IISc_CoL_ODL_Guide
Welcome to Distance Learning in Environment Engineering
Aimed at providing in-service professionals with the knowledge, skills and attitudes that
enable them to recognize and solve problems in their domains of study and future work, the
Indian Institute of Science (IISc.) offers distance-learning courses in Environmental
Engineering.
The Institute uses various media for course delivery. The printed course materials, for
example, are self-learning in nature, simulating learner-teacher interaction. Furthermore,
appropriate information and communications technologies are used to facilitate just-in-time
contacts among distance learners and teachers. The delivery model also incorporates an
instructional system that uses performance-based learning processes and this enables you to
demonstrate your understanding of the content-areas. The intensive competence-based course
format allows you to take more responsibility for your own learning. In order to cater to
the varying learning styles, the Institute offers the subject material in the following
modes:
i. Downloadable mode: Downloadable mode empowers to offer education in a dynamic form to
students. Students can access lessons, assignments and submit their scripts online. They
need not brood if they miss lessons - they can download their lesson notes and access
archived lessons, tutorial sessions, lectures, etc.
ii. Read-only mode: Students will be able to only read the course concepts, downloads or
interactive sessions are unavailable.
iii. Classroom interaction: The interactive learning provides an environment for students to
talk and discuss freely about any related topics on or off line.
- Synchronous and asynchronous communication (x chat, discussion forum, bulletin board,
email, etc.): Client Server Model that works with Internet Relay Chat Server Protocol, it
allows servers to connect to each other effectively forming a network. Protocol is used by
servers to talk to one another. Instructor and participants can talk with each other and
discuss on related topic for stipulated time given by the instructor. In mailing-grouping,
participants can become member of Mailing-group by registering their names in their group.
Once approved by the instructor, participants can post their questions to this group ID.
This way the course instructor or any other participant can reply to questions that will be
read by all the members in that group including the instructor.
iv. Practice orientation: Participants progress through the curriculum by demonstrating
their competence in a variety of skill and knowledge areas. Student who demonstrates a
competency is showing the ability "to do" something to put knowledge and principles into
practice. After completing all examinations, students are required to apply the course
content in his or her work setting and submit an example of how they achieved this goal.
Currently, the following two courses are on offer during August – December and January –
May sessions at the Indian Institute of Science, Centre for Continuing Education
(http://cce.iisc.ernet.in):
1. Environmental Management
2. Municipal Solid Waste Management
Note that the course home page is the central location for course information. The faculty
in charge of the course(s) will post their syllabi, grading policies, assignments, course
schedules, etc., on the page. This apart, during the briefing session, you will
learn about email functions,
learn to use the Chat Room, an exciting facility that helps you communicate directly with
your peers and the faculty at a distance,
learn to communicate with your faculty in real-time.
learn to view course grades in the Grade book.
learn to use the Drop-box facility to submit and retrieve assignments,
learn to make one-on-one communication between you and your faculty in connection with
assignments,
find out about the Document sharing, a public place in which you can upload documents to
share and conduct “workshop.â€
learn about the Online Help button for detailed, context sensitive instructions on how to
use the tools.
Indian Institute of Science (http://www.iisc.ernet.in)
Tata Statue
BACKGROUND
The Indian Institute of Science was started in 1909 through the pioneering vision of J.N.
Tata. Since then, it has grown into a premier institution of research and advanced
instruction, with more than 2000 active researchers working in almost all frontier areas of
science and technology. IISc is an institute of higher learning and is constantly in pursuit
of excellence. It is one of the oldest and finest centres of its kind in India and has a
very high international standing in the academic world as well.
The Institute currently has more than forty academic departments, pursuing research in
different areas of science and engineering. The departments belong to one of the two
faculties of the Institute, viz., the Faculty of Science and the Faculty of Engineering. The
Faculty of Science awards PhD degrees through the Regular Research and Integrated PhD
programme, while the Faculty of Engineering awards ME, MTech and MDes degrees in addition to
PhD and MSc (Engg).
The Institute houses a huge collection of journals and textbooks in the J.R.D Tata Memorial
Library. The Library also subscribes to many journals and publications in the electronic
form. The Supercomputer Education and Research Centre makes available state-of-the-art
computational facilities to the staff and students. The Centre runs round-the-clock, seven
days a week and 365 days a year, helping the researchers to break many barriers in
computational science and engineering.
