Tuesday, 1 September 2020

PhD Coursework: Research Methodology - English Studies

 Prof. Sachin Ketkar on "Translation Studies as World Literature and World Literature as Translation Studies"


Dr. Kalyan Chattopadhyay on "Academic Writing"



Prof. Kiran Trivedi on "Quality Research Publication: Impact Factor, i-Index, h-Index, i10-Index


Dr. Valiur Rahaman on 'The Vocation & Life of Research Scholar'


Dr. Kalyani Vallath on 'Practical Ways of Organizing Research'



Prof. Balaji Ranganathan on 'Research Techniques'



Dr. Valiur Rahaman on 'The Art of Literary Research Today'


]

Prof. Atanu Bhattacharya on 'The Academic Writing: The Basics'


 

Prof. Atanu Bhattacharya on 'The Academic Writing: The 

Mechanics'

 


Prof. Nigam Dave on 'Philosophy and Ethics'


Dilip Barad on 'Introduction to the Course on Research and Publication Ethics' (Gujarati)


Charlie Chaplin Modern Times Great Dictator

 The Modern Times




The Great Dictator

Wednesday, 19 August 2020

UGC-RPE: Research and Publication Ethics

 A Course on Research and Publication Ethics (RPE) - for Ph.D. Students

University Grants Commission (UGC) in its 543rd meeting held on 9th August 20-19 approved two Credit Course for awareness about publication ethics and publication misconducts entitled "Research and Publication Ethics (RPE)" to be made compulsory for all PhD students for pre-registration coursework. Click here to download the syllabus.

In view of the above, many PhD scholars as well as resource persons may be in need of the recommended books to carry out this coursework. All these resources are in public domain and can be downloaded from below given links:
  1. Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415), 179-179. https://doi.org/10.1038/489179a
  2. Bird, A. (2006). Philosophy of Science. Routledge.
  3. Chaddah, P. (2018). Ethics in Competitive Research: Do not get Scooped; do not get Plagiarized. ISBN: 978-938748086
  4. Indian National Science Academy (INSA) (2019). Ethics in Science Education, Research and Governance. ISBN: 978-81-939482-1-7. http://www.insaindia.res.in/pdf/Ethics_Book.pdf
  5. MacIntyre, Alasdair (1967). A Short History of Ethics. London.
  6. National Academy of Sciences, National Academy of Engineering and Institute of Medicine (2009). On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition. National Academies Press.
  7. Resnik, D.B. (2011). What is Ethics in Research & Why is it Important. National Institute of Environmental Health Sciences, 1-10. Retrieved from https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

The Video Recording of the talk delivered in PhD Coursework (Gujarati): 

 

The Video Recording of the talk delivered in Ph.D. Coursework (Sociology):

Saturday, 8 August 2020

Tagore - Deeno Dan - The Impoverished Gift

Rabindranath Tagore - दीनो दान



महान रचनाकार 'गुरुदेव' रबींद्रनाथ टैगोर का 7 अगस्त 1941 को अवसान 

हुआ था। महाकाव्य गीतांजलि के लिए टैगोर को साहित्य का नोबेल दिया 

गया था। यहाँ प्रस्तुत कविता 'दीनो दान' 120 वर्ष पहले लिखी गई है मगर 

यह आज के परिवेश में भी प्रासंगिक बनी हुई है। आज रबींद्रनाथ टैगोर की 

पुण्यतिथि पर पूरा देश उन्हें इस रचना के जरिए याद कर रहा है। 

 Tagore's original date mark on this poem is 20th of Shravan, 1307, which happened to fall on August 5th of this year. On 5th August 2020, there was a grand show of by the Trust of Ram Mandir at Ayodhya. The Prime Minister was invited. The live telecast of the gala event was witnessed by billions of people over electronic media. The Live Streamed on social media was also greeted with warm emotions by devotees of Lord Ram.

While the people involved in the act tries to narrate the event with their version of truth, the truth which is loved by the majority of the day, the truth which seems to be so sweety sweerty and goody goody that all love to talk about it with ornamental language. 

Well, the same event which is so loved by the majority of the people (of the day) may not be seen exactly in same light by literary imagination. The mind's eye of the true littérateur imagines the same event is quite an opposite way.

Rabindranath Tagore was one such creative genius. It is an ironical coincidence that Tagore's poem is said to be written on 5th August. This date may be debated as it was marked with Bengali date but his death anniversary fall just on the second day of the euphoria of the Ram Temper Foundation Stone Ceremony, i.e. 7th August.

