Welcome to Distance Learning in Environment Engineering
Aimed at providing in-service professionals with the knowledge, skills and attitudes
enable them to recognize and solve problems in their domains of study and future
Indian Institute of Science (IISc.) offers distance-learning courses in
The Institute uses various media for course delivery. The printed course materials,
example, are self-learning in nature, simulating learner-teacher interaction.
appropriate information and communications technologies are used to facilitate
contacts among distance learners and teachers. The delivery model also incorporates
instructional system that uses performance-based learning processes and this enables
demonstrate your understanding of the content-areas. The intensive competence-based
format allows you to take more responsibility for your own learning. In order to
the varying learning styles, the Institute offers the subject material in the
i. Downloadable mode: Downloadable mode empowers to offer education in a dynamic
students. Students can access lessons, assignments and submit their scripts online.
need not brood if they miss lessons - they can download their lesson notes and
archived lessons, tutorial sessions, lectures, etc.
ii. Read-only mode: Students will be able to only read the course concepts,
interactive sessions are unavailable.
iii. Classroom interaction: The interactive learning provides an environment for
talk and discuss freely about any related topics on or off line.
- Synchronous and asynchronous communication (x chat, discussion forum, bulletin
email, etc.): Client Server Model that works with Internet Relay Chat Server
allows servers to connect to each other effectively forming a network. Protocol is
servers to talk to one another. Instructor and participants can talk with each other
discuss on related topic for stipulated time given by the instructor. In
participants can become member of Mailing-group by registering their names in their
Once approved by the instructor, participants can post their questions to this group
This way the course instructor or any other participant can reply to questions that
read by all the members in that group including the instructor.
iv. Practice orientation: Participants progress through the curriculum by
their competence in a variety of skill and knowledge areas. Student who demonstrates
competency is showing the ability "to do" something to put knowledge and principles
practice. After completing all examinations, students are required to apply the
content in his or her work setting and submit an example of how they achieved this
Currently, the following two courses are on offer during August â€“ December and
May sessions at the Indian Institute of Science, Centre for Continuing Education
1. Environmental Management
2. Municipal Solid Waste Management
Note that the course home page is the central location for course information. The
in charge of the course(s) will post their syllabi, grading policies, assignments,
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
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
find out about the Document sharing, a public place in which you can upload
share and conduct â€œworkshop.â€
learn about the Online Help button for detailed, context sensitive instructions on
use the tools.
Indian Institute of Science (http://www.iisc.ac.in)
The Indian Institute of Science was started in 1909 through the pioneering vision of
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
science and technology. IISc is an institute of higher learning and is constantly in
of excellence. It is one of the oldest and finest centres of its kind in India and
very high international standing in the academic world as well.
The Institute currently has more than forty academic departments, pursuing research
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
Faculty of Science awards PhD degrees through the Regular Research and Integrated
programme, while the Faculty of Engineering awards ME, MTech and MDes degrees in
PhD and MSc (Engg).
The Institute houses a huge collection of journals and textbooks in the J.R.D Tata
Library. The Library also subscribes to many journals and publications in the
form. The Supercomputer Education and Research Centre makes available
computational facilities to the staff and students. The Centre runs round-the-clock,
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
contributions to frontier areas of research. The number of students in the institute
deliberately small in order to focus on quality. It has been able to innovate and
(a) new systems of imparting knowledge and (b) educational reforms such as offering
under unit system. The Institute was the first to introduce (i) Mastersâ€™ programs
engineering (ii) the Integrated PhD Programs in Biological, Chemical, Physical and
Mathematical Sciences for science graduates (iii) the new IISc Young Fellowship
the first 20 rank holders at the + 2 level and (iv) IISc Young Engineering
program for merited III year BE/ BTech students.
The Institute has been primarily responsible for starting many fields of activity
include (i) Aerospace, Automation, Chemical, Civil, Computers, Electronics,
Mechanical, Metallurgical and Telecommunication Engineering in Engineering and (ii)
Biochemistry, Biophysics, ecology, Materials Science and Solid State &
in Science. It has also acted as a reservoir from which leadership and human
the future scientific developments and industries can be drawn. It is now involved
several emerging areas of national importance: space science and technology,
and atmospheric sciences, endocrinology, genetic engineering, rural technology and
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
generated has been transferred to industries. Transfer of technology has also taken
areas such as low-cost housing and renewable sources of energy, which benefit the
Similarly, the facilities available at the Institute such as low and high speed
wind-tunnels, water-tunnel, high-speed computers and sophisticated instruments have
helping public and private sector industries and defence. There has also been a
amount of social utilization of work in biosciences. For instance, (i) plant tissue
of sandal wood, eucalyptus and teak wood (ii) disease control in silk worms and
nutritional value enhancement of rice strains. Some recent projects include the
of cryogenic equipment and vessels for advanced aircraft, fracture analysis of
and space launch vehicle components, thermo-metallurgical modeling of steel
acoustic absorbers to reduce acoustic pollution in industrial environment and
and microbial techniques for gold extraction from mines. In 1997, the Institute
technologies relating to AIDS diagnostic kit, biomass gasifier and ferroelectric
In all these endeavours, the Institute, with an awareness of its noble tradition and
need for maintaining a high quality in all its activities, strives to contribute to
scientific, academic and technological goals of India. Academic programs leading to
MTech by course work and PhD and MSc (Engg.) by research are available in almost all
departments. A unique feature of the ME/MTech programs at the institute is the
which allows a student to tailor the courses to suit his/her aptitude and interest.
