Wi Fi Changing Lives of Many

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August 1, 2010

P. Uma Maheswari (Assistant Professor) &
Dr. S. Arulchelvan (Assistant Professor,
Department of Media Sciences), Anna University Chenna

Anna University Chennai is one of the top most technical institutes in India and has taken several initiatives to enhance teaching learning process; most prominent being the recently introduced Wi-Fi services within the campus

Wi-Fi (Wireless Fidelity) access technologies offer an interesting insight into the changing way in which the Internet is used and impacts our everyday life. With the increase in technology use by students, higher education institutions are investing money into new technologies for college students in order to meet the needs and expectations of this technology oriented generation. Growing popularity of social networking, video sharing, and music streaming, true broadband Wi-Fi access is becoming a necessity to support the new generation of Wi-Fi enabled devices and applications.

Wi-Fi, a play on the older term Hi-Fi, is a wireless networking technology used across the globe. Colleges and universities have been perhaps the earliest and most aggressive adopters of Wi-Fi technology over the past five years. Wi-Fi offers a simple way to provide network connections in hundreds of campus locations that could not be reached cost-effectively with wired Ethernet: classrooms, libraries, administrative offices, and even outdoor areas and athletic facilities.

Anna University, Chennai is one of the top most technical institutes in India and has taken several initiatives to enhance teaching learning process; most prominent being the recently introduced Wi-Fi services within the campus and students from Anna University now will be able to access wireless broadband Internet within the campus. Under this project, the University has invested a huge amount in providing Wi-Fi services to classrooms, hostels and four campus of Anna University namely, College of Engineering, Guindy, Alagappa College of Technology, Madras Institute of Technology and School of Architecture and Planning.

To avail the benefits of Wi-Fi services, the students just need to register their laptops with the Centre before they can access the network freely. With a 26 Mbps capacity, the university network is geared to handle unlimited usage by the students.

Literature Review

It is believed that technologies that facilitate resources can be used effectively to promote lifelong learning, and support learner-centred approaches by being vastly available. However, in spite of its remarkable contribution to humanities as a whole, specifically to developing countries, technology is also creating new gaps within societies as well as between developed and developing countries, particularly through the so-called “digital divide”. Universities have a considerable role to play in bridging these gaps but they must do so within a context that is shifting as we speak (UNESCO, 2001). So, the institutions have to be committed to ensure that technology is used effectively to enhance learning/ teaching processes.

Methodology

The University has introduced a new wireless technology to improve student's life with almost 70% of the campus being now connected to Wi-Fi. In order to find out the usage and impact of the Wi-Fi connectivity, a study was conducted between March and April 2010 covering about 200 students and twenty teachers from various strata of different disciplines of engineering using a self-administered questionnaire and in-depth interview to gather data. The study aimed at giving a deep insight about the impact new technology.

Results

Positive impact of Wi-Fi usage on students learning

Increase in usage of technology, as 40% students have already bought their laptops and 60% planning to buy one

Purpose of usage is primarily for email and reference for the course work

Time spent online has now increased to 12-15 hours per week

Increased interactions among students and faculty, especially for circulating large texts

Wi-Fi offers a simple way to provide network connections in hundreds of campus locations that could not be reached cost-effectively with wired Ethernet: classrooms, libraries, administrative offices, and even outdoor areas and athletic facilities.

The study, though, had a positive impact on students, it also revealed conflicting results where many students spent long hours sending instant messages and on facebook.

However, the in-depth interview with faculty members revealed that they were quite content with the Wi-Fi technology that keep the students in par with the technological advancements happening all round the world and Internet is one medium which has bridged the gap. This service has enabled teachers to upload their lectures and take online classes and the faculty is also accepting online submission of the assignments and are sending notes online to their students.

The findings of the study affirm that Wi-Fi has encouraged students to invest in technology and has enabled them to transfer large quantity of data with the availability of high speed connections.The results of the study support empirically what many professionals have observed to be true: “there is a connection between the extent and ways in which students use technology and their level of development”.

eNOSHA

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digitalLEARNING Network

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August 1, 2010

A One Stop Online Repository System of Learning Objects Classroom Windows

In a country like Sri Lanka, more than 100,000 students per year do not have access to tertiary education. One of the primary reasons being the lack of repository and storage of the e-learning objects and developed content. eNOSHA is a free, open and flexible learning object repository

In a country like Sri Lanka, more than 100,000 students per year do not have any access to tertiary education. One of the primary reasons being the lack of repository and storage of the e-learning objects and developed content, as around 50 new courses though have been created and stored in the Moodle virtual learning environment, it still lacks adequate structure, metadata or search mechanism.

