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Module 6: ChemTalk:
Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Month of Publication: July, 2018)
Developed at
at
Guru Angad Dev Teaching Learning Centre
A Centre of MHRD, Govt. of India
under
Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching
(PMMMNMTT)
Sri Guru Tegh Bahadur Khalsa College
University of Delhi, Delhi, India
Email id: mhrdnrc.chemistry@gmail.com
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
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CREDITS
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 2 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
1. Introduction
As discussed in Part 1: our syllabi are very heavy and need to be revised regularly;
the most important component of any education system is teaching and learning
which need to focus not on rote learning and scoring high marks, but on
encouraging thinking, innovation and creativity amongst the students; there is going
to be big challenge in research as well because literature is growing very-very fast
as chemistry knowledge is growing exponentially.
The solution to all the aforementioned problems lies to a great extent in integration
of technology with education, and that’s basically the focus of discussion in this
module.
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 3 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
A good quality e-content is one which has all those features which make self-
learning exciting and interesting. For example, “e-PGPathshala project” of the
University Grants Commission is mainly concerned with the development of e-
content for post graduate disciplines and in this content the development of static
and later on multimedia enrichment ultimately leads to four quadrant content, it’s
called basically a four quadrant approach. One quadrant is e-text which includes
detailed texts and lessons; then is self-learn which means video lectures having
texts, graphics, visual and animations etc.; self -assessment which include self -
assessed quizzes and they also give you the feedback if your answer is wrong, why
it is wrong, if it is correct why it is correct and then one very interesting quadrant is
there that is Know More which includes value additions, web links and suggested
videos.
This four quadrant content corresponding to one conventional class of around One
hour duration is known as “e-content module in four quadrant format”. So every
module has all the four components, i.e., e-text, self-learn, self-assessment, know
more.
Good e-content should have certain qualities. It needs to be authentic; that means it
should have been developed by top experts, it should facilitate self- learning and
self- assessment. It must be highly interactive; it should be multimedia enriched; the
whole content should have been written and arranged in a very structured fashion.
Easy navigation, modular and reusable are other qualities of a good e-content. Now
whatsoever e-content has been developed for various post-graduate subjects in the
country including chemistry all this is available on this website of inflibnet
(www.inflibnet.ac.in). All this content is also available on SWAYAM PRABHA DTH
channels.
In chemistry, under the ePGPathsala Project, we have developed e-content in four
quadrant form for sixteen PG level papers. All this content has been developed by
our group in chemistry and this is available on inflibnet and DTH channels. PG level
e-content has been developed by the top experts of the country; it is like the best of
the country addressing the rest.
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 4 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
All these MOOCs, which are being developed under the aegis of MHRD by various
national coordinators will ultimately be uploaded or hosted on the technical platform
“SWAYAM” available at www.swayam.gov.in.
For all the types of MOOCs, anyone can enroll for free, but for getting
certificate or credit, a nominal charge has to be given.
MOOCs have been introduced as a part of formal education system in India
to earn credits, wherein a student can earn upto 20% of credits per semester
through these online courses called as UGC (Credit Framework for Online
Learning Courses through SWAYAM) Regulation, 2016.
MOOCs are going to be a boon for everybody in one way or the other.
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 7 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
__________________________________________________________________________
Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 8 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
__________________________________________________________________________
Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 9 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
Other challenges will be for assessment of the students who are enrolled in
MOOCs: Impersonation; poor assessment system of learner’s independent work;
Management of Large number of students for credit transfer.
Some limitations of MOOCs: Human learns best socially; Unfortunately, MOOCs
are predominantly like a one way street and a lonely one; Not ideal for individuals
who struggle with motivation; Low completion rate –learning alone – lack of
feedback or encouragement; around 5% percent of the total enrolled are able to
complete MOOCs; whether the students can apply the concepts learned; learning
outcomes have not been gauged, etc.
But, ultimately all depends on the quality of the MOOCs. If the quality of the
MOOCs is very high, with good interactivity, written in a very simple manner; they
can be surely of immense help not only for students but for teachers as well.
There are some other challenges in the implementation of MOOCs in India. In spite
of the growing number of users in India, the internet speed in India is only about 7-8
mbps whereas in some of the leading countries of the world it is more than 25 mbps.
For MOOcs to be successful, the internet speed needs to be improved.
At the world scenario just as we have SWAYAM platform, there are many other
popular MOOC platforms in the world like- EDX, COURSERA, UDACITY, Khan
Academy, etc.
As a major initiative, MOOCs are now being developed for teacher training in the
country. 75 National Resource Centres have been allocated by MHRD, Govt. of
India. Guru Angad Dev Teaching Learning Centre of MHRD at SGTB Khalsa
College has been selected as the National Resource Centre of Chemistry (NRCC)
by the MHRD. The mandate of this NRCC is to conduct annual refresher program in
chemistry every year and it will be an online program in the form of MOOCs through
SWAYAM portal. This Course that you are enrolled in, is the first Online Refresher
Course for Chemistry Teachers which it is going to be very useful for entire higher
education faculty of the country. One may be assistant professor, associate
professor or professor it will be useful for all of them and there is a rationale behind
this because knowledge is growing very fast, doubling time of knowledge has
shrunk and therefore faculty needs to be upgraded with this growing knowledge.