It is but obvious that people will read Tagore on his death anniversary and may be surprised to see this poem written by him. The poem is so relevant as well as so succinctly reminds us of the way we should have been behaving in the times of nationalistic religiosity in the times of Corona Pandemic #Covid19.

Here is the Hindi translation of the Bengali Poem. Below it is the English version of the poem.

“उस मंदिर में कोई प्रभु नहीं हैं”, कहा सन्त ने। 

राजा क्रुद्ध हो गया;

“कोई प्रभु नहीं? हे सन्त! क्या तुम 

किसी नास्तिक जैसे नहीं बात कर रहे?

अनमोल रत्नजरित सिंहासन पर,

स्वर्णिम मूर्ति चमक रही है,

फिर भी तुम कहते वह यहाँ नहीं है?”

“खाली नहीं यह मंदिर, इसमे भरा पड़ा है 

राजसी दंभ। 

तुमने अपना ही मान बढ़ाया है, हे राजा!

संसार के स्वामी का नहीं”, 

यूं कहा सन्त ने। 

झुंझलाया था फिर राजा, “बीस लाख सिक्के सोने के 

बरसाए हमने उस महान कृति पर गगनचुंबी है जो,

और देवताओं को किया समर्पित 

सब आवश्यक अनुष्ठानों के बाद,

और तुम्हारी यह धृष्टता कि कहो

नहीं इस विराट मंदिर में भगवान”?

शांति से बोला संत, “उसी साल जब,

दो करोड़ तुम्हारी प्रजा 

पीड़ित थी भयंकर सूखे से;

रोटी और छत विहीन विपन्न लोग!

आए तुम्हारे दर पर मांगने सहारा, 

मिली बस दुत्कार,

बाध्य हुए वह ढूँढने को आसरा,

जंगलों, कन्दराओं में, पथ-किनारे वृक्षों के नीचे 

और खंडहहर पुराने मंदिरों में;

और फिर उसी साल

जब तुमने बीस लाख स्वर्ण मुद्राएं खर्च कर

बनाया अपना यह मंदिर आलीशान,

वही था वह दिन जब भगवान ने कहा:

“मेरा घर तो जगमगाता है 

सदा प्रज्ज्वलित दीपों से,

नीले गगन के बीच,

मेरे घर की बुनियादें बनीं हैं मूल्यों से:

सच, शांति, करुणा और प्रेम के। 

वह राजा, निर्धन निर्बल कृपण,

अपनी ही प्रजा को जो दे न सका 

आश्रय,

क्या वह सच में आशा रखता है 

मेरा घर बना सकने की?”

यही वह दिन था 

जब त्याग दिया प्रभु ने तुम्हारा वह मंदिर।

और जा मिले पथ किनारे कंगालों से,

पेड़ों के नीचे। 

विशाल समुद्र के झाग की रिक्तता की तरह,

तुम्हारा मंदिर भी खाली है। 

धन और दंभ मात्र का यह बुलबुला है। 

गरजा था फिर राजा,

“अरे धोखेबाज बेवकूफ इंसान,

निकल जा मेरे राज्य से अभी”। 

सन्त बोला शांति से,

“वही जगह जहां तुमने किया है निर्वासित भगवान को,

वहीं भेज दो भक्त को भी”।

(अनुवादक: गौरव)

A 120-year-old Bengali poem written by Rabindranath Tegore: Translation in English

“There is no god in that temple”, said the Saint.

The King was enraged;
“No God? Oh Saint, aren’t you speaking like an atheist?
On that throne studded with priceless gems, beams the golden idol,
And yet, you proclaim that it is empty?”

“It is not empty; rather, it is full of royal pride.
You have bestowed yourself, oh King, not the God of this world”,
Remarked the saint.

The King frowned, “2 million golden coins
were showered on that grand structure that kisses the sky,
I offered it to the Gods after performing all the necessary rituals,
And you dare claim that in such a grand temple,
There is no presence of God”?

The Saint calmly replied

“In the very year in which twenty million of your subjects were struck by a terrible drought;
The desperate masses without any food or shelter,
came begging at your door crying for help, only to be turned away,
they were forced to take refuge in forests, caves, camping under roadside foliages, derelict old temples;
and in that very year,
when you spent 2 million gold coins to build that grand temple of yours,

that was the day when God pronounced:

‘My eternal home is lit by everlasting lamps,
in the midst of an azure sky.
In my home the foundations are built with the values
of Truth, Peace, Compassion and Love.
This poverty-stricken puny miser,
Who could not provide shelter to his own homeless subjects,
Does he really fancy he can give Me a home?’