Addressing this challenge, the discussions in the Europeandiscussions in the European – Sri Lankan eBIT project during 2006 and 2007, paved the way for creating an online system for
storing learning objects, named eNOSHA system by the LOR group in the Swedish – Sri Lankan NeLC project funded by the Swedish International Development Agency (SIDA).
A LOR is a storage and search system for digital learning material for reusing and sharing the content. From the very beginning some of the,
fundamental design ideas were to reuseor develop a LOR that should be free,open and fl exible enough to serve allstakeholders at the UCSC e-LearningCentre.
CHALLENGE
Lack of free and open learning object repositories.
METHODOLOGY
Based on the traditional face-to-face meetings as well as in online distance meetings between UCSC in Sri Lanka, Focus groups with staff from UCSC and the involved Swedish universities, the eNOSHA development is based on a participatory design principle where
the presu mptive users have been iteratively consulted in matters ofusability, user-friendliness, and graphical design. User feedback has been an important factor in creation of the different project sprints and usability tests with scenarios using the new-implemented functionalities.
DESIGNING FOR FLEXIBILITY
eNOSHA is developed keeping in account various needs, like varied curriculum and course structure of different organisations, varied contents, templates supporting bulk uploading so that it can be used in different organisations as per the needs and requirements.
GENERAL DESIGN AND MODULARISATION
eNOSHA is built on an idea about some core modules that can be extended with auxiliary units. The very fact that different universities and organisations have different needs, eNOSHA system in all aspects is so designed that it can be extendible and users should be able
to develop and attach their own modules without affecting the core functionality.
THE METADATA SET
LOM is a huge standard that covers a lot of metadata aspects. Metadata is often defi ned as data about data and is an important tool to categorise objects in LORs and make them searchable. All existing courses in the BIT, eBIT and FIT programmes at UCSC exclusively use digital content following the SCORM standard.
LEARNING OBJECTS GRANULARITY
A learning object can more specifi cally be defi ned as “any reusable digital resource that is encapsulated in a lesson or assemblage of lessons grouped in units, modules, courses, and even
programmes.” To facilitate reuse and to decrease context dependency a LOR needs to divide courses and course modules into more fi ne-grained units. In the UCSC adapted version of the
eNOSHA system learning objects are divided into four granularity level

Changing IT trends in Andhra Pradesh

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digitalLEARNING Network

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August 1, 2010

Jawahar Knowledge Centre has helped over 200 engineering colleges in the tier II and III towns of the state increase their employment rate of graduates from 8% to 28%

As a proportion of national GDP, the IT sector revenues have grown from 1.2% in 1998 to an estimated 5.8% in 2009 and it is here in India's IT industry where the state of Andhra Pradesh plays a major role. Its share of IT exports in the country has grown from 7.5 % in 2003-04 to 15 % in 2008-09. The state capital Hyderabad is ranked the number one Indian ITES destination by NASSCOM.

However, the tremendous growth in this knowledge-based business within a short period of time has created the problem of skill-set shortage.

Getting it Right

The state of Andhra Pradesh produces half a million graduates from its colleges and universities every year. However, due to poor awareness of industry grade skills only 10% of general graduates and 25% engineering graduates can be employed in various sectors of industry and amongst them, those who benefited the most are from urban background or students of the premium institutions. As majority of the engineering colleges in private sector are established in Tier II and Tier III towns and rural areas to meet the educational needs of these populations, the students were facing disadvantage of location, lack of soft skills and communication skills required by the industry.

Furthermore, ease of accessibility and affordability of higher education in the state encouraged the socially and economically disadvantaged students to pursue technical education who required additional training and career guidance for competing in the global market. Added to this, in the globalised market, the skills required by a student in engineering college went beyond the technical skills that he acquires through the university curriculum. Therefore, it is important to manage these large number of knowledge workforce coming out of the engineering colleges situated in semi-urban and rural areas and turn them as high quality human resources to cater the market needs. It is realised that for effective employment of the huge number of graduates there needs to be a synergy among the academia, industry and government.

