that exist in mobile electronics devices. Hence, they are capable of projecting large images, irrespective of their size. Thus, the usage of such projectors is best suited in an environment with small space.

What are the opportunities and challenges in the Projector market?

The opportunities are immense as more and more organisations in India are upgrading their IT infra structure. Moreover, with the rapid increase in the demand for video-conferencing facility, the requirement for large display /projector is a must. Market is and will witness a high demand of projectors from Education and government segments. Only challenge can be that the demand of a projector can be substituted by LCD / Plasma Displays. Channel partners have the liberty of selling both forms of displays either Projector or FPD (Flat Panel display (LCD / Plasma).

What kind of growth are you expecting in the projector market in India?

Panasonic has been in the projector market for last 35 years. The market size for projectors in India in 2011 was around 240,000 units and it is likely to cross 275,000 units in 2012. The Indian projector market is expected to grow by 18 percent annually in the next three years from its current level in 2012. Panasonic has always been the leader in innovative technologies and aims at providing its customers nothing but the best. The year 2012 witnessed a huge jump in the sales of Panasonic range of projectors. With Sanyo projectors coming under the Panasonic Brand name, we witnessed a jump of 180 percent versus last year in the same month. Sanyo brand of projectors was withdrawn on April’2012.

Secondly, with the shift for better viewing experience by the user’s third dimension (3D) technology in projectors is catching up very fast in India. These projectors actually aim at bringing pictures which are life-like and might just be conned into thinking that the images of people that on the screen are actually real.

Uttarakhand Govt to set up Higher Education Selection Commission

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digitalLEARNING Network

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August 3, 2012

The Uttarakhand state government has decided to set up Higher Education Selection Commission and enroll about 850 professors through it. Their retirement age would also be increased to 65 from 60 years.

The Government has also sanctioned Rs 40 crore for construction of buildings for various degree colleges and 4.50 crore for the construction of Higher Education Directorate at Haldwani. The State has decided to spend 11 crore for the construction of polytechnic college, which will be dedicated to minority community students, in Haridwar.

The decision to this effect was taken in a review meeting of Higher Education and Technical Education Departments chaired by Chief Minister Vijay Bahuguna at Secretariat. The decision to constitute the Higher Education Selection Commission was taken in view of delay in the selection through the Public Service Commission. The Commission would come into existence by September 30 and the vacant posts would be filled by March 2013. Chief Minister Bahuguna has asked the departmental officers to ensure transparent and unbiased selection.

He also sanctioned 40 crores for construction of college buildings and five crore for laboratory equipment. Sanctioning 4.50 crore for Higher Education Directorate building, he instructed them to open extension counter of Kumaon University in the Directorate and also at Pithoragarh Degree College. Directing the officers to increase the retirement age of professors to 65 years, he laid emphasis on strictly following the standards set by Higher Education and University Grants Commission. He also asked them to fill the vacant post of Registrars and Controller of Examinations in Kumaon University and Uttarakhand Open University. He instructed them to give priority to university staff as per their qualifications.

CM Bahuguna stressed on encouraging students from SC, ST and minorities towards technical education. He also directed to establish ITI on PPP mode at Kot, Tharali, Khatima, Sahaspur and Bironkhal development block, Engineering College at Gopeshwar and Polytechnic College at Gairsen.

The meeting was attended by Chief Secretary Alok Kumar Jain, Principal Secretary to Chief Minister DK Kotia, Principal Secretary Higher Education Rakesh Sharma and Secretary Finance Radha Raturi, among others.

Moving Towards an Innovative Curriculum Design

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digitalLEARNING Network

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August 3, 2012

Bringing knowledge into classrooms

Understanding concepts and guiding principles are the basis for a healthy curriculum. When students understand what they learn, their achievement goes up

By Viral Parekh, Program Director, The American Institute of Enrichment

Reflecting on the current state of school education in India, the concerns in education now are not for the teachers who seek to help students find authenticity, meaning, and utility in what they teach. Instead, it is for all the pressures that cause teachers to believe they can’t afford the luxury of curricula with those attributes. Tests and assessments based on curricula often lead to repetition of facts and practice of skills, and as these are often devoid of context and meaning, they lead to lack of motivation for the young to explore more on the taught content.

Syllabus versus Knowledge

Needless to say that school teachers cannot disregard the mandates for student proficiency with ‘the basics’ taught in schools. A list of standards, which provide teachers with guidance on innovative and engaging delivery models, can bring a fresh beginning to the role of teachers. As teachers, we may be provided with ingredients/syllabus for curriculum – but they are not curriculum. We have to work towards innovative methods of creating a defensible curriculum. Through our indepth research and many model schools adopting our teaching techniques – our faculty has developed ways to use the ingredients to invite students to the table of learning, in ways that contribute to strong minds, and in ways that commend learning as deeply fulfilling.