The Institute has pioneered advanced education in India and has been making many significant
contributions to frontier areas of research. The number of students in the institute is kept
deliberately small in order to focus on quality. It has been able to innovate and introduce
(a) new systems of imparting knowledge and (b) educational reforms such as offering courses
under unit system. The Institute was the first to introduce (i) Masters’ programs in
engineering (ii) the Integrated PhD Programs in Biological, Chemical, Physical and
Mathematical Sciences for science graduates (iii) the new IISc Young Fellowship program for
the first 20 rank holders at the + 2 level and (iv) IISc Young Engineering Fellowship
program for merited III year BE/ BTech students.
The Institute has been primarily responsible for starting many fields of activity that
include (i) Aerospace, Automation, Chemical, Civil, Computers, Electronics, Electrical,
Mechanical, Metallurgical and Telecommunication Engineering in Engineering and (ii)
Biochemistry, Biophysics, ecology, Materials Science and Solid State & Structural Chemistry
in Science. It has also acted as a reservoir from which leadership and human resources for
the future scientific developments and industries can be drawn. It is now involved in
several emerging areas of national importance: space science and technology, environmental
and atmospheric sciences, endocrinology, genetic engineering, rural technology and energy
problems.
The Institute has a Centre for Scientific and Industrial Consultancy, through which
significant R&D work is done on identified projects sponsored by industries. The know-how so
generated has been transferred to industries. Transfer of technology has also taken place in
areas such as low-cost housing and renewable sources of energy, which benefit the society.
Similarly, the facilities available at the Institute such as low and high speed
wind-tunnels, water-tunnel, high-speed computers and sophisticated instruments have been
helping public and private sector industries and defence. There has also been a certain
amount of social utilization of work in biosciences. For instance, (i) plant tissue culture
of sandal wood, eucalyptus and teak wood (ii) disease control in silk worms and (iii)
nutritional value enhancement of rice strains. Some recent projects include the development
of cryogenic equipment and vessels for advanced aircraft, fracture analysis of industrial
and space launch vehicle components, thermo-metallurgical modeling of steel industries,
acoustic absorbers to reduce acoustic pollution in industrial environment and automobiles
and microbial techniques for gold extraction from mines. In 1997, the Institute released
technologies relating to AIDS diagnostic kit, biomass gasifier and ferroelectric materials.
In all these endeavours, the Institute, with an awareness of its noble tradition and the
need for maintaining a high quality in all its activities, strives to contribute to the
scientific, academic and technological goals of India. Academic programs leading to ME or
MTech by course work and PhD and MSc (Engg.) by research are available in almost all the
departments. A unique feature of the ME/MTech programs at the institute is the credit system
which allows a student to tailor the courses to suit his/her aptitude and interest. Every
ME/MTech program has a set of hard core courses specified as an essential requirement
whereas the student can take rest of the credits from many courses available in his/her
parent or other departments and also do a dissertation work on the topic of his/her choice.
These courses attract highly motivated accomplished students, in addition to several
sponsored candidates from R & D labs./industries and also from educational institutions
under the Quality Improvement Program (QIP).
A flexible approach to the ME/MTech program has been recently introduced in a few
departments, which enables candidates from industry to take courses leading to ME/Mtech,
spread over a longer period than the regular program, without having to leave their
workplaces. Research programs leading to MSc (Engg.)/PhD degrees are the main thrust in many
departments. The program has a limited amount of course work, essentially to prepare the
student to carry out the research, but the main emphasis is on the thesis work. Excellent
laboratory and computational facilities, a unique library, outstanding faculty with strong
interests in both basic and applied sciences, make 'dream come true' kind of environment to
students with strong interest and aptitude for research. These programs attract students
from all corners of the country and beyond.
The External Registration program leading to MSc (Engg)/PhD provides a most attractive
mechanism through which candidates from industry/R&D can work with the faculty at the
Institute under the joint guidance of Institute faculty and senior officers, scientists in
their parent organization and acquire a research degree of the Institute with a minimal
residential requirement. This has been one of the most successful programs with nearly 30%
research student enrolment in the Engineering faculty.
The Faculty being highly qualified and exposed in specialised areas of national importance
attract a great deal of sponsored research and have the opportunity to participate at
high-level national and international science and engineering meetings. This feature enables
the faculty to respond rapidly to the changing scenario in science and technology and give
initiations by introducing and nurturing new subjects. Thus, every research effort becomes
indeed a step in a new direction, providing enriching experience of learning/discovering in
the ever-changing scene of engineering and science. During the 1997-98 session, the
Institute introduced three new courses viz. 1) ME Program in Microelectronics, 2) ME Program
in Signal Processing and 3) MDes Program in Product Engineering and Design. To keep up with
the changing scenario of science and technology development in the country, more Masters’
Degree courses are introduced since the 1999-2000 session, viz. (1) the 2-year MBA programme
(which replaces the existing MTech program) in the department of Management Studies and (2)
the 1-1/2 year MTech (Computational Science) program in the Supercomputer Education and
Research Centre.