To realise the vision of effective employment, the government of Andhra Pradesh has incorporated the Institute for Electronic Governance (IEG) a non-profit organisation to train young engineers to become knowledge workers through Jawahar Knowledge Centre (JKC) initiative – the main activity of IEG. JKC aims to offer quality human resources and services to IT and ITES sector by brining synergy among the institutions of government, industry and academia. The initiative has already attracted a large number of engineering students from all over the state, providing them with a world-class infrastructure, the best guidance, content and opportunities to apply their knowledge to challenging problems.
Since its inception in 2004, it has been working closely with major companies both local and global, to impart industry grade skills to the graduates of the colleges.

Industry

SAGE

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digitalLEARNING Network

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August 1, 2010

Automation of Administration of Examination is Now Easy

A System for Automated Governance of Examinations (SAGE) has been developed by the Computer Centre of University of Kerala for complete automation of all stages of the administrative part of examinations. The procedure for governance of examinations has been thoroughly revamped and simplified, based on a model, which numerically represents all the examination-related events of this century

The efficiency and exactitude in carrying out administrative work associated with administration of examinations hold a University in high esteem. This is more relevant in the case of Universities that have large number of colleges affiliated to them. Though many IT firms have come forward with digital solutions for the governance part of University Examinations, most of them have failed to prove well-tailored to the user's requirements.

A System for Automated Governance of Examinations (SAGE) has been developed by the Computer Centre of University of Kerala for complete automation of all stages of the administrative aspect of examinations. The procedure for governance of examinations has been thoroughly revamped and simplified, based on a model, which numerically represents all examination-related events of this century. New procedures for all the stages from course design to issue of degree certificates have been prescribed and digital solutions provided.

Using the new model, the system ensures exactitude and timeliness in examination governance. The contributions of IT during the last two decades have been fully utilised for all stages viz. the realisation of online registration to online delivery of mark sheets. The provision given for recruiting agencies to verify the genuineness of University degrees on Internet and the instantaneous progress reports made available to the students are some of the remarkable features of this system. All the sections of the examination wing have been made “pen less”. Statistically significant observations on awarding internal assessment marks are also made. The system has been in use for the last 5 years for all the major examinations of University of Kerala. The number of grievances coming to the examination sections has been drastically brought down. The labour productivity has increased by nearly 3 times after the installation of this system. In 2009 another project named “SWEET” (System for Web-Enabled Exam Transactions) was successfully implemented. It enabled all communications between affiliated colleges and University office to be “paper less” by this system.

YEAR	Intake of Students	Number of Employees engaged	Mark lists generated per employee
2006 (after web-enabling)	10000	23	4500

SWEET: Web based on-line facilities

Enrolment and creation of student database immediately after admission process

Registration to examinations with e-payment facilities

Issue of hall tickets and nominal rolls

Entry of attendance data of examinations by college office

Entry of internal assessment marks by college office

Entry of marks in Centralised Valuation camps by University staff or teachers

Delivery of subject- wise results and their changes (This information has been available on websites for years)

Delivery of mark lists

Submission of applications for revaluation or scrutiny

Submission of applications for provisional certificates, degree certificates /official transcripts

Delivery of official transcripts

Verification of genuineness of degree certificates

Victimisation in internal assessment detected scientifically

Examinership given to the most appropriate person (as per the subjects taught by the teacher)

Improvement in Labour Productivity by 5 times

Integration of information with other systems and subsystems

Chances of litigation minimised (like unlawful claims for degree certificates)

Management Information System to generate strategic information needed for decision-making

High benefit-cost ratio (low cost of development, low maintenance charge, reduced travel costs for accessing reliable information)

Weaknesses of the Existing Manual System

Incomplete, inconsistent and rapidly varying regulations

Delay in scrutiny of results and poor counterfoil management

Consequences of delay in announcing revaluation result

Difficulty to trace missing marks, attendance details etc.

Mark lists conveying bare minimum information

Final consolidation of results is difficult

Tedious process of results analysis

Evaluation of the quality of valuation is difficult

Difficulty in assigning duty to the most appropriate teacher

Online retrieval of information is difficult

Difficulty in correctly implementing decisions regarding moderation

Necessity of maintaining different types of application forms

Poor management of question paper inventory

Inability to ensure quality of question papers

Benefits of SAGE System

Improvement in Productivity: timely announcement of the result (within seven days after the evaluation)

Any Time Information System (ATI): enabling students to get examination related information on Internet

Official transcript and mark lists are available on the Internet

Recruiting agencies can verify genuineness of degrees certificates of the candidates

Timely announcement of revaluation results (within 45 days)

Interactive website to communicate with University (through the University web portal)

Information through Interactive Voice Response System (by just entering the registration number on telephone) services through web portal

The System for Automated Governance of Examinations developed for the complete automation of the Examination Wing of Universities has been on a trial run in the University of Kerala. The results have been quite encouraging and the principles of design as a whole can be replicated in other parts of the country as well. The unique aspect of this automated system is that though it makes use of the latest technologies available today, the cost of implementation is considerably low compared to any other system of comparable quality available now. Moreover, as the University owns the source code of the software, any modification in it can be made at any time, without depending on other organisations. This model of IT enabling ensures that new employment opportunities are generated either inside or near the organisation that is modernised.