That is the day God left that Temple of yours.
And joined the poor beside the roads, under the trees.
Like the emptiness of the froth in the vast seas,
Your mundane temple is hollow.
It is just a bubble of wealth and pride.”

The enraged King howled,
“oh you sham cretin of a person,
Leave my kingdom this instant”.

The Saint replied calmly,
“To the very place to which you have exiled the Divine,
Banish now the devout too”.

- Rabindranath Tagore,
20th of Shravan, 1307 (as per Bengali Calendar)


A better version of translation is here


[From Deen Daan]

by Rabindranath Tagore

Thus offered the royal servant-

“Your Highness, despite much pleading

Narottama, the greatest of the Sadhus,

Shunning the opulent shelter of your golden temple

Is engaged upon the sacred devotions of sankirtana

Under the shade of a tree by the roadside.

 

Scores of devotees swarm the holy man

Tears of uncontrollable bliss overflow their

Down-turned faces, and cleanse the earth with

Waves of piety.Your temple stands near-empty;

As the honeybee, driven wild by the first wafting

Of the perfume from the lotus grove, instantly rejects

The gilded pot of honey and flies briskly over to

Where the lotuses have blossomed in profusion, eager

To quench his thirst, likewise, the great multitudes,

(Caringnot for the glittering temple) run from

Far and wide to there, where down by the edge

Of the street, from the lotus blossom of the

Devotee’s heart, there emanates the fragrance of Heaven.

Upon the jewel-studded throne- the lonesome Deity

Suffers silently in ultimate rejection.”

 

Hearing this, and understandably vexed, the monarch

Stepped off the royal throne, and with due haste

Rushed to where under the shade below the bough

Sat the sadhu upon his grassy seat.  Offeringpranam

At his feet, he spoke thus.  “Behold, Father, yonder

Royal temple with the golden dome- its crest

Piercing the sky itself!  Why, pray, would you

Reject such grandeur, and offer praises to the divine

Here by the dusty street?”

 

“The divine resides not inside that vacuous temple,”

The sadhu responded.  “Resides not?” retorted

The sovereign in fury.  “O Sannyasi- you blaspheme

Like an atheist!  Radiant upon a jewel-encrusted throne

Sits in glory the luminous icon of divinity.  You call

That empty and vacuous?”

 

“Not empty, Your Highness, it is full only of Royal

Arrogance.  Within that hall of glamor, it is yourself

You have installed, not the benevolent devata.”

 

With knotted brow, the irate sovereign then spoke thus.

“With the princely sum of two million pieces of gold

Have I created this unblemished temple which

Rises past the clouds, and through the chanting of

Potent puja mantras consecrated to the sacred divinity-

And you tell me that the devatahas not a place within

This temple of glory?”

 

With an unruffled voice, the sadhu responded-

“That year when a raging wildfire consumed their

Homes and impoverished twenty thousand of your

Subjects- homeless, penniless and desperately hungry,

They stood at your palace door, begging for relief from

Your royal hands. Their collective pleas fell upon deaf

Ears, and without hope, they retreated to the deepest

Forests, into caverns, under the shades of trees by

Street-sides, the courtyards of abandoned old temples

Split asunder by overgrown invading wildasath.  That very

Same year,spending your two million pieces of gold

Your Highness created your temple of gold

And consecrated to the divine.  That day Bhagwan,

The Compassionate One, spoke thus.   “My timeless

Home spread across the limitless Universe is strewn

With countless luminous points of light dispersed

Beyond the endless blue of the sky.  That refuge of

Mine is founded ever upon the four pillars of Truth,

Peace, Compassion and Love.  The lowly, impoverished

Miser who cannot provide even shelter and safety to his

Own homeless subjects- he dare offer me a home!”

That instant the Compassionate One departed to where

Under the shades of trees languished the impoverished.

The refuge-giver joined his flock, the refugees.  Empty

As the bloated foam riding the vast seas- likewise is

Your vaunted temple empty under the vast skies-

Nothing but bubbles of gold and vanity.”

 

Lighting up like a conflagration, the monarch thundered,

“Bogus lowlife charlatan, leave my kingdom forthwith-

Make haste and begone!”