The Indian Institute of Science (IISc.) has for a long time been concerned with ways to make
its expertise and facilities available to qualified technical personnel in industries,
universities and research establishments. On a small scale, the Institute's facilities are
always being used through short-term/refresher courses, but these activities are not
coordinated by a single entry. The Centre for Continuing Education (CCE) has therefore been
set up in 1975-76 to function as a focus for all such activities and to promote a variety of
programs relevant to specific target groups (http://cce.iisc.ernet.in).
The Energy and Wetlands Research Group at the Centre for Ecological Sciences (CES), is
actively involved in studies and training on issues related to environment, water resources,
energy, ecology, wetlands, geographic information systems, environmental impact assessment
and natural resource management. The information about research activities is available at
http://ces.iisc.ernet.in/energy/Welcome.html
Recognizing the need for continuing professional development, the Commonwealth of Learning
(COL) provided five high quality environmental engineering texts earlier developed through a
UNESCO-COL partnership to the Energy and Wetlands Research Group at the Centre for
Ecological Sciences (CES), Indian Institute of Science (IISc.) They jointly examined the
relevance of, and the degree of modification required for, offering at a distance those
texts for practising professionals in environmental engineering.
In collaboration with the Karnataka Environment Research Foundation, Indian Institute of
Technology (IIT, Mumbai), National Environmental Engineering Institute (NEERI) with the
financial support from the Commonwealth of Learning (COL), the Energy and Wetlands Research
Group at the Centre for Ecological Sciences has developed 5 Environmental Engineering
Courses in self-learning format suitable for continuous professional development. Based on
the instructional problems, the audience analysis, instructional goals and objectives, and
an understanding of the desired course content, an outline of the content to be covered in
the environmental engineering Courses were developed. Five courses were developed
simultaneously involving authors with respective domain expertise. The courses developed in
self-learning materials (SLM) for continuous professional development of engineers and the
institutions are:
1. Municipal Solid Waste Management
2. Ground Water and Soil Pollution from Agricultural Activities
3. Air Pollution Control
4. Municipal Water and Waste Water Treatment
5. Environmental Management
These courses are directed at practicing professionals (in service professionals), engineers
and technologists, in India, South Asia and the developing countries in the Commonwealth,
who are all involved in environmental management in some form. The treatment therefore is
not deeply technical or mathematical. In other words, building on their existing repertoire
of skills base, through this project the target groups will be exposed to the new knowledge
that is available in the field.
Next, existing materials along with outline of the content were reviewed by a programme
review committee (at one week duration round table meeting) considering the relevance for
distant learners with widely varied and non-traditional experiential backgrounds. The
programme review committee chaired by COL included content experts, authors of various
Courses, instructional design expert, project manager and a programme co-ordinator.
Instructional design was done based on content, need for instruction, audience need
assessment, etc. Content was organized and developed using relevant examples from India that
relate the content to a context understood by the students. This problem was addressed
through discussions with a sampling of the target audience. The review of content and design
was done at six months interval (mid term review and pre final review).
Evaluation was done including both formative and summation approaches to determine if the
instructional methods and materials are accomplishing the established goals and objectives.
Formative evaluation focussed on course strengths and weaknesses, technical or delivery
concerns, and content areas in need of further coverage.
Summative evaluation was done through validation and pilot testing. Pilot testing included
both brainstorm ways and open discussion of Course contents. This provided a data for course
revision and future planning.
Within the context of formative and summative evaluation, data are collected through
quantitative and qualitative methods combining quantitative measurement of student
performance with open-ended interviewing and non-participant observation to collect and
assess information about attitudes toward the course's effectiveness and the delivery
technology. Careful analysis of pilot testing results helped in identifying gaps or
weaknesses as well as strengths and successes in the instructional process.
Revision plans typically were a direct result of the evaluation process in tandem with
feedback from validation exercises involving course authors from and content specialists.
Also it was evident from the pilot testing exercises that the instructor’s own reflection
on course strengths and weaknesses were the best source of revision ideas. Most revisions
were minor, such as breaking a large and unwieldy instructional unit into more manageable
components, increasing assignment feedback, or improving student-to-student interaction. In
one course, major revisions were implemented.
