Tools in the Tool-kit of 21st Century Teacher | UGC - HRDC | Mumbai University

Introduction:

The University of Mumbai's HRDC department of English is pleased to welcome Dr. Dilip Barad, an accomplished academician and talented communication expert from Bhavnagar. This is not the first time that Dr. Barad has graced the classrooms of Mumbai University as a guest speaker, and the department is thrilled to have him back.

Dr. Barad has made a name for himself as a teacher who has embraced digital technology to enhance the learning experience for his students. He has been a vibrant presence in the academic world in his home state of Gujarat and has been instrumental in the development of digital communication tools and teaching techniques. With over two decades of teaching experience, Dr. Barad has taught students from a variety of disciplines including literature, management, social sciences, science, and commerce. In addition to his teaching experience, Dr. Barad has also been involved in several UGC research projects, including the development of e-content for the government. He has been a shining example of innovation and creativity, especially during the COVID-19 pandemic when he trained teachers on how to use digital tools to reach their students. Today, Dr. Barad will be speaking about the topic of "Teaching in Contemporary Times," connecting it to the overall theme of the refresher course on contemporary literature and reading. He will be discussing the impact of the digital age and the information society on the way information is shared, preserved, and passed down to future generations. He will also touch upon the concepts of data, information, knowledge, and wisdom, and how they are interrelated.

The department is honored to have Dr. Dilip Barad as its guest speaker and looks forward to learning from him once again. 

Summary of the session:

The video titled "Tools in the Tool-kit of 21st Century Teacher" was recorded during a refresher course on contemporary literature and its teaching, organized by HRDC University of Mumbai UGC Department of English. The speaker, Dr. Dilip Barad, is introduced as a communication expert and a vibrant presence in Gujarat's academic community. He has taught various courses ranging from literature to management, social sciences, science, and commerce, and has worked on numerous projects, including developing e-content for the government.

Dr. Barad's session focused on teaching in contemporary times, which involves digital culture and the Information and Communication Technology (ICT) revolution. He mentions how digital tools have transformed the way we share and preserve information, from oral tradition to printing and now to digital means. He highlights the importance of distinguishing between data, information, knowledge, and wisdom, and the role of teachers in helping students process information to gain knowledge and eventually apply it as wisdom in real-life situations.

Dr. Barad emphasizes the need for teachers to adapt to the changing times and integrate technology into their teaching methodology to keep up with students' digital fluency. He shares several tools that teachers can use to enhance their teaching, including Learning Management Systems (LMS), Google Classroom, blogs, podcasts, social media, and online quizzes. He highlights the benefits of using these tools, such as increased student engagement, personalized learning, real-time feedback, and easy tracking of student progress.

In conclusion, Dr. Barad encourages teachers to embrace technology as a tool to enhance their teaching and engage with students better. He emphasizes the need for teachers to continually learn and upgrade their skills to stay relevant in the ever-changing digital world.

Video Recording

Globalization and Fiction | UGC HRDC Refresher Course | Nagpur

 Globalization and Fiction 

| UGC HRDC Refresher Course | Nagpur

Abstract:

The video is a lecture on "Globalization and Fiction" delivered by Professor Dilip Barad. He has 26 years of teaching experience and is currently a professor at MK Bhavnagar University. He has conducted workshops on web tools for teaching and authored books and articles on literature and language learning. In his lecture, he talks about the relationship between globalization and postcolonialism and how they are interconnected. He also discusses the concept of globalization in a particular context and how it relates to climate change. The lecture includes a discussion about a meme related to the movie "Don't Look Up" and its connection to the impact of climate change on the rich and poor.

Detailed Summary:

The video titled "Globalization and Fiction" is part of a UGC HRDC Refresher Course in Nagpur, India, and features a talk by Professor Dilip Barad. Professor Barad has 26 years of teaching experience in different faculties and is currently a professor at MK Bhavnagar University in Gujarat. His interests are diverse and include computer-assisted language learning, the innovative use of ICT, teaching English literature and literary theories, and the use of web tools for teaching. He has conducted workshops on these topics in national and international conferences and has authored books and articles on various subjects.