 

His voice calm and resolute, the sannyasi replied-

“Where you expelled, my dear King, the beloved of the

Devotees- Your Highness, pray expel me there.”

 

[Rabindranath Tagore, the timeless cultural icon, identified consistently with the cause of the oppressed and colonized around the world, and spoke out decisively for them in his speeches, lectures, during travels worldwide and conversationswith the greatest minds of his time (which included, rather importantly, some of the greatest in human history, including Albert Einstein, Romain Rolland, H.G. Wells, and many other luminaries including a great many who were influenced and inspired by his work and his message).  Most of all, his empathy for the poor, the downtrodden, the tyrannized of the world is graphically emblazoned across his literary writings, and it is well past time that many of these be brought before the world as a whole.  Given Tagore’s immense oeuvre, this is a massive task indeed.  This translator intends to present some of these, in bits and pieces as long as fate provides the necessary time.

Tagore’s DeenaDaan is a story narrative whose relevance extends far beyond both the space of the kingdom where the event takes place, and also the time frame which extends to all time.  It underscores the obscenity of extravagance on the part of the rich and powerful (here depicted through the grandiose actions of a monarch, and yet just as applicable to the obscenity of imperials looters and plunderers, many, many from the haughty Western world, who routinely lay to waste the precious resources of the earth and pile up unimaginable plunder and heartless consumption at the cost of millions of the poor and deprived whose lives are piled high with suffering and violence to keep running the machinery of the inherent evil and arrogance of the mighty).  In this balladic story, a vainglorious monarchexpends enormous quantities of gold to build up a glittering temple to benevolent God while at the same time heartlessly turning away thousands of suffering subjects rendered paupers by a wildfire which consumed their all.  The arrogant King is taught a lesson in humanity and morality by a highly revered sage who chooses to offer his devotions to God under the trees and upon the dust of the green earth instead of the King’s opulent temple. There is truth here which applies to the imperial, consumerist and market-economy world (the government, business and military nexus which is running berserk in the capitals in Washington, London, Paris and elsewhere) and its heartless greed and arrogance right now in our times.

Narottama–      name of the sannyasi; literally, the highest among men.

Sadhu–             a holy man, a renunciate, a recluse.

Sankirtana–     sacred devotional chants usually to the Lord Krishna practiced by Bengal’s                       Vaishnavas.

Pranam–          the Hindu practice of touching an elder’s feet out of reverence.

Sannyasi-        an alternative name for Sadhu; literally, one who has renounced the world.

Devata–            the deity or divinity being worshipped.

Asath-             also called aswath or the peepul tree, similar to tree of enlightenment                                     associated with the Buddha.

Bhagwan-      the Lord of Destiny in Hinduism; often implying God.

Translated with comments by ©Monish R. Chatterjee.

Monish R. Chatterjee, Ph.D. Professor, ECE, Dept. of ECE University of Dayton


Sources:

https://countercurrents.org/2017/03/the-impoverished-gift/

https://www.humsamvet.com/literature/rabindranath-tagore-death-anniversary-poem-deeno-daan-4019

https://scroll.in/article/969579/there-is-no-god-in-that-temple-said-the-hermit-rabindranath-tagore-wrote-this-poem-in-1900

https://www.news18.com/news/buzz/there-is-no-god-in-the-temple-rabindranath-tagores-poem-deeno-daan-goes-viral-a-century-later-2762815.html

https://blog.dilipbarad.com/2020/05/tagore-and-nationalism.html


Monday, 3 August 2020

Online Chess Tournament - Aug 2020


The blog will be updated with more information about this event . . . .


Mobile Photography - Online Competition - Aug 2017

The students of Department of English organised Mobile Photography Event in Aug 2017. The photographs were made available online for public voting. In this online competition, the students requested their friends, family members and social media followers to vote the best photos.
Here is the online form with all photos submitted by the participants.
https://forms.gle/Bug2Dqf33ASKFHjt7

The top ten photos as per popular choice (public voting) can be seen here ~

In the Prize Distribution programme, photographer Ms. Raksha Bhatt was invited to talk about the art of photography.
The photo album of the prize distribution programme is here - 

Social Media posts on this event: 
Riddhi Joshi (Youtube Video)