Vote for Change Agents

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digitalLEARNING Network

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August 1, 2010

The global education sector has been completely transformed by the advent of modern ICT tools. The need of the hour is to find ways in which the strengths of the available and upcoming technologies can be integrated to achieve the country’s objective of “Education for All”. The needs of the beneficiaries need to be identified and the interventions suitably localised to ensure that this goal is reached in the shortest possible time. There is also a need to monitor the how well the money is being spent.

We, at Digital Learning have always aimed at bringing the new developments to the foreground through our magazine, our website and our events. In continuation of our attempt, the digitalLEARNING Awards were instituted to felicitate the most innovative applications of Information and Communication Technologies (ICT) in Education.

This issue of the magazine is dedicated to those individuals and organisations that are making the difference right now. As most of you are aware, June was the month when we had invited all stakeholders to nominate projects and initiatives that they thought makes the difference in ensuring quality education and skills development through ICT.

Overall 170 nominations were received for the digitalLEARNING Awards 2010 under seven different categories. After a preliminary evaluation by an independent jury, the nominations were put up on the eINDIA website for public voting.

We were surprised by your enthusiasm that was demonstrated by the number of votes cast for the eINDIA2010 awards
While we, at Digital Learning are now geared up for this year’s biggest ICT event, wewould like to dedicate this issue of the magazine to the frontrunners of the ICT revolutionwho are working hard to bring quality education for all.

Technology, ICT and Math Education

Magazine

By

digitalLEARNING Network

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August 1, 2010

Prof. Inder K Rana
Department of Mathematics
Indian Institute of Technology Bombay
e-mail: ikrana@iitb.ac.in

Indian education system

The system of education in India is '10 + 2 + 3' model. Education is a state subject and there are 26 states in India. Each state has its own Education Board which is responsible for all matters relating to school education in that state. This makes the education system non-uniform. Indian education system is highly examination-oriented. The 'examination mentality' has had a strong negative influence on everything connected with education in India: textbooks, style of teaching, and teacher preparation. There is little scope for innovation and use of technology in regular teaching.

In the year 2005, the Central Board for Secondary Education took an initiative and issued a directive to all the schools affiliated to it (Figure 1.)

Mathematics Laboratory in Schools

Concept of Mathematics Laboratory introduced by the Board in 2002-2003.

Manual titled 'Mathematics Laboratory in Schools' published by the Board to give fuidelines and specimen activities.

Aim: To remove the fear for mathematics among chilren and to make the subject more interesting.

All affiliated schools were advised to start the Mathematics Laboratory for classes III onwards and integrate evaluation of practical competencies in Mats with the evaluation of the subject.

Board expects all affiliated schools to have their Mathematics Laboratories by 31st March, 2005.

Circular No. 03/28.01.04

Maths Laboratory and Internal Assessment in Mathematics

Maths Lab provides a conducive ambience for students to learn the subject in a joyful manner through practical activities and interaction.
Teachers need to pay attention to both the transactional strategies and evaluation strategies.
Simple experiments and projects will lead to the development of different skills like numerical, observation, thinking, analytical and so on.
Establishing a Maths Lab does not involve high cost.
Improvised aids using inexpensive material can be made.
Space required is also quite limited.

Circular No. 10/02.03.05

What Math Lab can achieve (CBSE)

However, there was no real effect of this circular as no support system was set up. Still, there is no attempt to include really meaningful technology inputs in math education as part of curriculum.

Role of technology in Math education

What is technology

What is technology? It can be summed up from the perspective of evolution, as:

Slate > Sliderule > Software

It has evolved from oral education and engraving on clay tablets / stones, to writing on palm leaves, to the invention of ink/paper and printing, to digital media in the modern times. Technology hardware: Hand held calculators on one hand and multimedia workstations on the other; digital class rooms on one hand and virtual class rooms on the other are some of the examples of technology playing a role in math education. ICT, Course distribution over the Internet, use of softwares like Maple, Mathematica, Mupad, Drive, GSP, Cabri, and so on, help to compute and simulate. Learning management softwares and evaluation tools are playing a vital role in making laborious tasks easy.