ME/MTech program has a set of hard core courses specified as an essential
whereas the student can take rest of the credits from many courses available in
parent or other departments and also do a dissertation work on the topic of his/her
These courses attract highly motivated accomplished students, in addition to several
sponsored candidates from R & D labs./industries and also from educational
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
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
departments. The program has a limited amount of course work, essentially to prepare
student to carry out the research, but the main emphasis is on the thesis work.
laboratory and computational facilities, a unique library, outstanding faculty with
interests in both basic and applied sciences, make 'dream come true' kind of
students with strong interest and aptitude for research. These programs attract
from all corners of the country and beyond.
The External Registration program leading to MSc (Engg)/PhD provides a most
mechanism through which candidates from industry/R&D can work with the faculty
Institute under the joint guidance of Institute faculty and senior officers,
their parent organization and acquire a research degree of the Institute with a
residential requirement. This has been one of the most successful programs with
research student enrolment in the Engineering faculty.
The Faculty being highly qualified and exposed in specialised areas of national
attract a great deal of sponsored research and have the opportunity to participate
high-level national and international science and engineering meetings. This feature
the faculty to respond rapidly to the changing scenario in science and technology
initiations by introducing and nurturing new subjects. Thus, every research effort
indeed a step in a new direction, providing enriching experience of
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
in Signal Processing and 3) MDes Program in Product Engineering and Design. To keep
the changing scenario of science and technology development in the country, more
Degree courses are introduced since the 1999-2000 session, viz. (1) the 2-year MBA
(which replaces the existing MTech program) in the department of Management Studies
the 1-1/2 year MTech (Computational Science) program in the Supercomputer Education
The Indian Institute of Science (IISc.) has for a long time been concerned with ways
its expertise and facilities available to qualified technical personnel in
universities and research establishments. On a small scale, the Institute's
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
set up in 1975-76 to function as a focus for all such activities and to promote a
programs relevant to specific target groups (http://cce.iisc.ac.in).
The Energy and Wetlands Research Group at the Centre for Ecological Sciences (CES),
actively involved in studies and training on issues related to environment, water
energy, ecology, wetlands, geographic information systems, environmental impact
and natural resource management. The information about research activities is
Recognizing the need for continuing professional development, the Commonwealth of
(COL) provided five high quality environmental engineering texts earlier developed
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
relevance of, and the degree of modification required for, offering at a distance
texts for practising professionals in environmental engineering.
In collaboration with the Karnataka Environment Research Foundation, Indian
Technology (IIT, Mumbai), National Environmental Engineering Institute (NEERI) with
financial support from the Commonwealth of Learning (COL), the Energy and Wetlands
Group at the Centre for Ecological Sciences has developed 5 Environmental
Courses in self-learning format suitable for continuous professional development.
the instructional problems, the audience analysis, instructional goals and
an understanding of the desired course content, an outline of the content to be
the environmental engineering Courses were developed. Five courses were developed
simultaneously involving authors with respective domain expertise. The courses
self-learning materials (SLM) for continuous professional development of engineers
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),
and technologists, in India, South Asia and the developing countries in the
who are all involved in environmental management in some form. The treatment
not deeply technical or mathematical. In other words, building on their existing
of skills base, through this project the target groups will be exposed to the new
that is available in the field.
Next, existing materials along with outline of the content were reviewed by a
review committee (at one week duration round table meeting) considering the
distant learners with widely varied and non-traditional experiential backgrounds.
programme review committee chaired by COL included content experts, authors of
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
relate the content to a context understood by the students. This problem was
through discussions with a sampling of the target audience. The review of content
was done at six months interval (mid term review and pre final review).
Evaluation was done including both formative and summation approaches to determine
instructional methods and materials are accomplishing the established goals and
Formative evaluation focussed on course strengths and weaknesses, technical or
concerns, and content areas in need of further coverage.