The development of delivery models required integration of print, CD, and Internet
technology in concert with face-to-face communication. The challenge here was to integrate
delivery components, based on identifiable learner needs, content requirements, and
technical constraints.
COMMONWEALTH OF LEARNING (COL)
The Commonwealth of Learning (COL) is an intergovernmental organization created by
Commonwealth Heads of Government to encourage the development and sharing of open
learning/distance education knowledge, resources and technologies. COL is helping developing
nations improve access to quality education and training.
Founded in 1987 by Commonwealth Heads of Government at their meeting in Vancouver, Canada,
The Commonwealth of Learning has a mandate to encourage the development and sharing of open
learning/distance education knowledge, resources and technologies for learners throughout
the Commonwealth and other countries. Responding to needs expressed by the Commonwealth's 54
member governments, it engages in both in-country and regional project work, as well as
fee-for-service consulting for international agencies and national governments.
Headquartered in Vancouver, The Commonwealth of Learning (COL) is the only intergovernmental
organization solely concerned with the promotion and development of distance education and
open learning. COL is helping to increase the capacities of developing nations to meet the
demands for improved access to quality education and training (http://www.col.org).
In part due to the efforts of COL and its Commonwealth-wide network over the past ten years;
distance education has now become part of the mainstream of education and training in many
Commonwealth countries. COL's goals include maximizing the transfer of information, ideas,
innovations and resources to support this rapid evolution of distance education. Since 1990,
COL has helped introduce, or enhance, teaching/training program in more than 40 countries;
conducted seminars and studies on specific educational needs and established an extensive
network of education and technology specialists around the world. They are now contributing
to many varied educational programs, often using low-cost and innovative technologies,
throughout the Commonwealth and also to other non-Commonwealth countries. Some of these
programs are described as "Models for Success."
COL is governed by an international Board of Governors, whose Chairman is Mr. Lewis Perinbam
and the President & Chief Executive Officer is Sir John Daniel. The purpose of The
Commonwealth of Learning, as reflected in the Memorandum of Understanding, {Commonwealth
Governments on September 1, 1988 and as amended, October 31, 1995} is to create and widen
access to education and to improve its quality, utilizing distance education techniques and
associated communications technologies to meet the particular requirements of member
countries. The agency's programs and activities aim to strengthen member countries'
capacities to develop the human resources required for their economic and social advancement
and are carried out in collaboration with Governments, relevant agencies, universities,
colleges and other educational and training establishments among whom it also seeks to
promote co-operative endeavours.
In addressing all of the functions and objectives prescribed in the Memorandum of
Understanding and working in all parts of the Commonwealth, COL is developing four key roles
in its quest for improved access to and quality of education through the use of open,
distance and technology-mediated learning as:
1. a catalyst for collaboration.
2. a Commonwealth resource for training of distance educators.
3. a capacity builder of the Commonwealth and its educational institutions.
4. an information and knowledge provider
All levels and sectors of education are assisted through developmental themes such as
mixed-mode institutions, quality assurance and credit transfer, continuing education and
professional/skills development, technical/vocational education and training, trade
standards, teacher/instructor training, open schooling, education for all, non-formal
education, rural development/agricultural education, media empowerment, literacy and values
education, the environment and gender-and-development.
COL is financed by voluntary pledges of funds from Commonwealth governments. In addition,
specific projects are supported by external agencies. COL's headquarters and facilities in
Vancouver are provided by the Government of Canada and the Government of the Canadian
Province of British Columbia.
Distance Education System & Study skills
Studies across the globe, comparing distance education to traditional classroom instruction,
indicate that teaching and learning at a distance are as effective as traditional
instruction, when the learning materials, method and technologies used are appropriate to
the instructional tasks and when student-to-student interaction and teacher-student feedback
are robust. The typical challenges posed by distance education are countered by
opportunities to:
Reach a wider student audience.
Meet the needs of students who are unable to attend on-campus classes.
Involve outside speakers who would otherwise be unavailable, and
Link students from different social, cultural, economic, and experiential backgrounds.