Technology in Math education

Education (more so Math education) is in the midst of a change driven by technological developments. Technology is entering many facets of math teaching and learning. Technology is a valuable tool in the teaching and learning of mathematics, for it has the ability to empower mathematics students as well as mathematics instructors. In some cases the use of technology is prompted by the methods that can help a teacher to do some jobs easily and in a better way. In others it is motivated by the belief and effort to impart instructions in a way that will help to achieve the learning goals of students. Integration of technology in education can also be because of non-academic reasons.

Technology supported e-modules

Aims

The aim of an e-module should not be to replace a teacher, but to support a teacher. An e-module helps in building intuition and developing independent thinking. Intuitions built at early stages help later in formalisations. Efforts should be made to present numerical, graphical and symbolic representations of various concepts so that a student has the freedom to choose one or more of multiple intelligences.

Recipe for an e-module

Select a topic.
Revise the basic concepts.
Give an example of the activity you want them to do.
Activity should involve observation, analysis of observation based on the concepts revised, conclusion and its justification.
Give a short quiz to test the assimilation of the concepts.

Positive aspects of technology use

Technology adds new components to teaching and learning of mathematics by providing:

Tools for visualisations/ illustrations.
Tools to do tedious computations in less time.
Tools to recognise pattern in a problem.
Helps to formulate conjunctures.
Tools to develop problem solving skills.

Technology Enhanced Learning, Visualisations
Visualisations can be developed manually (sometimes) or with the help of technology tools provided by calculators/computers. This paper will discuss in details with specific example to illustrate how visualisations can enhance the processes of teaching and learning. The visualisations should be used to:

Explore / Experiment.
Observe / Conjuncture
Convince / Prove
Extrapolate / Extend

Example:
Let a student be shown the following picture:

Given the information that in the first figure, inside quadrilateral is a square, students can be asked if they can draw any conclusions/conjectures about the geometrical shapes involved? It May help to look at the figure on the right hand side shows a rearrangement of the shapes in figure on the left hand side. May be naming the sides will help in thinking:

Does this enable students to think and respond? If still not, the following picture can be shown:

This should help to motivate most of the students to conjuncture:
Area of figure on left hand = Area of figure on right hand
4

ICT-Enabled Education as a Right to Education: An Imperative

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digitalLEARNING Network

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August 1, 2010

This paper argues that Information Communication Technology (ICT) enabled education should be an integral part of the Right to Education Act (2009) passed by the Parliament of India. This paper also presents an ethical argument for the formulation of a National Policy that would ensure ICT Enabled Education as a part of Sarva Shiksha Abhiyan (SSA)

Sarva Shiksha Abhiyan (SSA) or 'Education for All' was a massive programme instituted by the Government of India in 2000-2001 to enroll 205 million children in schools and retain them until they complete primary schooling. Right to Education (RTE) Act 2009, which ensures education for all children in the age group of 6-14 years, came into effect from April 1, 2010 and SSA is the vehicle to implement the RTE. Assessment of the SSA by the Joint Review Mission (2009) indicates a considerable increase in the enrollment rate while nearly 2.7 million children drop out of school every year. According to Karin Hulshof, United Nations Children Fund (UNICEF) Representative-India, the RTE would directly benefit about millions out-of-school children in the age group 6-14 years ensuring quality education; this would also lead to the increase in the economic productivity of the country. Despite the tremendous success of the SSA, the challenges to the universalisation of primary education are manifold. This paper proposes that an ICT enabled education, as a right to education has the potential to transform the system of education under the SSA and also address key issues such as increasing number of out-of-school children, dearth of qualified teachers and imparting quality education. Children belonging to the economically weaker sections of the society often lack access to quality education at the primary school level and tend to remain as unskilled labourers languishing without any hope or opportunities for upward mobility. Such a situation has major implications for India's economy and socio-political development. In this context, the prospects of ICT enabled education as an integral part of the right to education holds significance particularly as an effective tool of imparting education to the poor and rural children. The computer-aided education could be utilised to facilitate creative teaching and to make the process of learning more informative and interactive. Introduction of ICT enabled education as part of the SSA also has the potential to attract the under-privileged children to school, accelerate the rate of enrolment and retain children in schools. A national policy on ICT enabled education as a right to education assumes greater significance as the Government of India is intent on preparing the future generations to face the challenges of 'knowledge economy' of the digital world lest the 'digital divide' that creates a chasm between the information rich and the poor widens the socio-economic inequities drastically. An ICT oriented SSA does not aim at creating technocrats for the global economy but would rather harness the potential of the computer aided technology to provide a knowledge platform for those who need it the most, which would enable the development of the marginalised and the deprived sections of the society and the development of the community as a whole.