Summative evaluation was done through validation and pilot testing. Pilot testing
both brainstorm ways and open discussion of Course contents. This provided a data
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
assess information about attitudes toward the course's effectiveness and the
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
feedback from validation exercises involving course authors from and content
Also it was evident from the pilot testing exercises that the instructorâ€™s own
on course strengths and weaknesses were the best source of revision ideas. Most
were minor, such as breaking a large and unwieldy instructional unit into more
components, increasing assignment feedback, or improving student-to-student
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
delivery components, based on identifiable learner needs, content requirements, and
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
nations improve access to quality education and training.
Founded in 1987 by Commonwealth Heads of Government at their meeting in Vancouver,
The Commonwealth of Learning has a mandate to encourage the development and sharing
learning/distance education knowledge, resources and technologies for learners
the Commonwealth and other countries. Responding to needs expressed by the
member governments, it engages in both in-country and regional project work, as well
fee-for-service consulting for international agencies and national governments.
Headquartered in Vancouver, The Commonwealth of Learning (COL) is the only
organization solely concerned with the promotion and development of distance
open learning. COL is helping to increase the capacities of developing nations to
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
distance education has now become part of the mainstream of education and training
Commonwealth countries. COL's goals include maximizing the transfer of information,
innovations and resources to support this rapid evolution of distance education.
COL has helped introduce, or enhance, teaching/training program in more than 40
conducted seminars and studies on specific educational needs and established an
network of education and technology specialists around the world. They are now
to many varied educational programs, often using low-cost and innovative
throughout the Commonwealth and also to other non-Commonwealth countries. Some of
programs are described as "Models for Success."
COL is governed by an international Board of Governors, whose Chairman is Mr. Lewis
and the President & Chief Executive Officer is Sir John Daniel. The purpose of
Commonwealth of Learning, as reflected in the Memorandum of Understanding,
Governments on September 1, 1988 and as amended, October 31, 1995} is to create and
access to education and to improve its quality, utilizing distance education
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
and are carried out in collaboration with Governments, relevant agencies,
colleges and other educational and training establishments among whom it also seeks
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
in its quest for improved access to and quality of education through the use of
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
mixed-mode institutions, quality assurance and credit transfer, continuing education
professional/skills development, technical/vocational education and training, trade
standards, teacher/instructor training, open schooling, education for all,
education, rural development/agricultural education, media empowerment, literacy and
education, the environment and gender-and-development.
COL is financed by voluntary pledges of funds from Commonwealth governments. In
specific projects are supported by external agencies. COL's headquarters and
Vancouver are provided by the Government of Canada and the Government of the
Province of British Columbia.
Distance Education System & Study skills
Studies across the globe, comparing distance education to traditional classroom
indicate that teaching and learning at a distance are as effective as traditional
instruction, when the learning materials, method and technologies used are
the instructional tasks and when student-to-student interaction and teacher-student
are robust. The typical challenges posed by distance education are countered by
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
These days with advances in science and technology a wide range of technological
available to the distance educator. They can be grouped into four major categories
voice, video, print and web (Internet) options. Voice tools include passive or
technologies (tapes, radio, etc.) and the interactive technologies (telephone, audio
conferencing, etc.). Video tools include still images such as slides, pre-produced
images (e.g., film, videotape), and real-time moving images combined with
(one-way or two-way video with two-way audio). Print version in self-learning format
foundational element of distance education programs and the basis from which all
delivery systems have evolved. Various print formats that could be used for distance
learning are: textbooks, study guides, workbooks, course syllabi, and case studies.
advance and affordability of communication technology, web or Internet based
become reality. Technology plays a key role in the delivery of distance education.
the focus of the program is on the instructional outcomes rather than on the
delivery. In other words, the main thrust is on the needs of the learners, the
of the content and the constraints faced by the teacher, before selecting a delivery
Typically, this systematic approach has resulted in a mix of media, each serving a
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
support materials in print.
Interactive sessions provide real-time/face-to-face (or voice-to-voice) interaction
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
mail to send messages, assignment feedback, and other targeted communication to one
class members is also prevalent. This helps to increase interaction among students
between students and teachers.