These days with advances in science and technology a wide range of technological options are
available to the distance educator. They can be grouped into four major categories namely
voice, video, print and web (Internet) options. Voice tools include passive or one-way
technologies (tapes, radio, etc.) and the interactive technologies (telephone, audio
conferencing, etc.). Video tools include still images such as slides, pre-produced moving
images (e.g., film, videotape), and real-time moving images combined with audio-conferencing
(one-way or two-way video with two-way audio). Print version in self-learning format is a
foundational element of distance education programs and the basis from which all other
delivery systems have evolved. Various print formats that could be used for distance
learning are: textbooks, study guides, workbooks, course syllabi, and case studies. With the
advance and affordability of communication technology, web or Internet based learning have
become reality. Technology plays a key role in the delivery of distance education. However,
the focus of the program is on the instructional outcomes rather than on the technology of
delivery. In other words, the main thrust is on the needs of the learners, the requirements
of the content and the constraints faced by the teacher, before selecting a delivery system.
Typically, this systematic approach has resulted in a mix of media, each serving a specific
purpose as touched upon below:
Print component provides much of the basic learning content in the form of learning
materials (which are in self-learning format), supplemented by suggested readings and other
support materials in print.
Interactive sessions provide real-time/face-to-face (or voice-to-voice) interaction (audio
or video conferencing). This has proved to be, among others, a cost-effective way to
incorporate guest speakers and content experts.
Computer conferencing (e.g., Chat session, discussion forum, bulletin board) or electronic
mail to send messages, assignment feedback, and other targeted communication to one or more
class members is also prevalent. This helps to increase interaction among students and
between students and teachers.
Pre-recorded video tapes/CD/DVD’s are used to present class lectures and visually oriented
content.
Fascimile services are used, where affordable and required, to distribute assignments,
just-in-time announcements, receive student assignments provide timely feedback, etc.
Using this integrated approach, the task is to carefully select among the technological
options depending on students (infrastructural facilities available in their locality),
subject requirements (field visit, case studies, etc.) and institutional commitments. The
goal is to build a hybrid instructional media, meeting the needs of the learner in a manner
that is instructionally effective and economically prudent.
Distance education programs have been initiated with careful planning and a focused
understanding of course requirements and student needs. Appropriate technologies have
evolved through the efforts of many individuals and organizations, which rely on the
consistent and integrated efforts of students, faculty, facilitators, support staff, and
administrators. When instruction is delivered at a distance, additional challenges result
because students are often separated from others sharing their backgrounds and interests,
have few if any opportunities to interact with teachers outside of class, and rely on
technical linkages to bridge the gap separating class participants. Hence, the success of
distance education effort rests squarely on the shoulders of the faculty and resource
persons. In a traditional classroom setting, the instructor's responsibility includes
assembling course content and developing an understanding of student needs.
Need for Environmental Engineering Distance learning Courses
Rapid industrialization of developing countries has led to an increasing demand for
continuing professional development for environmental engineering personnel at all sectors,
including industrial and infrastructure management sectors. Recognizing the need for
continuing professional development, the Commonwealth of Learning (COL) provided five high
quality environmental engineering texts earlier developed through a UNESCO-COL partnership
to the Indian Institute of Sciences (IISc.) They jointly examined the relevance of, and the
degree of modification required for, offering at a distance those texts for practicing
professionals in environmental engineering. This resulted in a COL-funded project with IISc,
taking the responsibility of coordinating and contributing to the design and development of
a series of learning materials in Engineering Sciences for open distance learning.
Based on the analysis of target audience, learning goals and objectives, and the desired
course content with particular relevance to India, an outline of the content was created,
which was reviewed by a committee of content and instructional design experts. The
development of five self-learning environmental engineering courses included formative
evaluation by project review committee and electronic list discussions. The summative
evaluation included validation and pilot testing and brainstorm sessions to ascertain the
suitability of materials to meet the project goals and objectives. The materials thus
produced were revised on the basis of the feedback and are on offer at a distance initially
in India. Nonetheless, these courses when suitably adopted with contextual examples can meet
the continuous professional development requirements of the developing countries in the
Commonwealth. It is also believed that these courses can be appropriately modularized to
contribute to the proposal put forward by the World Federation of Engineering Organizations
for the World Engineering Partnership for Sustainable Development.
Course Content
Course 1 : Municipal Solid Waste Management
Municipal Solid Waste Management: An Introduction.
MSWM In India: Issues and approaches
Generation and Characteristics of Waste.
Waste Collection, Storage and Transport.
Waste Disposal.
Waste Processing Techniques.
Source Reduction, Product Recovery and Recycling.
Recovery of Biological Conversion Products: Compost and Biogas.
Incineration and Energy Recovery.
Hazardous Waste: Management and Treatment.
Integrated Waste Management (IWM).