Thursday, 30 July 2020

NEP 2020: Multilingualism and the power of language

New Education Policy 2020

Multilingualism and the power of language

4.9. It is well-understood that young children learn and grasp non-trivial concepts more
quickly in their home language/mother tongue. Wherever possible, the medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the home language/mother-tongue/local language. Thereafter, the home/local language shall continue to be taught as a language wherever possible. This will be followed by both public and private schools. High-quality textbooks, including in science, will be made available in home languages. In cases where home-language textbook material is not available, the language of 
the transaction between teachers and students will still remain the home language wherever possible. Teachers will be encouraged to use a bilingual approach, including bilingual teaching-learning materials, with those students whose home language may be different from the medium of instruction. All languages will be taught with high quality; a language does not need to be the medium of instruction for it to be learned well.
4.10. As research clearly shows that children pick up languages extremely quickly between the ages of 2 and 8 and that multilingualism has great cognitive benefits to young students, children will be exposed to languages early on (but with a particular emphasis on the mother tongue), starting from the Foundational Stage onwards. All languages will be taught in an enjoyable and interactive style, with plenty of interactive conversation, and with plenty of early reading and subsequently writing in the mother tongue in the early years – with skills developed for reading and writing in the other two languages in Grade 3 and beyond. All 
language learning will aim to be experiential and enhanced through art, such as music, poetry, and theatre. There will be a major effort from both the Central and State governments to invest in large numbers of language teachers in all regional languages around the country, and in particular all Schedule 8 languages. States, especially states from different regions of India, 
may enter bilateral agreements to hire teachers in large numbers from each other, to satisfy the three-language formula in their respective states, and also to encourage the study of Indian languages across the country.
4.11. The three-language formula will continue to be implemented while keeping in mind the Constitutional provisions, the need to promote multilingualism and national unity while providing for greater flexibility.
4.12. Students whose medium of instruction is the local/home language will begin to learn
science and mathematics, bilingually in Grade 6 so that by the end of Grade 9 they can speak about science and other subjects both in their home language and English. In this regard, all efforts will be made in preparing high-quality bilingual textbooks and teaching-learning materials. 
4.13. The home/local language and/or the second Indian language will be enhanced with the reading of and analysis of uplifting literature from the Indian subcontinent, ancient to modern, and by authors from all walks of life, as well as through other arts, such as by playing and discussing music or film excerpts, or engaging in theatre in these languages.
4.14. As so many developed countries around the world have amply demonstrated, being well educated in one’s language, culture, and traditions is indeed a huge benefit to educational, social, and technological advancement. India’s languages are among the richest, most 
scientific, most beautiful, and most expressive in the world, with a huge body of ancient as well as modern literature (both prose and poetry), film, and music written in these languages that help form India’s national identity and wealth. For purposes of cultural enrichment as well as national integration, all young Indians should be aware of the rich and vast array of languages of their country, and the treasures that they and their literature contain.
4.15. Thus, every student in the country will participate in a fun project/activity on ‘The
Languages of India’ sometime in Grades 6-8. In this project/activity, students will learn about the remarkable unity of most of the major Indian languages, starting with their common phonetic and scientifically-arranged alphabets and scripts, their common grammatical structures, their origins and sources of vocabularies from Sanskrit and other classical languages, as well as their rich inter-influences and differences. They will also learn what geographical areas speak which languages, get a sense of the nature and structure of tribal languages, and they would learn to say a few lines in every major language of India and a bit about the rich and uplifting literature of each. Such an activity would give them both a sense of the unity and the beautiful cultural heritage and diversity of India and would be a wonderful icebreaker their whole lives as they meet people from other parts of India. This project/activity would be a joyful activity and would not involve any form of assessment.
4.16. The importance, relevance, and beauty of the classical languages and literature of India also cannot be overlooked. Sanskrit, while also an important modern (Schedule 8) language, possesses a classical literature that is greater in volume than that of Latin and Greek put together, containing vast treasures of mathematics, philosophy, grammar, music, politics, medicine, architecture, metallurgy, drama, poetry, storytelling, and more, written by people of 
various religions as well as non-religious people, and by people from all walks of life and a wide range of socio-economic backgrounds over thousands of years. Sanskrit will thus be offered at all levels of school and higher education as an important, enriching option for students. It will be taught in ways that are interesting and experiential as well as contemporarily relevant. Sanskrit textbooks at the foundational and middle school level may be rewritten in Simple Standard Sanskrit (SSS) to teach Sanskrit through Sanskrit (STS) and make its study truly enjoyable.
4.17. India also has an extremely rich literature in other classical languages, includingclassical Tamil, as well as classical Telugu, Kannada, Malayalam, and Odia, in addition to Pali, Persian, and Prakrit; these classical languages and their works of literature too must be preserved for their richness and for the pleasure and enrichment of posterity. When India becomes a fully developed country, the next generation will want to be able to partake in and be enriched as humans by India’s extensive and beautiful classical literature which containsgreat intellectual and cultural treasures.
4.18. In addition to Sanskrit, the teaching of all other classical languages and literature of
India, including Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian, and Prakrit, will also be widely available in schools as options (possibly as online modules), through experiential and innovative approaches, including by integration of technology, to ensure that these languages and literature stay alive and vibrant, especially in those states where they may 
be best taught and nurtured.
4.19. For the enrichment of our children, and for the preservation of these rich languages and their artistic treasures, all students in all schools, public or private, may have the option of learning at least two years of a classical language of India and its associated literature, through experiential and innovative approaches including by integration of technology, in Grades 6-12, with the option to continue from middle level through secondary education and university.