This article analyses why ICT enabled education should be mandated with the SSA beginning with the under-privileged segments of the Indian society as a moral imperative based on John Rawls' theory of justice. An ICT enabled education becomes a right when viewed from the paradigm of social justice. John Rawls in his Theory of Justice advocates two principles of justice based on rational choice theory to ensure equitable political and social arrangements in a society. The ICT enabled education as a right to education is justified under the 'difference principle' that advocates positive discrimination in favour of the deprived sections of the society.

Right to ICT Enabled Education

John Rawls, one of the foremost American political philosophers of the 20th century, advocates two foundational principles of justice for establishing social and political institutions that would ensure equity. The first principle of justice ensures equal civil and political rights while the second one emphasises fair equality of opportunities in the distribution of socio-economic advantages in the society. The 'difference principle', which is part of the second principle, emphasizes the need for the social systems to be advantageous to the less privileged in the society without adversely affecting other segments of the society. Rawls notes that '

Giving an Edge Over English : Vivek Agarwal, LIQVID, India

Interviews

By

digitalLEARNING Network

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August 1, 2010

An MBA from Indian Institute of Management Calcutta, Vivek is also a visiting faculty to the International Management Institute.

Committed to exploring how technology can be used to make high quality education and training available to the billions of people at a cost that they can afford and at a place they can reach.

Our vision is to provide effective and enjoyable experiences to learners everywhere. Our ambition is to bring the benefit of education particularly English to hundreds of millions of learners in a high-quality and cost-effective way by leveraging the power of technology.

Can you give our readers a brief description / background about your company?

Liqvid is a company specialising in application of technology to the learning process. We provide customised learning solutions and English language learning solutions to customers around the globe. We have global leaders as our customers and partners.

Our vision is to provide effective and enjoyable experiences to learners everywhere. Our ambition is to bring the benefit of education particularly English to hundreds of millions of learners in a high-quality and cost-effective way by leveraging the power of technology. This will help improve the social fabric of our country as India seeks to take its place among the developed nations of the world.

What are the services and products offered by your company? How do Liqvid’s services and products stand unique from other similar competitors?

Liqvid’s English Edge offering has 3 dimensions on which it is differentiated

Velammal Engineering College launches ‘Virtual Instrumentation Centre’

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digitalLEARNING Network

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July 28, 2010

National Instruments today announced that it has established a Centre of Excellence (CoE) in partnership with Velammal Engineering College, Chennai for innovation and creativity in the field of Virtual Instrumentation. This CoE is the first of its kind in the state with a view to improve the quality of engineering education in India and spread the concept of Virtual Instrumentation. The partnership is a part of the initiatives taken by Planet NI (Nurturing Innovation) foundation.

The CoE will introduce latest industrial standard technologies and develop products which can encourage ideation and innovation in the areas of embedded technology among engineering students and technical professionals of the country. The CoE will work on research areas like embedded Industrial Control, Image Processing, Robotic System Design, Measurement & Automation, Wireless Sensor network by encouraging ideation and innovation through projects based on real world applications, access to industry events, educational workshops, and training sessions on NI LabVIEW.

While inaugurating the CoE with M.V. Muthuramalingam, Chairman, Velammal Educational Trust, Jayaram Pillai, Managing Director India, Russia & Arabia, National Instruments said, 'The establishment of the CoE will strengthen our engagement with the academia in the country. This association will help us equip students with the skills required to undertake research and development in the changing technology environment. With this initiative we will be able to contribute to the development of the limited exploratory or research-based education.'

'With acknowledgment of research intensive needs on the part of industry, meeting these needs for the future engineers is an essential part of bridging the academia-industry gap present,' he added.

Virtual instruments provide significant advantages in every stage of the engineering process, from research and design to manufacturing test. Virtual Instrumentation aids all stages of the engineering process, from research and design to manufacturing test. With this initiative the centre will offer candidates an opportunity to work to the highest academic standards and will seek to bridge the gap between the industry & the academia by creating an experiential learning environment for engineering students in the state as well as across India. Planet NI and Velammal Engineering College is committed towards developing quality engineers who can take the country forward with continuous innovations in technology.

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