One common apprehension among the people is that perhaps e-learning will
replace teachers, please remember no one can replace a good teacher. All this will
ultimately supplement traditional learning; it will empower teachers and definitely
not replace them. MOOCs have the potential to make better and stronger India in
the field of education.
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 10 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
6. ICT for revision of Syllabi, Assessment and Research
ICT can also provide a platform for periodic revision of syllabi because that
needs to be done regularly in view of the growth of knowledge in chemistry. This is
now possible in lesser time because of e-mails, discussion forums, video
conferencing etc.
For assessment also, more and more institution are opting for online examination,
again it’s the integration of technology with examination system. Online examination
gives immediate result, is uniform in grading and cost effective. ICT tools can also
be used for self-assessment by students as well as for internal assessment by
teachers.
Literature has become very-very vast and it has become a challenge for researcher
in chemistry. The literature survey for doing research can be carried out by the use
of electronic databases. Many other ICT Tools for data interpretation, analysis, etc.
help in research. Electronic databases as a matter of fact are becoming the real
information source in the twenty first century. Every electronic database has a
search engine and using that it makes the task of survey much easier, faster and
simpler. Also instead of spending time in searching, one can spend more time on
thinking and trying to become more innovative and creative so all these things will
ultimately help.
The face of chemistry education in the country is going to change very soon by its
integration with technology. Many limitations of the traditional talk and chalk method
can be overcome with the use of technology. For example, many three dimensional
structures which we normally use in our stereochemistry etc. can’t be very well
explained on the blackboard but by using various animation, simulations, videos,
etc. all these things can be very well understood by the students. This is a big
change and all this quality education is going to be available to the masses;
everybody in the country can learn from such MOOCs and e-content. The
availability of MOOCs and technology integration with teaching-learning and
assessments is also going to be a boon for the teachers.
National Resource Centres can certainly help them but then at the same time,
teachers should also realise that their roles are going to change significantly. They
certainly need very good domain knowledge, they certainly need good
communication skills, but in addition, they need to be perfect in ICT skills and newer
pedagogy. Now so many developments have come in this front - one is e-learning,
but in present scenario, along with conventional teaching, they can integrate ICT
tools which is known as blended learning. Blended learning would mean a student
or a learner can attend a face to face conventional class as well as learn from e-
content and MOOCs. As teacher you can guide your student in this and change
your teaching pedagogy.
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
(Page 11 of 12)
ONLINE REFRESHER COURSE IN CHEMISTRY FOR HIGHER EDUCATION FACULTY (2018)
@ SWAYAM.GOV.IN
______________________________________________________________________________________
You can adopt flip-classroom methodology as well. In this methodology, the
conventional methodology where we teach in classrooms and students solve
problems at home is flipped. It is flipped or inverted in the sense that now students
can watch videos or modules or MOOCs on their own at home and do problem
solving through interactions with teachers. Teachers can ask them to watch
selective videos and then discuss and do problem solving and other activities, etc.
related to what they have learnt.
This is another change in the art of teaching or pedagogy; so slowly the role of the
teachers and expectation around the teachers are going to change. In another
module we will discuss details of the changing roles of teachers with focus on ICT
tools, which can be employed by chemistry teachers.
Reference Material
• A.K. Bakhshi & Vimal Rarh; Feature Article: Chemistry Education in the 21st Century:
Challenges and Opportunities; Science Reporter, CSIR, 38-42, January 2012.
• Vimal Rarh, A. Goel (2011), A Methodology for e-Quiz Content Production for E-Learning,
Second International Conference on Emerging Applications of Information Technology, 145-148.
• Ruth C. Clark, Richard E. Mayer (2011). e-Learning and the Science of Instruction: Proven
Guidelines for Consumers and Designers of Multimedia Learning. John Wiley & Sons.
• A.K. Bakhshi, & Vimal Rarh; (2013). ICT for Enhancing the quality of Open and Distance
Education through e-Learning; Book “Open and Distance Learning in India: Challenges and
Prospect” (edited by Chaturvedi A and Singh K V), IGNOU, 13-35.
• Alonso F, Couchet J, Manrique D and Soriano F J (Nov 2006), “Learning Objectives for E-
Learning Instruction”, 4th International Conference on Multimedia and Information and
Communication Technologies in Education, Spain.
Web-Links
• SWAYAM portal; https://swayam.gov.in/
• Gazette notification regarding MOOC;
http://www.ugc.ac.in/pdfnews/0272836_moocs.pdf
• PMMMNMTT scheme guidelines;
http://mhrd.gov.in/sites/upload_files/mhrd/files/document-
reports/PMMMNMTT_Guidelines.pdf
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Module 6: ChemTalk: Chemistry Education in the 21st Century:
Challenges and Opportunities– Part 2
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