4.20. In addition to high quality offerings in Indian languages and English, foreign languages,such as Korean, Chinese, Japanese, Thai, French, German, Spanish, or Russian will also be widely offered at the secondary level, for students to learn about the cultures of the world and to increase their global knowledge and mobility according to their own interests and aspirations.
4.21. The teaching of all languages will be enhanced through innovative and experiential methods, such as gamification and apps, and by weaving in the cultural aspects of the 
languages, with the teaching-learning of various subjects and with real-life experiences through films, theatre and storytelling, art and music, local literature, etc. Thus, the teaching of languages will also be based on experiential learning pedagogy.
4.22. Indian Sign Language (ISL) will be standardised across the country and National and State curriculum materials developed, for use by students with hearing impairment. Local sign languages will be respected and taught as well, where possible and relevant.

Wednesday, 15 July 2020

Timify

What is Timify.me?

Time limited tests for education

Combine the power of Google Forms and time tracking to keep your students in shape

Timify.me is a web-service (and also a Google Add-on) that allows you to embed a timer into your Google Forms and collect form submission time.
Timify.me seamlessly embeds a neat and simple countdown timer to your Google Forms and tracks the activity of your students.
It's elegant, easy to use and it does its job.

Time limited tests for skills assessment

Combine the power of Google Forms and time tracking
to make the skills assessment process more efficient

Pricing: Basic features with limit to 100 users is free. For more Pro features - Click here to learn about pricing.

Test 1: Click here

Test 2: Click here


Curious to know more?


Saturday, 11 July 2020

Making Sense of Pandemics: Reading Literature



Video Recording:




The Presentation:



Roles and Practices of Educators in Technology-Supported Learning


This blog will be updated with video recording . . .

Roles and Practices of Educators in Technology-Supported Learning

Video Recording of the Webinar Presentation:


The Presentation:




In this live webinar session, these websites and videos will be referred.

Video on Lightboard: https://youtu.be/ByPWQSEc-RI

Video on Flipped Learning: https://youtu.be/hWDCS38kxFc







Other resources:

Monday, 6 July 2020

Making Sense of Online Teaching: Engaging Students Online and Offline

One Week Faculty Development Programme: 6 to 11 July 2020

Organised by Sathyabhama Institute of Science and Technology, Chennai, Tamilnadu, India and SKITI Malang, Indonesia


In one week Faculty Development Programme, delivered talk on 'Making Sense of Online Teaching - Engaging Students Online and Offline'. The FDP is jointly organised by Sathyabama Institute of Science and Technology, Chennai, Tamil-Nadu and and Sekolah Tinggi Informatika dan Komputer Indonesia (SKITI) - Indonesian College of Informatics and Computers. 6th July 2020.


The Presentation




Monday, 29 June 2020

eContent: Designing the Deliverables

eContent: Designing the Deliverables

The Video recording of this webinar talk will be available here . . .

The Video Recording of the Live Session




The Presentation




Monday, 22 June 2020

Use of Digital Tools in Teaching, Learning, Evaluation and Research: Webinar Talk

Use of Digital Tools in Teaching, Learning, Evaluation and Research: Webinar Talk





Post-Covid: Upgrading Teaching & Learning through Technology

Post-Covid: Upgrading Teaching & Learning through Technology

The Government Arts College, Bayad, Gujarat organized this webinar.

Here is the recording of this webinar. It is embedded from Facebook page of the college.