All students deserve and need to derive meaning and power from what they learn, despite the common myth that only a small group of students should work with higher order, meaning-rich curriculum. Understanding concepts and guiding principles are the basis for a defensible curriculum. When students understand what they learn, student achievement rises, as do the students’ prospects for a productive and satisfying life in a world much more multidimensional than an answer sheet.

The world is changing dramatically. Global economics, politics, and social interactions and issues, along with advancing technologies, require more of citizens than surface knowledge and skills. Traditional curriculum designs focus on teaching topics and facts and make an assumption that students will understand the key concepts and principles of the discipline. Our innovative curriculum design demands teachers to consciously guide students to a deep understanding of the concepts and principles that structure a discipline. This is a paradigm shift from traditional instruction models we commonly see today.

The American Institute of Enrichment serves as a partner in leadership, organisation design, and system effectiveness. We work in collaboration with schools to develop change and improvement strategies that are custom tailored for each school. No two schools ever receive the same service from AIE. Majority of the times we engage in longterm partnerships with our school that include both on-site and online support and assistance. The AIE helps determine the school’s current reality and defines the preferred future. AIE faculty members chart a course that is customised specifically for the school’s objectives. Along the way working closely with school leadership teams to ensure implementation and measuring change. In the process, the AIE often conducts teacher training, induction and mentoring, assessment design and parent/student seminars. Our goals are not new to education; instead we help schools to break-away from old curriculum design paradigms to new engaging and exciting ways o teaching. The teachers find it enlightening and inspiring seeing their children engaged and motivated by the clarity of the instructional models we have incorporated. As we take on the leadership role in facilitating changes we remind schools that the change process is a journey – not an end point.

Mahatma Gandhi University Organises Scholarship Programme for Underprivileged

By

digitalLEARNING Network

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August 1, 2012

Mahatma Gandhi University has organised Scholarship Programme of at Paintal Memorial Golden Jubilee Auditorium Vallabhbhai Patel Chest Institute, Delhi University. In this program, more than 500 students including poor girls, blind and handicapped students, physically challenged and students from weaker section of the society were awarded with scholarships which would provide study material, classes, refreshments and many more enthusiastic features free of cost.

The underlying intention is aimed towards providing the underprivileged strata of the society with education facilities which otherwise they may not be able to procure. Presence of Dr Raj Kumar (Professor and HOD, Respiratory Allergy and Applied Immunology), L N Rao (Add DCP) encouraged the students’ intensity to study and increased their confidence.

Dr Pooja Munjal, Vice Chancellor, Mahatma Gandhi University stated that it was an honor to be a participating hand at the launch of Colored Self Learning Material (SLM), E-Learning, Video Lectures, On-demand Examination, Online career counseling, Industrial Speakers, Dictionaries of Specialized Subjects for the students and praised this noble deed of University. Milli Goel (Director-DDE, MGU) thanked the honorable guests present for joining the occasion and congratulated the students and wished them good luck for their upcoming future. She also asserted that MGU will always help those students who aspire to study but do not have the means for it. Vikas Chopra (Senior Advisor High Court) was also present there and appreciated the University’s social work for the weaker section of the society.

The University offers Soft Skill Programs, Certificate and Diploma Programs and Degree Programs including Bachelors and Masters Degrees in the field of Management/IT/Hotel Management/Mass Communication/Multimedia and many other Programs in the University.

Mahatma Gandhi University is equipped with Colored Self Learning Material (SLM), E-Learning, Video Lectures, on-demand Examination, Online career counseling, Industrial Speakers, Dictionaries of Specialized Subjects.

Orissa to Develop Bilingual Primers in Tribal Dialects for Children

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digitalLEARNING Network

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August 1, 2012

The Odisha Primary Education Programme Authority (OPEPA) will develop bilingual primers in 10 tribal dialects for children from Class I to Class III with an aim to ensure equity in educational opportunities for tribal children.

The primers will cover all schools having 100 percent monolingual tribal students.The bilingual primers are being developed in 10 major tribal languages – Munda, Santhali, Kissan, Oraon, Kuvi, Saura, Koya, Bonda, Juanga and Saura.

The state government has also identified nine new tribal languages – Gutob, Ho, Gondi, Parja, Khaira, Didayita, Chhatisgarhi Odia, Binjhal (western Odisha) and Binjhal (Bargarh region) – for inclusion in the multi-lingual education programme. Eventually, primers will also be developed in theses languages.

“The work on the preparation of primers in all theses languages have started and are now in the final stage. In a high-level meeting, the chief secretary directed OPEPA authorities to expedite the process of printing of primers and training teachers to use them efficiently,” sources said.