Pre-recorded video tapes/CD/DVDâ€™s are used to present class lectures and visually
Fascimile services are used, where affordable and required, to distribute
just-in-time announcements, receive student assignments provide timely feedback,
Using this integrated approach, the task is to carefully select among the
options depending on students (infrastructural facilities available in their
subject requirements (field visit, case studies, etc.) and institutional
goal is to build a hybrid instructional media, meeting the needs of the learner in a
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
evolved through the efforts of many individuals and organizations, which rely on the
consistent and integrated efforts of students, faculty, facilitators, support staff,
administrators. When instruction is delivered at a distance, additional challenges
because students are often separated from others sharing their backgrounds and
have few if any opportunities to interact with teachers outside of class, and rely
technical linkages to bridge the gap separating class participants. Hence, the
distance education effort rests squarely on the shoulders of the faculty and
persons. In a traditional classroom setting, the instructor's responsibility
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
including industrial and infrastructure management sectors. Recognizing the need for
continuing professional development, the Commonwealth of Learning (COL) provided
quality environmental engineering texts earlier developed through a UNESCO-COL
to the Indian Institute of Sciences (IISc.) They jointly examined the relevance of,
degree of modification required for, offering at a distance those texts for
professionals in environmental engineering. This resulted in a COL-funded project
taking the responsibility of coordinating and contributing to the design and
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
course content with particular relevance to India, an outline of the content was
which was reviewed by a committee of content and instructional design experts. The
development of five self-learning environmental engineering courses included
evaluation by project review committee and electronic list discussions. The
evaluation included validation and pilot testing and brainstorm sessions to
suitability of materials to meet the project goals and objectives. The materials
produced were revised on the basis of the feedback and are on offer at a distance
in India. Nonetheless, these courses when suitably adopted with contextual examples
the continuous professional development requirements of the developing countries in
Commonwealth. It is also believed that these courses can be appropriately
contribute to the proposal put forward by the World Federation of Engineering
for the World Engineering Partnership for Sustainable Development.
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 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)
Geographic Information System (GIS) and Remote Sensing data in planning and
Due to rapid increase in the production and consumption processes, societies
well as reject solid materials regularly from various sectors â€“ agricultural,
domestic, industrial and institutional. The considerable volume of wastes thus
rejected is called solid wastes. In other words, solid wastes are the wastes arising
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
undermines efficient and sustainable development. One of the ways to salvage the
is through efficient management of solid wastes, and this is the focus of this
Management of Municipal Solid Waste. In the 10 Units that constitute this Course, we
discuss the processes involved in the management of solid wastes â€“ from waste
to final disposal.
In Unit 1, we will describe solid wastes and introduce you to the classification of
wastes and the functional elements, such as waste generation, storage, collection,
transport, processing, recovery and disposal, in the management of solid wastes. In
to 7, we will explain with the support of case studies each of these functional
Unit 8, we will explain the treatment of solid wastes by incineration and energy
from the incineration process. Subsequently, in Unit 9, we will deal with the
management of hazardous (biomedical) wastes. Finally, in Unit 10, we will discuss
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.
Life Cycle Assessment as EM Tool.
Environmental Management Systems Standards: ISO 14000 (EMS).
Related Issues in Environmental Management.
Basics of Data base Management System (DBMS), Geographic Information System (GIS)
Geographic Information System (GIS) and Remote Sensing in Environmental Management.
Due to unplanned developmental activities as well as ever-increasing population,
caused enormous strain on the environmental resources, societies across the world
several problems of environmental degradation. However, it is imperative to maintain
balance between the capacity of the environment and the quantum of sustainable
This is only possible by understanding the environment in its totality and the
its scientific management.
Environmental management (EM) has become one of the most used terms in recent times.
what exactly does the term mean and entail? Different individuals belonging to
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
EM in the ten Units that constitute this Course.
We will first discuss the fundamentals of EM and ecosystem in Unit 1 and,
various environmental policies, legislations and international treaties in Unit 2.
3 and 4, we will deal with the concept of environmental impact assessment (EIA) and
preparation of EIA report, respectively. We will discuss the methodology and
environmental auditing in Unit 5. In Unit 6, we will introduce you to life cycle
(LCA) in the context of EM. In Unit 7, we will explain the various EM system
will then take up the issues and techniques relating to EM in Unit 8. Finally, we
environmental design and economics in Units 9 and 10, respectively.
Classroom briefing and introductory sessions at the beginning of the course (3
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
projects. During the course, participants should compulsorily attend interactive
sessions, for which some grading will be given. Participants should actively
the sessions for best results. A certificate along with grades will be given to all
Evaluation will be done at two levels, namely concept level and module level. At the
level, after student goes through each concept, he/she is evaluated online by
displaying multiple-choice questions. Each question carries some weight or marks.
his/her test performance, the system checks the number of questions correct answers
performance is evaluated. At the module level, after the students complete all the
they are given final exam, which will be held at the Centre for Continuing Education
or at Centre for Ecological Sciences (CES). The concept level evaluation marks will
considered for grading. Completion of a project is a partial requirement for the