Basics of Data base Management System (DBMS), Geographic Information System (GIS) and Remote
Sensing
Geographic Information System (GIS) and Remote Sensing data in planning and management of
MSW.
Due to rapid increase in the production and consumption processes, societies generate as
well as reject solid materials regularly from various sectors – agricultural, commercial,
domestic, industrial and institutional. The considerable volume of wastes thus generated and
rejected is called solid wastes. In other words, solid wastes are the wastes arising from
human and animal activities that are normally solid and are discarded as useless or
unwanted. This inevitably places an enormous strain on natural resources and seriously
undermines efficient and sustainable development. One of the ways to salvage the situation
is through efficient management of solid wastes, and this is the focus of this Course,
Management of Municipal Solid Waste. In the 10 Units that constitute this Course, we will
discuss the processes involved in the management of solid wastes – from waste generation
to final disposal.
In Unit 1, we will describe solid wastes and introduce you to the classification of solid
wastes and the functional elements, such as waste generation, storage, collection,
transport, processing, recovery and disposal, in the management of solid wastes. In Units 2
to 7, we will explain with the support of case studies each of these functional elements. In
Unit 8, we will explain the treatment of solid wastes by incineration and energy recovery
from the incineration process. Subsequently, in Unit 9, we will deal with the treatment and
management of hazardous (biomedical) wastes. Finally, in Unit 10, we will discuss the
concept of integrated waste management.
COURSE 2: Environmental Management
Principles of Environmental Management.
Principles of Ecology, Environment & Environmental Management.
Policies and Legal Aspect of Environmental Management.
Overview of Environmental Impact Assessment (EIA).
Preparation and Review of Environmental Impact Assessment Report.
Environmental Audit.
Life Cycle Assessment as EM Tool.
Environmental Management Systems Standards: ISO 14000 (EMS).
Related Issues in Environmental Management.
Environmental Design.
Environmental Economics.
Basics of Data base Management System (DBMS), Geographic Information System (GIS) and Remote
Sensing
Geographic Information System (GIS) and Remote Sensing in Environmental Management.
Due to unplanned developmental activities as well as ever-increasing population, which has
caused enormous strain on the environmental resources, societies across the world face
several problems of environmental degradation. However, it is imperative to maintain a
balance between the capacity of the environment and the quantum of sustainable utilisation.
This is only possible by understanding the environment in its totality and the principles of
its scientific management.
Environmental management (EM) has become one of the most used terms in recent times. But,
what exactly does the term mean and entail? Different individuals belonging to different
disciplines approach EM differently and therefore it is difficult to find a single,
comprehensive view of EM. However, we will discuss in detail the various issues relating to
EM in the ten Units that constitute this Course.
We will first discuss the fundamentals of EM and ecosystem in Unit 1 and, subsequently, the
various environmental policies, legislations and international treaties in Unit 2. In Units
3 and 4, we will deal with the concept of environmental impact assessment (EIA) and the
preparation of EIA report, respectively. We will discuss the methodology and processes of
environmental auditing in Unit 5. In Unit 6, we will introduce you to life cycle assessment
(LCA) in the context of EM. In Unit 7, we will explain the various EM system standards. We
will then take up the issues and techniques relating to EM in Unit 8. Finally, we discuss
environmental design and economics in Units 9 and 10, respectively.
Course Schedule
Classroom briefing and introductory sessions at the beginning of the course (3 days).
Interactive session through Web and Email for two months.
Mid-term contact session (3 consecutive days) & Mid-term Exam.
Project work after the Mid-term contact session.
Final contact session (3 days) and Final exam at the End of the Course.
Qualifications & Requirements
This Course is open to all graduates. Participants are expected to take part in all
activities that form part of course in addition the participants should work on individual
projects. During the course, participants should compulsorily attend interactive chat
sessions, for which some grading will be given. Participants should actively participate in
the sessions for best results. A certificate along with grades will be given to all the
successful participants.
Evaluation
Evaluation will be done at two levels, namely concept level and module level. At the concept
level, after student goes through each concept, he/she is evaluated online by randomly
displaying multiple-choice questions. Each question carries some weight or marks. Based on
his/her test performance, the system checks the number of questions correct answers and the
performance is evaluated. At the module level, after the students complete all the concepts,
they are given final exam, which will be held at the Centre for Continuing Education (L10)
or at Centre for Ecological Sciences (CES). The concept level evaluation marks will also be
considered for grading. Completion of a project is a partial requirement for the course.