In his talk, Professor Barad discusses globalization and its relationship to fiction. He notes that climate change is often discussed in connection with globalization, and although he will not focus on that relationship in this talk, it is an important consideration. He focuses instead on the idea of post-coloniality and how it relates to globalization. Specifically, he addresses the question of how we can locate the debate on post-colonialism in today's context, given that politically, colonies are no longer colonized.

To begin his talk, Professor Barad invites the audience to participate by commenting on a meme that he displays. The meme suggests that only a select few will be able to escape the earth in case of calamity, leaving the rest of the population to face the consequences of climate change. Participants offer their interpretations of the meme, with some suggesting that it represents the idea of the super-rich being able to escape the consequences of climate change.

Professor Barad then discusses the ways in which globalization has changed our understanding of post-colonialism. He notes that post-colonial critics have traditionally focused on issues such as cultural appropriation and representation. However, globalization has created new challenges and opportunities for post-colonial analysis. For example, he notes that the rise of the internet and social media has allowed for new forms of cultural exchange that can challenge traditional power structures. However, he also notes that globalization has created new forms of inequality and exploitation, particularly in the context of global capitalism.

In conclusion, Professor Barad argues that the relationship between globalization and fiction is complex and multifaceted. While globalization has created new opportunities for cultural exchange and has challenged traditional power structures, it has also created new forms of inequality and exploitation. He suggests that post-colonial analysis must take these new challenges into account and continue to evolve in response to changing global conditions.

Video Recording

Teaching English Literature in Digital Age | UGC - HRDC | Mumbai University

 

Teaching English Literature in Digital Age | UGC - HRDC | Mumbai University | Nagpur University

Abstract:

In this video, a professor discusses the integration of digital technology in teaching English literature. The focus of the discussion is on the concept of "generative literature," which explores how machines can write and generate literature. The professor shares a link to a collection of poems written by humans and robots, and asks the audience to identify which ones are written by machines. The professor emphasizes the importance of exploring this area of digital humanities, and notes that it is becoming increasingly difficult to distinguish between human and machine-generated literature. The professor also highlights the idea of the mechanization and robotization of human beings. The audience response to the poems is divided, with some able to distinguish between human and machine-generated poems and others unable to do so.

Detailed Summary:

The video is a recording of a lecture on "Teaching English Literature in the Digital Age" conducted by UGC-HRDC and Mumbai University, which discusses the role of digital humanities in literature education. The speaker begins by acknowledging the huge gap between traditional teaching methods and the current digital age, but highlights the potential of digital integration in classrooms to enhance teaching and learning.

The lecture then focuses on the emerging field of digital humanities, which aims to explore how literature can be read and written in the digital age. The speaker recommends an article by Matthew Christian Bom on digital humanities and its place in English departments, and highlights the importance of digitizing literature and generating literature through technology.

To illustrate this point, the speaker introduces an activity where participants are asked to identify whether a poem is written by a human or a machine. The participants are provided with a link to a collection of poems written by humans and machines, and are asked to provide their responses in the chat. The lecture emphasizes the idea of "generative literature," which refers to the creation of literature by both humans and machines. The speaker poses the question of whether a computer can write poetry and suggests that this is an interesting area to explore in literature education.

The lecture concludes with the speaker discussing the potential implications of this topic, including the mechanization and robotization of human beings, and encourages further exploration of digital humanities in literature education. The speaker notes that despite the responses to the activity being divided among human and machine-generated poems, the importance lies in engaging students in innovative ways and encouraging critical thinking about the role of technology in literature education.