As of now, 544 primary schools – including 135 in Mayurbhanj district, 37 in Samabalpur district, 67 in Sundargarh, 95 in Rayagada, 60 in Malkangiri, 30 in Keonjhar, 60 in Kandhamal and 60 in Gajpati district -have been identified for launch of the multilingual learning programme. The sources added that there are about 3,400 schools that have 100 percent monolingual tribal students.

Innovation In Teaching- Learning Technologies

By

digitalLEARNING Network

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August 1, 2012

Digitally Sound

Implementing Agency
Pearson Education Services

Website

www.digiclass.com

DigitALly has various types of content like animations, videos, self-explanatory diagrams, concept maps, 3D interactivity, worksheets, quizzes, e-books and past year question papers– all of which are regularly updated. It is an easy to use and attractive interface through which teachers can access the preloaded content in the classroom.

Objective
To use an ICT led technology solution to improve the teaching learning process

Achievements
• President’s Award for IT-Pearson’s E-Education initiative, in association with Global Telemedicine Healthcare Network Foundation (GTHNF)
• Manthan Award for Best e-Content Development honours excellence in Digital Content Development across Southeast Asia

Target Group: Teachers and students

Challenges: Creation of content for all the major syllabi across India through the usage of internal resources was a challenge. Once the solution was installed, its usage led to the development of its own crop of challenges. The stakeholders had to be given the required training for efficient creation of the best possible educational outcomes. There were also the issues related to upkeep of hardware, this issue was resolved through the creation of regional hubs where additional spares are kept to enable faster replacements. The curriculum changes and updates that keep happening from time to time have also to be taken into account.

Coaching them Right

Implementing Agency
PurpleLeap (A Plus Education Solutions Pvt Ltd)

Website
www.purpleleap.com

PL-ACE offers Experiential Learning to tier II and tier III Engineering Colleges by leveraging technologies like Very Small Aperture Terminal (VSAT), Learning Management System, and Knowledge Management System. Through this platform, the company trains the students on professional skill sets that help them in being ready for the industry. PurpleLeap partners with engineering colleges and invests in setting up PL-ACE to help the partner colleges achieve brand leadership.

Objective
To provide best of learning experience to students in Tier Two and Tier three cities who do not have access to industry oriented training

Achievements
• Trained over 30,000 students,
• Reach to the remotest towns which includes towns with less than 10lak population

Target Group: College Graduates (Tier 2 and Tier 3 cities/colleges)

Challenges: We had to do pilot batches to demonstrate the use of technology and adjust with the existing practices. The acceptance to our programme was a challenge. We could overcome this challenge by embedding our training into college curriculum. There were issues regarding reliable Internet connection. The Internet was made bandwidth friendly and so that we had offline time-based access for assessments. Cutting edge software was required for the implementation of the programme, so we had to type up with some of the world’s top IT companies.

ICT for Education

Implementing Agency
JP Sá Couto, S A

Website
www.mymagalhaes.com

JPSC developed a dedicated line of equipment – mgseries for serving the students and teachers. The products are characterised by their adaptability, quality, reliability and robustness, The projects they develop include hardware and software solutions, specialised educational content, connectivity systems, teachers’ training and support services.

Objective
To deliver purpose-built solutions for education through ICT products and projects that foster human development

Achievements
• In four years, more than 3 million MGseries netbooks were distributed worldwide and now, 6 million children have access to an educational netbook
• Also, 10 thousand schools, spread over more than 60 countries are already working within our educational projects

Target Group: K-12 students

Challenges: The customisation of project management services is one of the most challenging parts of our work. In each local or national education programme, we need to appoint a specialised project team, including, a global manager, a local/national manager and other internal resources. Our work requires background studies for localised actions that are adapted to each nation’s educational, cultural, social and financial context. Our portfolio of services to support the implementation and development of projects range from logistics and equipment distribution to software development. Also, implementation of technology programmes in schools demands the engagement of teachers as a starting point for the engagement of students.

Enabling Smart Education

Implementing Agency
Educomp Solutions Limited

Website
www.educomp.com/Products/Smartclass.aspx

Educomp Smartclass is a digital
solution classroom. It uses mapped to curriculum 2D-3D digital content across all school subjects. The solution has four interlocked components: 1) Content- Educomp smartclass Class transformation System (CTS) 2) Technology – Digital Teaching System (DTS). 3) Academic Support 4) Affordability. For mass adoption model, Educomp offers smartclass at affordable monthly installments to schools.

Objective
To apply innovative solutions to solve critical problems relating to quality of education and access to education for all

Achievements
• Students learn and enjoy difficult and abstract curriculum concepts
• It improves their overall academic performance

Target Group: All key stakeholders in education

Challenges: Initially the concept of smartclasses was new, so we had to run a TV and outdoor campaign for two years, for winning the stakeholders to our side. Teachers needed to be trained in managing hardware, and there was the need of structured lesson plans around the digital content. Due to unavailability of high speed net connectivity, schools could not be connected to Educomp directly. DVDs were sent and all digital content was housed in a server in the knowledge centre in a Smartclass enabled school, to which classrooms were connected.