Video Recording

 Pedagogical Usage of E-Content | Online Short Term Course | MOOCs & E-Content Development | UGC-HRDC

Abstract:

The video is a recording of a short-term course on pedagogical usage of e-content and MOOCs. The speaker mentions that the use of technology is challenging but not impossible, and encourages the participants to use the available technology to create e-content for their subjects. The speaker emphasizes that the learning objectives should be the main concern, and not just making something attractive. The speaker also mentions a survey and requests the participants to fill it out.

Detailed Summary:

he video is a recording of an online short-term course on the pedagogical usage of e-content, MOOCs, and e-content development offered by UGC-HRDC. The speaker begins by thanking the participants for filling out a comprehensive questionnaire the day before and acknowledging the challenges of implementing the knowledge to be shared. The speaker encourages participants to keep their cameras on during the session, and notes that there are currently 90 participants, with 22 expected to join.

The speaker discusses their experience with e-content development, having received a project from UGC and MHRD, and highlights the importance of pedagogical concerns in creating e-content. The speaker emphasizes that e-content should have learning objectives and not just be designed to glamorize or attract students. They suggest that the best way to use technology in e-content development is to be self-reliant and utilize available resources, as not all locations have access to experts who can handle high-end technologies such as VFX and animation.

The speaker notes that each subject has its unique needs and suggests that participants consider how technology and digital tools can help them convert their text into e-text or material. They also emphasize the importance of pedagogical concerns in e-content development, as well as the need for self-reliance and utilizing available resources. The speaker mentions a survey link shared with participants the day before and encourages those who have not yet given their responses to do so.

The speaker shares their PowerPoint presentation and discusses various aspects of e-content development, such as the importance of multimedia, creating interactive content, and using open educational resources (OER). They emphasize the need for pedagogically sound content and mention tools such as Learning Management Systems (LMS) and Virtual Learning Environments (VLEs) to manage e-content. The speaker also discusses the challenges of e-content development, such as accessibility and the need for quality control.

Throughout the session, the speaker encourages participants to engage in discussions and ask questions, and notes that the goal is to learn and share knowledge. The video ends with the speaker thanking participants for their time and noting that they will continue the discussion in subsequent sessions.

Video Recording:

Research Directions in Humanities - BKNMU - Junagadh

 Research Directions in Humanities

Abstract: 

The video discusses possible research directions in humanities and literature, with a focus on the next five to ten years. The speaker highlights the need to adapt to the changing world and rethink traditional ways of looking at topics such as epidemics and digital culture. The speaker suggests that humanities research should consider the impact of pandemics, not just wars, on society and cultural memory. Additionally, the speaker discusses how digital culture is shaping our lives and the distinction between creative and generative literature. The video aims to inspire PhD scholars to think about their research topics and to become future research supervisors.

Detailed summary:

The video is about a seminar on the future of research in Humanities and literature, held at the BKNMU in Junagadh, India. The speaker starts by acknowledging the dignitaries on the dias, the research scholars and students of the masters or graduation who are going to make various presentations in the seminar. He then proceeds to discuss the possible futures of research in Humanities and literature.

He notes that multidisciplinary, interdisciplinary, and even transdisciplinary approaches are going to be buzzwords around this century. However, apart from that, what other things can be seen or visualized? Those who are PhD scholars may have already decided on their topic, but the speaker hopes that the ideas he presents may be useful to those who will be research supervisors in the future, and their students or somebody looking for guidance.

The speaker acknowledges that predicting what may happen in 20-25 years is nearly impossible, but he suggests looking at the possibilities in the coming five to ten years. He notes that the world is moving so fast that it's hard to predict, but there are some important things to consider.

One of the most significant issues to consider is the epidemic. The speaker notes that most of the documents on epidemiology or literature review on epidemiology predicted that a pandemic was possible, but they were more concerned with the third world countries than the first world. However, the pandemic has hit the first world more severely than the third world, and this requires a new way of looking at the situation. The speaker suggests that the way we remember wars is different from the way we remember epidemics, and this could be an interesting concern to look into.