Learn Easy

Implementing Agency
EZ Vidya Pvt Ltd

Website
www.ezvidya.com

Objective
To give teachers something useful to do with technology daily and run on existing school equipment without additional software

Achievements
• EZ Vidya created Chrysalis is known to develop and monitor teacher technology skills
• Better learning outcomes for students

EZ Vidya’s Chrysalis TechMate is an open-source on-line and off-line teaching content platform, which has been available since April 2011. TechMate’s interface uses standard browsers like Firefox and it can facilitate teacher and student logins via the cloud or the school server. Once logged in, teachers can access a complete digital version of their printed Chrysalis curriculum materials (interactive e-books), with matching audio-visuals, teacher guides, suggested web links, and assessment questions for each lesson. Students, parents and school heads can access all of the student content, take assessments, and view their progress and performance.

Target Group: 4300 Teachers, about 2,50,000 students, and parents from 400 plus Chrysalis (client)-EZ Vidya partnered schools.

Challenges: In the beginning many teachers were reluctant to use the technology, so we had to bring about regular changes in design to simplify the interface. The market is fraught with many pre-existing perceptions about content libraries, so we had to work really hard to popularise our system. Our philosophy is that the teacher should be a facilitator and not a television programmer.

Think to Learn

Implementing Agency
ThinkLABS Technosolutions
Pvt Ltd

Website
www.thinklabs.in

Objective
To Promote hands-on Science and Technology education for school students

Achievements
• Rapid rate of acceptance from Indian schools. Present in over 160 schools in less than three years
• Wide acceptance across 23 states, 54 cities and 150+ schools

Robotics Learning System (RLS) is envisioned as a 21st century learning tool that enforces STEM and Computer Programming concepts in school students at an early age. RLS is Thinklabs Robotics Education platform, and it is implemented in the schools through setting up of a Robotics Lab (RoboLab). Robotics is a multi dimensional study platform, which involves various streams of education. By building and programming robots, students explore fundamentals of science, technology, engineering, mathematics (STEM) and computer programming..

Target Group: School students from Std 4 onwards
Challenges: ThinkLABS has surmounted the challenge of scaling up through an effective system of empowering schools through a comprehensive Teachers Training Program. In less than three years, the programme has been accepted by more than 160 schools, as this is a world class product available at an affordable price for the Indian market. Intuitive visual programming software had to be indigenously developed to help students in logical thinking through drag and drop flowchart based programming approach against conventional programming method.

Education for the Downtrodden

Implementing Agency
Mahendra Educational Pvt Ltd

Website
www.mahendras.org

Objective
To provide quality professionals in banking and other government organisations

Achievements
• Pre-examination training of 19 nationalised banks for C/ST/minority
• Above 1 lakh selections in various government organisations
• Replica of SBI clerical exams in the form of SBI preparatory exams

The inspiration behind the programme was to cater to the weaker section of the society like SC/ST/OBC, minorities and other downtrodden classes. The ultimate goal is to empowering them with modern education. Mahendra’s Institute for Banking endeavours to assist the students in all types of preparation. It provides the candidates with knowledge and skills required to achieve their goals. We provide the finer details and knowledge of the banking sector and its changing needs.

Target Group: One day competitive examination aspirants and their parents
Challenges: At initial stages, the programme faced financial crunch, but eventually it was able to find the right kind of backing. It was also difficult to control pan India branches, but our dedicated team members have made it happen. The operations teams have played a seminal role in engineering the expansion of the branches. The dispatch team looks after the distribution of tests and study material. The pan India test results get displayed through the efforts of our IT team.

ITM University Launches Executive MBA Course

By

digitalLEARNING Network

-

August 1, 2012

ITM University launched a post graduate course, the Executive MBA programme.This Executive MBA course is a three-year full time programme meant for executives with at least two years of work experience. ITM University is an institute among India’s foremost independent multidisciplinary universities.

Candidates applying for Executive MBA should have passed their Bachelor’s Degree or equivalent in the English medium, with at least 50 percent marks in aggregate or an equivalent CGPA and minimum Two years of work experience. The admission is based on the personal interview conducted by ITM University.

Along with Executive MBA programme, School of Management of the university has launched four new under graduate programmes such as BSc (Hons) Economics, BCom (Hons), BSc and MSc Mathematics.

According to Prof Prem Vrat, Vice Chancellor and Professor of Eminence, ITM University, “DU has limited seats and ITM University Gurgaon can absorb good quality students and thus cover an important gap.” “In case of executives, the more the exposure they get in various markets, the greater is their ability to make practical and intelligent business decisions. The Executive MBA programme is one of its kind opportunities for the professional to revive and sharpen their management skills,” he added.

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