The speaker also discusses digital culture, which is shaping our lives, thoughts, and philosophies. He suggests that the questions around digital cultures and digital Humanities are important to consider. One of the emerging distinctions is between creative literature and generative literature. The speaker notes that machines are developing algorithms that can write literature, and someday people may be researching poets who are robots. This distinction between machines generating literature and humans creating literature is an emerging concern that requires further questioning.

The speaker also touches on feminist discourse and how it is being transformed by digital culture. He suggests that there is a need to look at the poetics of digital culture and the feminist discourse in more detail.

In conclusion, the speaker suggests that there are many new and emerging directions in Humanities and literature research, and it is important to keep an open mind and embrace new ideas and approaches. He encourages the scholars to be curious, explore new fields, and be open to interdisciplinary and multidisciplinary approaches.

Video Recording:

Reflection and Writing: Empowering Students in Higher Education

Dear Teachers in HEIs,

As a teacher in higher education, it is important to encourage your students to not only participate in academic and co-curricular activities, but also to reflect on their experiences and write about them. Reflection and writing can help students to better understand their own learning and personal growth, as well as to articulate and communicate their experiences to others.

To encourage reflection and writing, here are some humble instructions for all teachers in higher education:

1. Provide clear guidelines: Provide clear guidelines for your students on what is expected of them when they are asked to reflect and write about their experiences. This could include the length of the reflection, the format, and the topics to be covered.

2. Offer examples: Offer examples of good reflective writing to help students understand what is expected of them. You may also consider sharing your own reflective writing to model the process for them.

3. Create opportunities: Create opportunities for students to reflect and write. This could be through journaling, class discussions, or assignments that require reflection and writing.

4. Provide feedback: Provide feedback on your students' reflective writing. This feedback should be constructive and focused on helping them to improve their writing and deepen their reflection.

5. Make it meaningful: Make the reflection and writing activities meaningful by connecting them to the course content or learning objectives. This can help students to see the value of reflection and writing in their overall learning experience.

6. Emphasize the process: Emphasize the process of reflection and writing, rather than just the final product. Encourage your students to take the time to think deeply about their experiences and to use writing as a tool to explore and express their thoughts and feelings.

By following these instructions, you can help your students to become more reflective and thoughtful learners who are better able to articulate their experiences and grow as individuals.

Some benefits of writing blogs and social media sharing on academic events participated by students:

1. Improves writing skills: Blogging requires a certain level of writing proficiency, and regularly writing about academic events can help students develop and refine their writing skills.

2. Encourages reflection and critical thinking: Blogging about academic events requires students to reflect on what they learned, analyze the information they gathered, and think critically about their experiences.

3. Promotes knowledge sharing: By sharing their experiences and insights through their blogs, students can help others learn more about the academic event and its subject matter.

4. Builds a personal brand: Blogging is an excellent way for students to showcase their skills, interests, and knowledge on a particular topic. This can help them build a personal brand and differentiate themselves from their peers.

5. Increases visibility: By sharing their blog posts on social media and other platforms, students can increase their visibility and reach a broader audience.

6. Helps with networking: Blogging can help students connect with other individuals who share similar interests and participate in similar events.

*Teachers who encourage their students to write blogs on academic events also benefit* in the following ways:

1. Provides feedback: Reading their students' blogs can help teachers gain valuable insights into how their students are processing and applying what they learn.

2. Promotes digital literacy: Encouraging students to write blogs can help them develop essential digital literacy skills that are increasingly necessary in today's digital age.

3. Enhances the learning experience: By encouraging students to write about academic events, teachers can help students deepen their understanding of the subject matter and apply what they learned to real-world situations.

4. Increases engagement: Encouraging students to write blogs can help increase their engagement with the academic events and the subject matter.

Blogging about academic events can be a healthy and beneficial practice for both students and teachers, and it's great to see teachers who encourage and support their students in doing so.